How can school districts provide more equitable outcomes for their full range of students, while also implementing anti-racist policies and procedures? The hard work and “authentic journey” required to achieve these sorts of outcomes were discussed during a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network. The presentation featured Dr. Luvelle Brown, Superintendent of the Ithaca City School District (NY), Lily Talcott, Deputy Superintendent of the district, and Deborah Ptak, Principal of the district’s Lehman Alternative Community School.
Science education during COVID has challenged the best of teachers. But even during the crisis, they dug in, designing creative digital learning experiences, using technology for enhanced remote engagement and leveraging local phenomena and investigations for students and their families to do at home.
Leaders in the Virginia Beach City Public Schools have been working on their equity agenda since 2015. But while their first two iterations focused more on achievement gaps and access to rigorous classes for all students, the plans didn’t address systemic inequities or really move the needle forward. During a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, Dr. Aaron Spence, Superintendent, and Dr. LaQuiche R. Parrott, Director of Diversity, Equity and Inclusion, explained why their Compass 2025 plan emphasizes equity throughout and how they keep equity front and center in their work.
The pandemic, while a great disruption in schools, is also an opportunity for change. According to presenters of a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, as school leaders look to reopen their schools, they shouldn’t just be focused on logistics. In addition, they need to ask themselves: Is my school truly responsive to student needs, and if not, how can I make the school work for all students?
Achieving educational equity doesn’t just happen when schools change their expectations and goals in the classroom. Support and understanding from all stakeholders, including families, local businesses, elected officials, etc., is essential to ensuring everyone in the community is working towards the same goal. During the edWebinar, “Leading for Equity: From Research to Practice – Accelerating Outcomes for Scholars of Color, Part II,” hosted by AASA, The Superintendents Association and AASA’s Leadership Network, the presenters continued their exploration of strategies discussed in Part I and how leaders in the Selma City Public Schools are mobilizing their community in pursuit of educational equity.
edWeb.net and Ventris Learning launch Culturally and Linguistically Responsive Teaching. This new professional learning community will be a forum for helping today’s teachers meet the unique instructional needs of underserved students. Ventris Learning’s new community on edWeb.net, Culturally and Linguistically Responsive Teaching offers educators a place to post questions, share practical tips, and get feedback from experts and peers on the issues and challenges in working with young, diverse learners.
School systems, school buildings and classroom leaders have the opportunity to model methods to promote racial justice. The approaches will vary, from courageous conversations in the classroom to inclusive, student-centered school design.
The combined impact of demographic changes, accountability measures, and special education requirements have created numerous challenges for educators and administrators in recent years, which were further complicated by the pandemic and societal issues during 2020.
It’s a common story: the energetic principal who comes into a school, revamps the curriculum, creates innovative learning practices, and then leaves with no sustainability plan. Or, while the kids in that one school thrive, others across the district are left behind. Unfortunately, many schools and districts are still relying on individuals or looking for that magic program rather than developing educational systems that provide a high-quality, modern education for all students.
Even before the COVID-19 pandemic led to changes in the traditional education model, there was widespread recognition that schools alone could not do everything needed to provide an equitable education for diverse students because so many factors that determine students’ success were being affected or determined outside of school.