The blogsphere for candidates that engage in field experiences, review of educational material and educational courses in leadership taught by Noran L Moffett, Ed.D.
Post Your Evidence of the Most effective Leadership Outcome
From the reflections of the week, what has been the most effective example of leadership actions demonstrated in the field this week and Why?
What standard(s) and element(s) most highly correlated with the actions described?
Posted by Stephanie Hunte: A contingent of four African American educators from Jonesboro, Georgia has effectively turned the tide of the academic achievement gap within their school community for ELL students. Working in concert with parents, through programs like their Parent University, these educators have created targeted workshops to strengthen their students' families skills and knowledge. This was a result of their very basic, yet very often over looked problem strategy: they spoke with their students and their families. In doing so, they recognized that "in order to close the achievement gap they had to meet the human needs of families before academic needs could be addressed."
The concept of wrap around pupil services was recently highlthe ighted in the documentary "Waiting For Superman" which featured reknown school leader Geoffery Canada. Canada has been providing services to his students and their families from birth recognizing that feeding the mind must be preceded by the nurturing of the spirit and body.
The lesson learned from the article and these 'unsung heroes' is the necessity to adhere to ELCC Standard 4 which requires school leaders to collaborate with families and respond to their interest and needs. They successfully did so by allocating resources in the form of additional personnel, facility and instruction materials to raise student achievement. This was a prime example of ELCC Standard 3 in action.
Given the current climate of increased migratory patterns of immigrants, schools are faced with new populations of students that are dramatically altering the demographic, cultural, and linguistic landscape of our classrooms. Many of these students have significant language barriers which makes collaboration between parent and school all the more critical.
These four school leaders first understood and recoginized a need for academic initiatives that would bridge the gap between their ELL students with their peers, as well as the families of these students with their school (ELCC 4). The implementation of programs like "Parents University", bilingual parapros, and parent liasons is only a manifestation of their shared vision: to close the achievement gap between ELL students and their peers (ELCC 1). Programs like these are essential in building collaboration between schools and parents, community and schools.
It's ironic I read this being that I was thinking about starting some sort of "Parent University" at my school. I don't have a clue as to how to kick it off, but it's definitely something I plan on spearheading in the near future. I'm inspired by what these four teachers are doing in Jonesboro; it makes me want to start my parent workshops even more so now.
This article shows how powerful we can be when we push ourselves and work as a team instead working against each other. This reminds me of a statement Dr. Moffett made the first day of class “White people can hate and dislike each other but they get the Job done” After he said this I started thinking about all the people I had worked with in my past good and bad , and in doing this I realized he was right. Reading this article makes me happy and proves that we can do the same, not saying the women did not like one another cause, I do not know that. What I do know is they have accomplished something GREAT!
The lesson I took from this article and these unsung heroes is the necessity to adhere to ELCC Standard and four, which requires school leaders to collaborate with families and respond to their interest and needs. They also practiced ELCC standard 3 by successfully making sure funds were directed in the form of additional personnel, facilities and instruction materials to advance and raise student achievement. In addition, in reading this article it was clear that these women had a passion for the work along with the knowledge and skills of ELCC standard 6.
3 comments:
Posted by Stephanie Hunte:
A contingent of four African American educators from Jonesboro, Georgia has effectively turned the tide of the academic achievement gap within their school community for ELL students. Working in concert with parents, through programs like their Parent University, these educators have created targeted workshops to strengthen their students' families skills and knowledge. This was a result of their very basic, yet very often over looked problem strategy: they spoke with their students and their families. In doing so, they recognized that "in order to close the achievement gap they had to meet the human needs of families before academic needs could be addressed."
The concept of wrap around pupil services was recently highlthe ighted in the documentary "Waiting For Superman" which featured reknown school leader Geoffery Canada. Canada has been providing services to his students and their families from birth recognizing that feeding the mind must be preceded by the nurturing of the spirit and body.
The lesson learned from the article and these 'unsung heroes' is the necessity to adhere to ELCC Standard 4 which requires school leaders to collaborate with families and respond to their interest and needs. They successfully did so by allocating resources in the form of additional personnel, facility and instruction materials to raise student achievement. This was a prime example of ELCC Standard 3 in action.
Given the current climate of increased migratory patterns of immigrants, schools are faced with new populations of students that are dramatically altering the demographic, cultural, and linguistic landscape of our classrooms. Many of these students have significant language barriers which makes collaboration between parent and school all the more critical.
These four school leaders first understood and recoginized a need for academic initiatives that would bridge the gap between their ELL students with their peers, as well as the families of these students with their school (ELCC 4). The implementation of programs like "Parents University", bilingual parapros, and parent liasons is only a manifestation of their shared vision: to close the achievement gap between ELL students and their peers (ELCC 1). Programs like these are essential in building collaboration between schools and parents, community and schools.
It's ironic I read this being that I was thinking about starting some sort of "Parent University" at my school. I don't have a clue as to how to kick it off, but it's definitely something I plan on spearheading in the near future.
I'm inspired by what these four teachers are doing in Jonesboro; it makes me want to start my parent workshops even more so now.
This article shows how powerful we can be when we push ourselves and work as a team instead working against each other. This reminds me of a statement Dr. Moffett made the first day of class “White people can hate and dislike each other but they get the Job done” After he said this I started thinking about all the people I had worked with in my past good and bad , and in doing this I realized he was right. Reading this article makes me happy and proves that we can do the same, not saying the women did not like one another cause, I do not know that. What I do know is they have accomplished something GREAT!
The lesson I took from this article and these unsung heroes is the necessity to adhere to ELCC Standard and four, which requires school leaders to collaborate with families and respond to their interest and needs. They also practiced ELCC standard 3 by successfully making sure funds were directed in the form of additional personnel, facilities and instruction materials to advance and raise student achievement. In addition, in reading this article it was clear that these women had a passion for the work along with the knowledge and skills of ELCC standard 6.
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