PDF Diversity & Inclusion in the Independent Studio: Welcoming All Voices S Rebeqa Rivers

When we act together and lift our voices together in unison, we can improve the lives of children. CCSSO supports states in encouraging innovation, learning from other sectors, and applying new principles to transform the educational landscape. Family nights and putting signs in different languages help to welcome the families to the school. Teachers often are confused when a student moves from the Euphoria period of excitement about their new surroundings to the culture shock period where they are angry, hostile or have resentment towards the new culture.

Surveys show that the public’s trust in major professions has been falling since roughly the mid 1960s, which has led to increased external accountability across a variety of fields. No Child Left Behind is an outgrowth of a two decades-long push for external accountability that grows out of primarily economic concerns. I don’t see the desire for external accountability reversing itself, but it is possible that the ends for which educators are held accountable could shift. Provides guidance for improving students’ relationships with teachers to promote students’ academic and social development.

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” to “are we willing to go to the lengths that these schools do to overcome the effects of family background? ” I think it is safe to say that Mike Feinberg and Dave Levin, the founders of KIPP, have had more influence on the school reform debate than any academic or policy wonk over the past 15 years. Time and time again, I’ve heard educators say that the lack of parental engagement in their schools is what is holding them back. But, when I listen to families, in Philly or Chicago or any other urban city, I hear about the shoes that educators often don’t slip on. They speak of educators who fail to consistently demonstrate the humility and respect that serving others should engender. I hear families who know that education is a key component of their child’s success, but also demand for their humanity to be respected and honored.

• I agree that creating a welcoming classroom by the school and the homeroom teacher is extremely important.
• Nor public schools can fairly claim to be more successful at raising student achievement.
• At the end of the process, students develop recommendations for social change.
• I hear families who know that education is a key component of their child’s success, but also demand for their humanity to be respected and honored.

Students who are responsible for violating the CSULB student conduct policies are provided the opportunity to take responsibility for their actions through a W.A.V.E. Conference. In a WAVE Conference, students work directly with individuals they have harmed to repair the harm that was caused by their actions. World Vision has zero tolerance of incidents of violence or abuse against children and other people in the communities we serve, either committed by our staff or others connected to our work. As children return to school, they may have different thoughts and questions about COVID-19. Use child-friendly and age-appropriate resources available in your country/region that is based on scientific evidence to respond to children’s questions about COVID-19 accurately.

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When teaching is not rooted in students’ lives, student learning suffers, biases take hold, and deficit perspectives become normalized. Sharif El-Mekki is the Founder and CEO ofthe Center for Black Educator Development. The Center exists to ensure there will be equity in the recruiting, training, hiring, and retention of quality educators that reflect the cultural backgrounds and share common https://www.wave-accounting.net/ socio-political interests of the students they serve. We need to stop fighting this common-sense change to teacher support and evaluation. We can’t return to the past — when there were no clear expectations for teachers, no meaningful training and support, and 97 percent of teachers in America were rated “satisfactory,” largely based on cursory classroom visits and superficial checklists.

Extracurricular activities, peer support, or more specialized interventions involve the entire school community working as a team. Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together. Schools should consider expanding the scope of student council responsibilities to include weighing in on the core issues affecting the student experience such as the school schedule, budget, discipline code, curriculum, and hiring decisions. Schools should also encourage student governments to undertake important initiatives that would improve the school culture and community.

What are the basic elements of inclusive education?

When all children, regardless of their differences, are educated together, everyone benefits—this is the cornerstone of inclusive education. Offers practical suggestions and ways in which school staff, teachers, and administrators can support students in these uncertain economic times. Includes strategies to promote a sense of safety, calm, self-efficacy, individual and community efficacy, connectedness, and hope. As we all know, the schedules that students have to follow during virtual, hybrid, and in-person learning can be very confusing — and they may continue to change through the duration of the COVID-19 pandemic. Ensure that students and their families have all of the information they need to attend their classes at the correct time. See the resources related to language access above as needed to facilitate communication with families.

• A complex system of biases and structural inequities is at play, deeply rooted in our country’s history, culture, and institutions.
• Summarizes evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers.
• Support state-required surveys and develop district-level student surveys to gather information about instruction and school climate.

Districts should support schools in administering state surveys, if the surveys are required by the state. Districts can supplement that information and develop student surveys on the rigor of instruction, quality of teaching, and school climate while ensuring youth involvement in each step of the process. Districts should publish the school-level data and use the results to create improvement plans and support school leaders. The action research approach provides students the space and time needed to conduct systematic research, analyze oppressive issues in their schools or communities, and develop solutions to address them. Often, students receive training on how to develop research questions, collect data, conduct interviews, and advocate for solutions. At the end of the process, students develop recommendations for social change. Students have the opportunity to present their policy ideas to decision-making bodies, or they can begin to develop strategies on their own to implement their recommendations.

For Children with Disabilities, Global Funding for Education Falls Short

Schools and policymakers should empower all students rather than a select few. Moreover, there must be a clear purpose to any student voice strategy in order to increase buy-in of adults and students. Finally, adults and students must trust each other and develop skills to build collaboration. There are many new and exciting ways for students to explore issues of interest to them and share them with their community. Schools should explore creating podcasts, blogs, and more to provide students with avenues to share their opinions and gain valuable skills. Administrators should provide training and guidance but should not place restrictions on content whenever possible.

• This includes open meetings and public records laws, prohibitions against for-profit operations or profiteering, and the same civil rights, employment, labor, health and safety laws and staff qualification and certification requirements as other public schools.
• Schools should help teachers personalize learning and customize curriculum to meet the interests and needs of each student.
• We comply with the Institute of Internal Auditors requirements and standards and ensure that External Quality Assurance Reviews are completed with the recommended regularity.
• We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do.
• Our aim is not just to change the conversation, but to change the country.

Initially a seven-week program, Challenge 5280 now runs as a yearlong student leadership class and is positioned in the district as a Civic Leadership Development program. It is unreasonable for educators to expect that Black families should automatically trust other Black folks who are working within the existing school system. Welcoming Accountable Voices In Education When the sacred work of service and teaching is approached with this elitist mindset, it only pushes families further from embracing the school as partners. All educators should consistently do some deep soul searching to determine whatimplicit biases they may harbor about the people and communities they profess to serve.

Both mediators and the participants are able to learn through the process that conflict can both constructive and positive. Back to the Beach Reintegration Circles provide students who may have been separated from the university an opportunity to be welcomed back to the CSULB community with a support system that will help them develop a success plan. In many countries children have been following strict physical distance measures and have been prevented from using playgrounds and other public spaces to play and interact with their peers. Make sure that when children return to school that they have lots of opportunities to socialize, play and interact with the peers they have missed for so long, in line with school safety protocols. Continue providing learning support, as well as guidance, and provide extra support or go at a slower pace if a child is finding it difficult to learn or concentrate. VOICES staff collaborated and served on more than 20 committees with partner organizations, task-forces, and boards representing a wide variety of issues affecting Alabama’s children and provided leadership to the Child Care Coalition. VOICES strives to ensure the well-being of Alabama’s Children through research, public awareness, and advocacy.