Guest post by Helen Gladden
Schools that strive to be culturally responsive believe that there is no one right “set” of experiences, beliefs, and values. They know that each student’s cultural set is his or her self identity. Most importantly, they understand that students are far more likely to fully engage in the learning process when their self identity is understood, accepted, and valued. They are committed to building trust with and among their students, and they know that trust is built through respect. (more…)
Guest post by Tim Carver
Increases in our socioeconomic diversity and bullying data caused us to rethink how we do business at Urbandale High School (UHS) in Urbandale, IA. We decided to develop a new approach centered around three key areas that define our culture: advisory through connections, student management through relationships and responsibility, and a focus on learning through quality and continual improvement. (more…)
Guest post by Baruti K. Kafele
Over the years, I have found the role of the urban assistant principal to be the most intriguing role in schools. In my role as a consultant, I see this role being played out so differently in so many schools—ranging from school disciplinarian to instructional leadership, and everything in between.
I often reflect back on my own tenure as an urban middle school assistant principal, when my responsibilities were relegated to school disciplinarian, cafeteria duty, bus duty, hall monitor, and staff supply inventory clerk. (more…)