S.L.P. Group Projects
If asked, most principals would likely say that their goal is to lead an inclusive environment. But how can this happen if leaders and staff do not understand how identities and communities are minoritized and can neither recognize these spaces nor understand how promote inclusion within schools?" Khalifa, 2018, p. 81
“We must treat teachers how we want them to treat our students.” Dr. Janine Remillard, GSE Professor of Mathematics Education
Experiences During Internship
During the initial days of October, Fall Team 4 formulated a comprehensive presentation and devised an action plan tailored specifically to my school, utilizing the data at hand. This data-driven action plan led me to a crucial realization: as a school leader, comprehending the underlying reasons behind the numbers holds far greater significance than merely analyzing the numerical outcomes. This assignment prompted me to reflect deeply as I collaborated with my team, inspiring me to delve into the underlying factors contributing to low scores, such as the unique circumstances of English Learners, recent immigrants, and other pertinent considerations, rather than solely fixating on the scores themselves.
To foster unity within their community, a culturally responsive school leader must prioritize effective communication, transparency, and engagement with all stakeholders. In the month of November, we had the opportunity to present our School-Wide Student Support Literacy Action Plan. This project provided me with valuable insights into how a school leader communicates with stakeholders, including parents and staff, regarding a new plan. It highlighted the importance of transparency in conveying the purpose and rationale behind the plan's implementation, while also emphasizing the need to actively engage participants, such as students and staff, in facilitating and adhering to the plan's guidelines.
Throughout the Spring Semester, Team 1 undertook an inquiry project centered around school climate. We engaged in insightful discussions with our university mentors, delving into their experiences as school leaders and gathering valuable information about the changes and policies they had implemented. Additionally, we explored the challenging episodes they had encountered during their professional journeys. This assignment held great significance for me as it provided a unique opportunity to witness the personal stories of school leaders and gain inspiration from their resilience in overcoming obstacles and navigating through their struggles.
Our team collaborated on an impactful project in April focused on professional development. This inquiry project offered valuable insights into the complexities of designing a comprehensive three-year plan to enhance professional growth, particularly with an emphasis on fostering cultural responsiveness. It provided an opportunity for me to share our curriculum adoption of Discovering Mathematics and present my carefully crafted three-year plan for professional development implementation, including a well-planned roll-out phase. Furthermore, this project enabled us to consider financial implications by presenting a thoughtfully constructed budget plan, ensuring the feasibility and sustainability of our proposed initiatives.