Full Description
`I feel it makes a contribution to the field in that it brings into focus the many aspects of equity and equality in one source. It makes an excellent base for some meaningful discussion of these issues by those working with aspiring educator leaders as well as those already in the field' - Deborah A Drugan, Principal General, John J Stefanik Elementary School, Chicopee, MA NAESP (National Association of Elementary School Principals) District PrincipalWhat sets this book apart from other writing about school leadership and successful schools is the authors' unflinching belief that there is great hope, in the midst of great hypocrisy, that American schools can narrow and eventually eliminate the achievement gap. James Joesph Scheurich and Linda Skrla make clear that there should be only one agenda for every classroom, school, and district in America. All students, regardless of culture, races, ethnicity, economics, language, gender, and lifestyle must be educated to attain well-defined high standards of learning.The authors demonstrate how leaders in such schools mobilize faculty, staff, and community to openly study inequities among students and how standards, curriculum, and assessments are used as levers for identifying and improving student achievement. They describe how leaders promote purposeful and collaborative classrooms among teachers, administrators, and parents to improve instruction, create with others a climate of care, and use accountability and "equity audits" to continuously scan for inequities across multiple domains of student learning and activities. This book is both eloquent in its simplicity to understand and deeply moving in its call to action. It will provide you with a world of practice - drawn from schools, faculty, and leaders who make the belief, the practice of their work
Contents
Foreword - Carl D. GlickmanAcknowledgmentsAbout the Authors1. Working on the DreamWhat We Will Cover in the Book2. Learning To Believe the Dream Is PossibleBarriers to BelievingLearning to BelieveConclusion3. Standards and CurriculumWhy Use Standards?The Necessity of Curriculum AlignmentHow Allignment of Standards and Curriculum Works in Creating Equitable and Excellent SchoolsConclusion4. Instruction and Classroom ClimateHigh Expectations and RespectCulturally Responsive TeachingLoving and Caring in the ClassroomDemocratic, Collaborative Teaching EnvironmentsContinual Development of Content ExpertiseDiscipline Problems Are Largely a Function of Inequity, a Lack of Caring, and Weak InstructionConclusion5. Accountability and Appropriate Data UsageAvoiding the Test Factory Response to AccountabilityUsing Accountability Positively for Equitable and Excellent SchoolingConclusion6. Using Data to Uncover and Erase Systemic InequitiesApplying Equity Audits to Gifted and Talented Program DataUsing Equity Audits on Special Education DataUsing Equity Audits on Discipline A Process for Addressing Inequities Identified by Equity AuditsUsing Equity Audits on Achievement Data and Teacher Quality DataConclusion7. School Leadership and Continuous ImprovementThree Essential Characteristics of Leadership for Equity and ExcellenceSustaining Yourself as a Leader for Equity and ExcellenceA Note for Campus and District Leaders on Building Leadership CapacityA Note to Principals and District Leaders About Assistant PrincipalsConclusion8. Proactive RedundancyProactive Redundancy in the ClassroomProactive Redundancy in Teacher Professional DevelopmentProactive Redundancy Involving District Support StaffThe Importance of Proactive Redundancy in Equitable and Excellent SchoolsConclusion9. Deep Collaboration with Parents and CommunityConclusion10. The Final Call: Working on the Dream Each Day in Every WayWhat We See in the FutureFinal Words, the Final CallReferencesIndex
