TransformingDistricts and Schools
A framework to guide culturally responsive and inclusive changes
Elizabeth B. Kozleski, Associate Dean
University of Colorado at Denver & Health Sciences Center
… inclusive ways of knowing and living offer us the only true way to emancipate ourselves from the divisions that limit our minds and imaginations. bell hooks
Public Policy/Common Good
Educational Challenges• Class• Race• Language• Ability• Research in Practice• Coherence• Sustained, principled change at scale• Sociocultural Perspectives
NIUSI Goals
1. Increase knowledge and understanding of inclusive, culturally and linguistically responsive practices
2. Synthesize and expand research-based practices
3. Leverage existing networks4. Engage national discourse to improve
educational outcomes for ALL urban students.
Education for ALL
Tools for Change• Policy – Federal, State, Local• Regulation – Federal, State, Local• Incentives and Sanctions• Professional Learning• Technical Assistance• Preservice Education• Information Systems – Accountability and
Progress Monitoring• Public Information • Leadership
A common framework for understanding change work grounded in the system that we seek to change: public education
Family and community involvement are embedded activity at the district, school and professional levels
School systems are products of the communities and the families that live there
Systemic Change
• Coherence– People, Policy and Practices
• Roles & Responsibilities– Policy– Research Centers– Technical Assistance & Dissemination– SEAs– LEAs– IHEs
Activity ArenasPeople
Cultural/Historical InfluencesPsychological CharacteristicsProfessional/Personal Knowledge & Experience
ContextExpectations, Culture, Tools, Decision-making, Discourse
ActionPower, Influence, Privilege, Consent
AccountabilityFor Action or Results?
must be grounded in an understanding ofHow teachers learn to teachHow school organization affects practiceHow districts can support school and practitioner effort, and How these factors affect children's opportunities to learn, participate and succeed educationally.
The steady work of Education for All
TA Processes
• Meeting Facilitation• Needs Assessments• Program Evaluation• Developing RFPs for
discretionary funds• Futures Trend Analysis• Grant Writing• Pilot Site Development
• Project Management• Develop indicators of
effective practice • Model effective
technology• Strategic Planning
Process• Needs Analysis
Skills: How To• Skill Building
Workshops• Professional
Development• Topical Forums• Design Research
Projects• Manage Research
Efforts• Develop Technical
Assistance Documents
• Policy Analysis• Documentation for
Processes, New Practices
• University Partnerships• Student Outcomes
measures• Evaluation Design and
Analysis• Information Systems• Uses of Technology
Services• Topical Updates• Information Packets• Technical Assistance
Documents• Grant Writing
Workshops• Developing Media
Packets• Data Interpretation• Developing Media
Spots• Data Analysis
•Electronic Networks•Networks with other State, regional, and national technical assistance networks•Conference Planning•Network school reform policy makers•Facilitate mentoring among SEAs and LEAs•Database Sharing•Web-based data storage
NIUSI Website
Tools– A replicable GIS information system– Accreditation for Inclusive Schools– A set of high quality action research studies– On Points– Leadership Academies
Networks– A network of 100 inclusive, urban PDS schools – A network of at least 1000 building leadership
teams across the countrywww.urbanschools.org
Professional Organization
Rubrics
The next set of rubrics help assess the work of teachers and other professionals who engage student learning. Make sure that you back up each rating with specific, concrete evidence.
Learning Assessment
Family Participation in Teaching & Learning
Group Practice & Professional Development
Teaching
Design &
Practices
Learning Standards