C. Equity and Culturally Responsive Leadership
Took American Indian Education standards and aligned them with grade level standards and lessons for Grades K, 2,and 3.
Took American Indian Education standards and aligned them with grade level standards and lessons for Grades K, 2,and 3.
- Recognize, respect, and employ each student's strengths, diversity, and culture as assets for teaching and learning.
- Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.
- Address matters of equity and cultural responsiveness in all aspects of leadership.
Third Grade Team Lead on the Safe and Civil Schools Committee for the 2019-2020 school year.
Third Grade Team Lead on the Safe and Civil Schools Committee for the 2019-2020 school year.
- Ensure that each student is treated fairly, respectfully, and with an understanding of each student's culture and context.
- Ensure polices and practices are in place to prevent problem behavior, encourage positive behavior, and respond to student behavior not aligned with expectations in a positive, fair, and unbiased manner. individual and institutional biases of student marginalization, deficit based schooling, and low expectations associated with race, class, poverty culture and language, gender, gender identity, sexual orientation, and disability or special status.
- Address matters of equity and cultural responsiveness in all aspects of leadership.
- Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.
Engaged in difficult conversations to create change.
Engaged in difficult conversations to create change.
- Ensure that each student is treated fairly, respectfully, and with an understanding of each student's culture and context.
- Ensure polices and practices are in place to prevent problem behavior, encourage positive behavior, and respond to student behavior not aligned with expectations in a positive, fair, and unbiased manner. individual and institutional biases of student marginalization, deficit based schooling, and low expectations associated with race, class, poverty culture and language, gender, gender identity, sexual orientation, and disability or special status.
- Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.