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2 Page paper onSchool Profile & Decision Making Paper [40 points] Develop your own philosophy as a school leader as it relates to creating effective, high quality schools for culturally and linguistically diverse students. Draw on course readings to outline your core principles and build the reasoning that drive your own leadership practices. Define your beliefs and be able to communicate how they are enacted in practice in all aspects of school life as they relate to diverse students. Choose one school profile from the ones that will be distributed in week 4. Each profile has a different type of task that must be carried out by the school leader. Consider all aspects of what you have learned in this course about educating ELLs and creating culturally and linguistically responsive schools or centers to guide how you will approach the task. Analyze and use the readings and other course content to support a researched-based paper that outlines practical strategies and organizational practices for school or center leaders for these specific profiles

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School Profiles for BBE 599 Final Paper School A Type: High School, 1200 students Setting: Illinois, Urban Student Demographic: Race/Ethnicity: 70% Latino, 20% African American, and 6% Asian and 4% White. ELL: 45% Income: 95% Low income Students with IEPs: 25% Teacher Demographic: 85% White, 15% Latino “Washington” High School is undergoing a large influx of recent immigrant arrivals. Their ELL population has almost tripled in the last 10 years and their African American population has doubled in the last 5 years. The teacher population has remained consistently white. Every school year, the district distributes a student survey, which measures school culture and climate as well as how students view their educational experience at every school in the district. They also distribute a parent survey, which measures how parents feel about the school community and parent-teacher partnerships. Washington scored well below average in the following measures: • Academic Personalism: 52% of students disagree and 31% strongly disagree that their teachers help them catch up if they are behind. 53% disagree and 33% strongly disagree that their teachers notice if they have trouble learning something, 45% disagree and 20% strongly disagree that their teachers give them extra help on schoolwork if they need it, and 58% disagree and 33% strongly disagree that their teachers explain things in a different way if they don’t understand something in class. • Student-Teacher Trust: 50% of students disagree and 37% strongly disagree that they feel safe and comfortable with their teachers at school. 43% disagree and 27% strongly disagree that their teachers always listen to their ideas in class. 44% disagree and 28% strongly disagree that their teachers treat them with respect. • School Community: 55% of parents disagree and 15% strongly disagree that they feel welcome or included in the school life. • Parent-Teacher Partnerships: 45% of parents disagree and 25% strongly disagree that teachers partner with them to support student success. The district has approached you and your administrative team to analyze causes for these survey results and to identify actionable items that you and your team will implement in the upcoming school year to improve the educational experience for your existing population of students. You must consider the following areas for improvement: • Teacher hiring • • • Teacher training and development Curriculum materials Parental Involvement Indicate how you will go about analyzing the causes, identifying actionable items, roll out this information and new initiatives to your teachers. The end goal is that the quality of school life improves for your students. School B Type: Middle School, 650 students Setting: Illinois, Suburban Student Demographic: Race/Ethnicity: 45% Latino, 30% Asian, 13% White, 12% African American ELL: 55% Income: 90% Low income Students with IEPs: 15% Teacher Demographic: 65% White, 20% Latino, 7% Asian, 8% African American “Jefferson” Elementary is located in a suburb about 50 miles outside of a major city. The suburb has a high working class population and the community has embraced the diverse population that has changed over the last few years. The administration at Jefferson has been responsive to the students’ needs and has worked diligently to ensure that they have put systems in place to make their students feel welcome. You, as the Principal, have been very active in hiring a diverse teacher work force and have made culturally responsive teaching your priority for the school year. Despite concerted efforts, your teachers are unprepared for the increasing ELL population and you do not have sufficient classroom teachers that are certified in Bilingual or ESL. While school climate has remained positive, your academic performance is low. Your recent data, from state standardized tests, indicate the following results: • 56% are below standards • 23% are meeting standards • 21% are exceeding standards • Of the 55% ELL students, only 12% of them are above or exceeding standards • 10% of your white students are meeting or exceeding standards Your task is to create school improvement plan with the focus on improving student achievement. You must consider the following areas for improvement: • Teacher preparation • Student support services • School schedules • Curriculum materials • Parental involvement Indicate what you believe is the cause for low student achievement, your school improvement plan, how you will carry the plan out and how you will introduce the plan to teachers and hold them accountable for the plan. School C Type: Elementary School, 400 students Setting: Illinois, Rural Student Demographic: Race/Ethnicity: 90% Latino, 10% White. ELL: 70% Income: 99% Low income Students with IEPs:12% Teacher Demographic: 85% White, 15% Latino “Hamilton” School is a small elementary school, kindergarten through eighth grade in a rural town in southern IL. The town is home to various factories with a high migrant worker population. The student mobility rate is approximately 20-30% every school year. The teachers and staff are dedicated to the community but resources are scarce. The facility is in need of great repair, including replacing a boiler before the upcoming winter and renovating bathrooms. The teachers cite a lack of basic materials such as paper, library books, and classroom supplies. The limited curriculum materials in students’ native language or materials that are appropriate for English Language Learner strategies often frustrate teachers and leave them to have to create or buy their own materials. The Principal has a limited budget for professional development for teachers and no budget for parent involvement. Parents often talk to the Principal about the fact that their children cannot take books home for homework and that they don’t know how to help their children at with literacy and math at home. Despite limited funds, the school performance indicates that approximately 55% of students are meeting or exceeding standards. The school has a $4 million dollar budget, of which 90% of the revenue is public (federal and state) funds. For this upcoming school year, the Principal was awarded a two-year grant of $350,000 ($175,000 each year) that can be used towards general operating funds, including, but not limited to the following areas: • Teacher Professional Development • Curriculum Materials • Teacher stipends to work on curriculum materials • Parental involvement • After school programming Your task, as the Principal, is to determine how these funds will be used over the two years of the grant. You will need to outline your justification for which areas you have chosen to spend the dollars and how you will present this information to the teachers and parents.
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Introduction
English Language Learners (ELL) are individuals of diverse cultural background who are
learning English as a second language (Scanalan, 2015). Attitudes and core beliefs of teachers
handling ELL students determine their success in mastering and understanding English. My core
values in handling ELL include respect for the diversity that every student possesses. I also
believe that students have vast knowledge and expertise from their different backgrounds.
Teachers should structure their responsive teaching models to suit each student because the
students have different capabilities. A couple of the students may find it easier to learn the
English language and easily assimilated while others find it hard hence has to be repeatedly
taught. The cultural values of the students should be upheld even though the study ...


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