The Induction Of An Instructional Leader

and they should all be treated equally. As a teaching assistant I would make sure that this occurs in

Our student population is comprised of students from across the city, both inside of our school’s neighborhood community and far outside. Our students are largely commuters who come from the far south sides and far west sides of the city. Due to this, we are fortunate to have a student body with diverse experiences, backgrounds, familial structures, and histories. Currently, our student body is 70% Black, 25% Hispanic, and 5% White and Asian.

Performed duties of an SGL assigned to the Basic Leader Course (BLC) for the Fires Center of Excellence (FCOE). Served as the subject matter expert for all Course Management Plan (CMP) and Programs of Instruction (POI,) training and maintaining instructor certification. Responsible for the wellbeing, safety, professional development, and training of 16 Soldiers on a 22-day recurring cycle, performing nine cycles a year. During my tenure as a BLC SGL, I achieved numerous accomplishments and achievements. Received enormous praise from the United States Sergeants Major Academy (USAMA) for renovation of a Training Support Package (TSP) that was implemented across BLCs for the entire Army. Hand-picked as NCO of the Month for September 2015, selected

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

One of the larger changes in our workforce is that the employee population is becoming more and more diverse. The U.S Bureau of Labor Statistics states that the workforce in 2014 was made up primarily by Caucasians coming in at 79%. African Americans, Asians, American Indians, Alaska Natives, and race list as “other” made up the additional working population (BLS Reports, 2014). Although when looking these different races individually you wouldn’t think that they are a large part of the population. But when you are talking about 21% of our workforce, that is a large number. Looking at the number of people by race actually work is also very interesting. Native Hawaiian 70%, Pacific Islanders 66%, Hispanics/Latinos, Asians 64.6%, Caucasians 63.5% , 63.3% of people descending from two or more races, African Americans 61.2%, and American Indian and Alaska Natives 59.6% (BLS Reports, 2014). Over the last three years our school as went from being a primarily caucasian school to a school with a diverse population. I believe this has made our school strong and offered more of an opportunity for the students and staff to emerge and understand the diverse culture we have all around us. Understand and teaching our students will make a student population that will themselves be more knowledgeable and understanding of the

The key to a diverse education is a diverse student body. Today, more and more of the

Without a doubt, in current times the public school’s roster reflects the demographic makeup of its neighborhoods; racial and culturally, and these are the results of economics, more than a racial circumstance. That said, in continuing to change there will be more court cases on isolated discrimination and beyond the school system to allow changes needed. Currently, being able to have schools with diversity opens the minds of our youth to explore the world’s culture, it provides early on people to steer

Baltimore County is a very diverse county, there are many whites,blacks, hispanics, asians etc… These different races get along very well throughout their area, they have very little problems. They have very prestigious high schools, with a lot of good kids. However, there is a problem that concerns The Board of the Baltimore County Schools. That is the lack of diversity throughout the teachers in the schools, people have been irritated about this. People of the county believe it's a real big problem, but others believe that it's not. There is a lot of discussion and controversy on what actions to take to make the schools more diverse.

This perspective, at first glance, can be seen as appropriate but a closer examination reveals several weaknesses to this perspective. Principal Foster is a white female elementary principal at a suburban school district. Foster describes her school as being a “fairly homogenous group of students, but I would say we do have some racial diversity. I’d say maybe our African-American population for a suburban area might be a little larger than some other schools around this area.” Here, principal Foster reveals that compared to other suburban school district’s her school has a great proportion of black

The faculty for the district consists of 146 teachers. The female population is 88% and the male population is at 12%. The majority, 88%, are white. 3% of our teachers are African-American, 5% are Hispanic, 1% are Asian, 2% are multi-racial, and 1% are American Indian.

Districts could also assist in recruiting academically strong minorities to go into teaching and help to increase enrollment of minorities in teacher preparation programs. This will help in diversifying teacher staff.

Data serves as a tangible evidence source of a lack of diversity. “In a community that is 59% Hispanic, the U.S. Department of Education, National Center for Education Statistics (2015), report reveals over 82% of the faculty and staff at FPU are white. The gap in the number of diverse faculty, inadequate faculty engagement, and a disjointed approach to diversity across the school are all contributing factors to the current issue of diversity” (Cochran, 2015).

The analysis of policy in regards to impacts on students, families and community, leads to a discussion of problems within our society and their influence on the very policies created to respond to these circumstances. Within the educational sphere, all polices contribute to the lives and educational experiences of every student and as a result, their families and the community. This case study looks at the Department of Education and Training [DET] Diversity and Equity policy and outlines a school-based scenario that analyses diversity and equity within the classroom. The case study analyses the policy and scenario to formulate discussion about how students, families and communities can be impacted by diversity and equity and

Teachers have seen that there is an increase of diversity in their classrooms. As teachers, we need to learn how to work with the different ethnicity and backgrounds we interact with every day. Many of these students are underrepresented in certain areas of education, while other students are overrepresented in certain areas as well. The two racial/ethnic groups I want to focus on are Hispanic or Latino students and Asian/Pacific Islanders.

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers