Standard 3

Equity & Cultural Responsiveness

Strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being. Education leaders create a school culture that values diversity. Students are known, accepted, valued, and empowered to reach their full potential. The school’s culture supports a climate in which students are healthy, safe, and supported. The culture defines high expectations, encourages trust, and expects all to be responsible participants; as a result, all students thrive. Effective leaders:

1. Ensure that each student feels a sense of belonging, is treated fairly and respectfully, and is accepted and valued as an active member of the school community.
2. Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.
3. Analyze data to ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources needed for college/career readiness.
4. Develop and communicate expectations and codes of conduct to address student behavior in a positive, fair, and unbiased manner.
5. Confront and alter institutional biases and eliminate barriers associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
6. Utilize a variety of strategies to examine and address assumptions and beliefs that may conflict with vision, mission, core values, and goals.
7. Incorporate knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment.
8. Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.
9. Act with cultural competence and responsiveness in their interactions, decision-making, and practice.

Summary/Application of the Standard

It is essential to me that all students feel seen, valued, and supported. I will work to ensure that learning is accessible and relevant for every student, especially those who have historically been underserved. This means tailoring support to individual needs and addressing any barriers that prevent students or teachers from thriving. I believe real excellence comes from equity.

Clinical Experiences Artifacts

Class Culture

I use random flexible grouping in my classroom to collaboration in my classroom. As students enter, they choose a numbered popsicle stick from a bucket of sand. This builds students fortitude with working with a variety of personalities, skill levels, and characters because they are members of a different group every day.

504 Meetings

Participating in 504 meetings allows me to hear the parent's perspective, understand the specific needs of students, and include my voice in the process. I ensure that all accommodations are afforded to the students.

Parent/Teacher Conferences

During Parent/Teacher Conferences, I am better understand the specific needs and challenges of students. Parents and I are able to develop and implement a plan to help students be successful in the course.

Coursework Artifacts

Maple - Cultural Autobiography.pdf

Cultural Autobiography

Much of my approach to leadership is guided by what I did not like about those appointed as leaders over me. I strive to ensure that the needs of my group are met and that I do not lose sight of the challenges I faced under other leaders.

Although we live in turbulent times for African Americans, I have not experienced any disadvantages of being a member of the race because I ensure that I am judged on my merits. The Southern values my parents instilled in me require that I treat everyone respectfully and consider everyone’s needs before I make decisions.

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