Think About How Your School/Curriculum Prioritizes Ela

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

We, as leaders, must educate our teachers so we can properly equip them with the skills necessary to support students of poverty. An area of concern for me is hiring the right people for the job. When hiring teachers to work in a low-income district, it is necessary to have the important conversations related to students of poverty. Our turnover rate is higher than the state average so as a leader, we need to take the steps necessary to hire the best candidates for the job. Once staff is hired, our school must support them with the training to build the best team for our students. Working in a school district with a high poverty, it is essential that we provide professional development opportunities for our staff focusing on students of poverty. This course has provided me with multiple resources that could be utilized in the creation of staff professional development. If teachers fill their toolboxes with the right mechanisms, our students will benefit throughout their

Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and

Teachers should advocate for all students’ backgrounds and cultures to better their students’ learning. To accomplish this, teachers should be informed about their students’ home lives, be conscious of how and what they should be taught, and ultimately make their education a priority. Students from poverty in a multicultural classroom need the correct tools and teaching approaches from their teachers.

The Houston R-I School District needs to focus on teacher quality. We need to be actively pursuing teachers with diverse backgrounds that can contribute to our goal of becoming a school with a pluralistic mindset. It is important that we look outside of our community for potential employees that can bring a unique and diverse perspective to our school.

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).

2. – Explain the important and impact of poverty on outcomes and life chances for children and young people.

In order for African American students to be successful there has to be an understanding of how to instruct our African American students. Teachers have to understand and build upon their culture. It is a schools’ responsibility to provide teachers with professional development, but it is the teachers’ responsibility to seek professional growth as well. Professional development has to be ongoing and just like students, teachers have to be life-long

These solutions center on teacher training. Teachers typically refer children for remedial education testing. For this reason, they are also the first line of defense against the misplacement of African American children. In order to meet the needs of black males, educators ought to develop understanding of their culture. Teachers must be trained to adjust their teaching strategies for culturally different students in class. For instance, rather than emphasizing the deviant characteristics of the black male culture, teachers should focus on the needs which all ethnic groups have in common, such as the need for artistic expression. Educators ought to inform their students about black lifestyles and challenges. They should do this on a regular basis, and not only in special

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

The first article I read was titled “What Does Teaching for Social Justice Mean to Teacher Candidates?” I learned that its not the gap between age of the student and teacher, but the main problem is the teachers entering the field have limited to no experience or understanding of different races, backgrounds, culture, and class. Because of this, teachers are having a harder time working with diverse learners, and its common to see teachers holding grudges on these students or having poor attitudes towards this population. In this same article, they talk about this gap a little bit more in depth by saying “The academic achievement gap among different racial, cultural, linguistic, and socioeconomic status groups of students is exacerbated by inequitable educational opportunities and resources, access to highly qualified teachers, and access to proper pedagogy and pedagogical resources.” From this reading, I have learned its very important to know my students and get to know a little about bout where they come from and their backgrounds to better be able to

Minority students in the United States are never welcomed in the education system as the whites. Language and understanding of ones culture, values and opinions is something that students vs students and teachers vs students and parent have not been as amiable. For a student to truly succeed in an academic setting the student must feel comfortable and feel supported in a neutral environment where they feel treated equally like their fellow peers. Having a more diverse administration, teachers and students will benefit all of these parties for the better. In a country filled with various races, cultures, and values it is important fort students to know how to communicate from different people which will prepare them for

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.

1. How may a student's social class origin and related factors impact on her/his learning outcomes and how can teachers intervene to effectively address any resulting disadvantages and injustices for students?

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the