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"In terms of equity, all students must have access to high-quality instruction and some predictability in their learning experiences. In addition, all students need teachers to notice their needs and respond accordingly"
(Smith, Frey, Pumpian, & Fisher, 2017, p.143)
Curriculum, Instruction, and Assessement Validates Student Identity and promotes lifeTime Learning
Curriculum, Instruction, and Assessement Validates Student Identity and promotes lifeTime Learning
Students need to be seen and validated for their core selves. This forms the basis of every part academic planning at Matt's school. Students should see their future selves in all curriculum choices and teachers will partner with school leadership to tailor instruction to identities of all students in the school community. Students are assessed in ways that allow for multiple measures of proficiency and which are culturally responsive. Assessment data is used to inform instructional choices, but is not seen as the only indicator of student excellence. Equity audits of all major assessments ensures proficiency criteria are not linked to dominant racial or cultural norms.
Staff are Valued and nourished Professionally with research-based Practices and Administrative Partnership
Staff are Valued and nourished Professionally with research-based Practices and Administrative Partnership
Teachers are the primary agents of school change, and are crucial to organizational change for equity and academic rigor. Matt collaborates with teachers to lead organizational change and bases professional development choices based on the needs expressed by staff in order to meet school achievement goals for all students. Professional learning is tailored to local conditions, meets teachers where they are at, and builds a culture of trust and understanding. Matt has delivered several professional development sessions and realizes that the technical aspects of teacher growth have to take backseat to the relational aspects of teacher growth in order to create a platform to rocket student achievement.
Resources are optimized to promote success of underserved students and to enhance Staff Efficacy
Resources are optimized to promote success of underserved students and to enhance Staff Efficacy
Matt has successfully lobbied district leadership to increase the size of the bilingual staff in the district. Alongside REG, he has helped intervene to save the jobs of staff of color who were being "reassigned" after calling attention to racial injustice.
Matt has helped train several district Title III coordinators and advocated for increased funding for Emerging Bilinguals (EBs). Current EB staffing is the most in the history of the district and graduation rates for students of color are also at all time highs.
Best practice Instruction and Culturally responsive Leadership drives school improvement
Best practice Instruction and Culturally responsive Leadership drives school improvement
Matt has worked with the LHS and District Racial Equity Groups (REG) to advocate for and demand racial justice for students and staff alike. Areas of focus included dives into discipline and attendance data for students of color, which culminated in new Board-adopted district equity goals.
Matt co-teaches REACH, which is a racial equity leadership class for grades 10-12. It seeks to improve inclusion and positive self- identity for high school and middle school students of color through antiracist historical explorations and social-emotional learning strategies.
Key Values: Professional Values for Teachers and Staff
Key Values: Professional Values for Teachers and Staff
As a school leader, I cannot overstate the value and the expertise of my teaching staff and I commit to always supporting them in their efforts to achieve academic success and equitable opportunities for all students.
Professional development should always be chosen with staff interests and input at the forefront. Teachers should be given choices where possible and my duty as a leader is to ensure that all trainings follow current research and best practices.
All staff members are valued first and foremost as individual people, with nothing but genuine respect and dignity afforded to them. This means supporting them in their personal and family well being, with the knowledge that doing so creates the foundation for a stable and successful school.
Feedback to teachers is crafted deliberately to create an atmosphere of trust and cooperative problem solving. To accomplish this, I will ensure that all Collective Bargaining Agreements are followed closely and that relationships with union representatives are strong enough to improve the experiences and outcomes for all stakeholders.
Building a culture of teaching and learning via culturally responsive practices is a priority for creating a safe and welcoming school environment for staff and students. Professional development on proven culturally responsive techniques and approaches will always be the first thing scheduled on the PD calendar.
Staff will always be encouraged to expect a high level of responsiveness, empathy, and authentic communication from me as a school leader. In turn, the same attributes will be expected from them towards all stakeholders.
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