Showing posts in the category Culturally Responsive Practice
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Karla E. Vigil shares four principles for using culturally responsive teaching practices to engage students.
The Holmes School has fared poorly in past years on the state’s standardized test. However, this assessment is based on a single measure which is most closely correlated with parental income and race. What is going on inside the school is exciting. While most schools experiencing these results might double down on test prep in English language arts and math, the Holmes has chosen a different, radical route.
Accurately measuring the various dimensions of school quality can help education systems improve student and teacher experiences and help stakeholders better understand the elements of school performance. Surveys show that MCIEA's School Quality Measures are making in strides in gauging student and school success in authentic ways.
"Reducing schools to a single number obscures both what they are best at and what they need to improve upon."
To help build a more comprehensive system for measuring school quality that goes beyond test scores, the Massachusetts Consortium for Innovative Educational Assessment asked people who had a close-up view of what happens day-to-day in schools – teachers, principals, district administrators, family members, and students – what made a good school.
I propose something radical, in the wake of March for Our Lives and the robust political debate about how to make our schools and communities safer. I propose that we – we educators in particular - arm our students, not with guns, but with an incisive ability to reason.
Check out this month’s editions of Eight for Equity! This month, we’re bringing you a special edition of this series, centered around tools, protocols, and frameworks for leading conversations on diversity, equity, and inclusion in your school or organization!