Embedded Files
"Reframing how one perceives students, families and communities historically disadvantaged by their race/ethnicity or socioeconomic status is crucial to overcoming deficit thinking"
(Biag, 2019, p.103)
Asset-Based approach for students of all cultural backgrounds
Asset-Based approach for students of all cultural backgrounds
Matt recognizes and centers identities of Black students, Latinx students, Indigenous students, multiracial students, Asian students, and LGBTQ+ students in the school. Representation of non-white people and anticolonial views are seen as ways to deepen cultural understanding and enhance perspective for every student and staff member in the building.
Meaningful Engagement for families of all Races and Ethnicities
Meaningful Engagement for families of all Races and Ethnicities
Matt has coordinated with bilingual staff to provide Latino Family Nights at the high school. These nights educate Latinx families about ongoing changes at school, call them into the decision-making process, and they help strengthen ties among the Spanish-speaking community in Lebanon.
Key Values: Equity and Cultural Responsiveness
Key Values: Equity and Cultural Responsiveness
As a school leader, equity will be a key focus from the start, and all staff will understand what equity means to me, and how I define successful equity initiatives.
Equity means meeting each student, family, and community member where they are currently at and giving them all of the needed tools and opportunity to reach their own goals and definitions of success. Unlike equality, which focuses on identical interventions and supports, equity focuses on how to create fair outcomes, and then build
Equity initiatives are only successful when meaningful involvement of all affected parties is involved, and goals are agreed upon by those parties. As a school leader, I will be sure that initiatives follow the “Nothing about us, without us” principle.
Emerging Bilinguals are a particular area of focus for me as a school leader, as these learners often have multiple identities that have faced racial, ethnic, linguistic, and socioeconomic oppression both historically and today. I will always prioritize initiatives to make sure that the languages spoken at home are represented, and more importantly supported, in the school.
Staff members of color and those of other marginalized groups will be deliberately included in all discussions, and their voices will be sought out and amplified in all key decisions.
Page updated
Google Sites
Report abuse