The Principals’ Office is continuing its discussion about how educators can ensure a culturally diverse environment that is accepting, supporting, and nurturing to all children. Nicole Nash Gales, principal of Springfield Ball Charter School in Springfield, Illinois, explains the significance of leaders in creating a successful culturally diverse environment. Such environments are “fostered by leadership that believes and expects all staff members to believe that ALL children are capable of learning at high levels,” writes Gales. “This high expectation extends to the expectation that staff build relationships with students and their families to learn their cultures, which are important to who they are as capable learners.”
Kenneth D. Burdette, academy director at Wyatt-Edison Charter School in Denver, Colorado, emphasizes the role of parents in developing a nurturing school climate. “What makes us unique and successful … is the manner in which we include the parents and families in the students’ education,” he says. “Parental involvement is invaluable to the success of a child. Through our home visit program, curriculum nights, and parent meetings we are able to work closely with our students and families on a daily basis.”
What impact do school leaders and parents have in your school’s quest for creating a nurturing environment?
President Obama recently signed a multibillion-dollar stimulus package, so it seems so fitting that our My Two Cents question for this month is: If you had an extra $100,000 added to your budget, what would you do with it?
In addition to the responses printed in the March/April issue of Principal, here are what others had to say:
Tutors, additional teachers, and paraprofessionals have all served us well and they would be my number choice to add to our school. Number two would be high-quality staff development by professionals who are available for follow-up after the training. Catherine Prentis, PrincipalCockrill Elementary Nashville, Tennessee
Our school has attempted to consistently upgrade technology. I have heard and seen so many uses in the classroom for the new iPod touch. Since our building is wireless, I would purchase an iPod touch for students and staff. Knowing how to use the technology that is available is just as important as having it. I would also use a portion of the funds for staff professional development designed around the use of the iPod touch in the classroom.
Paul WengerPrincipalEdgewood-Colesburg ElementaryColesburg, Iowa
We are a small rural district in eastern Washington State, about 665 students K-12. Our special needs population continues to grow in number of students and severity of needs. Our staff would want to hire two paraprofessionals to provide greater support to our high-needs and medically fragile students. We’d also want to purchase smart boards, more digital cameras, and projectors. Dwight C. CooperPrincipal, Reardan Elementary Reardan, Washington
In what ways would your school benefit from an additional $100,000?
The Speaking Out article from the March/April issue of Principal presents an interesting issue—referring to your school’s faculty as “my teachers.” Author Eric Glover contends that principals should move away from using the term because it is inappropriate in most cases. “‘My teachers’ is shorter and quicker to say than ‘the teachers with whom I work,’ or ‘the teachers in our school,’” Glover writes. “The problem is that rather than serving as a title of respect, ‘my teachers’ may be interpreted by teachers as a symbol of the power that a principal holds over them.”
Do you believe that using the term “my teachers” is condescending to your faculty? Are teachers being too sensitive, or is this a valid argument?
- Making sure that children have clothes to wear, providing jackets for students who need them (we give out uniforms or sell them at a discounted rate). We also provide backpacks and school supplies to all who need them.
- Providing students with breakfast and lunch, giving them food bags through our weekend hunger program if they do not have food on the weekends.
- Providing after-school tutoring for some students and ensuring that others participate in the Boys and Girls Club down the street.
- Distributing all announcements and newsletters to parents in Spanish and English.
- We have a family resource support person on campus once a week to work with parents as needed. We have at least two parent meetings each month during the school day and have anywhere from six to 10 Saturday or after-school activities for parents and students (Literacy Night, Problem Solving Saturday, Mathopoly, Science Fair). At these activities we provide food, drinks, materials, and information.
- We try to choose multicultural materials to give out along with the books we give away. We give away lots of books every year; at least three per child and in the early grades one per child each week.
Brenda Reeh is a behavior specialist at Quannah McCall Elementary School in Las Vegas, Nevada
The Principals’ Office asked educators: How do you ensure a culturally diverse environment that is accepting, supporting, and nurturing to all children? Here is how one principal responded:
At Amerman Elementary School, I try to ensure a culturally diverse environment by exposing all students to many cultures. For example, we’ve started a school in Afghanistan, our Sharing the Dream grant will be with a Latino school, and I’ve sent three of my teachers to Japan with Fulbright scholarships.
An inherent part of our third-grade social studies curriculum is the study of our home town, a town in France, and a town in Japan. To expand upon the anthropological comparison, we use the Family of Man series to compare physical possessions and each class writes a book about a comparative topic. I enjoyed the class on pizzas from around the world, especially when the parents cooked the recipes for a taste test.
What steps have you taken to foster a nurturing and culturally diverse environment at your school?
Steve Anderson is principal at Amerman Elementary School in Northville, Michigan
NAESP President Nancy Davenport represented pre-K-8 principals in the well-documented flurry of activity at the U.S. Department of Education on Monday Feb. 2. First Lady Michelle Obama's energizing address to Department of Education staff has been well publicized. Less known, however, is that prior to Obama's speech, Davenport was part of an exclusive, invited group of association leaders who met with Secretary of Education Arne Duncan to discuss the federal education agenda. Read the statement.
For the next few weeks, the Principals’ Office will feature a Minority School Network blog series that is focused on issues surrounding diverse student populations. As classrooms become increasingly diverse, it is important for educators to acknowledge and address diversity issues and to network with one another for support and advice on how to integrate cultural differences within the school.
If you would like to join NAESP’s Minority School Network, please e-mail Jennifer Pascal.
Value the Diversity of Your Student Population
I am particularly dedicated to exploring issues of racial and ethnic diversity, and I am always amazed by colleagues who state that my elementary school is not ethnically diverse because 99 percent of the students are black. However, within that population, the students represent 20 different nations. It is important for education leaders to understand the difference between race and ethnicity, know the role that culture plays in both, and be aware of the different backgrounds, beliefs, and values of all of your students so that you can meet their individual needs, as well as those of their families.
One of the best ways that educators can learn about the backgrounds, beliefs, and values of students is by simply listening and observing. For example, teachers can have students research and report on their cultural beliefs and values as a social studies project. Parents should be invited to help their child present the report to the class.
In addition to determining our students’ individual needs, often we find that it is also important to concentrate on the needs of staff, many whom have not been trained to work with students from diverse backgrounds. Therefore, it is important that staff members take part in diversity training related to tolerance and eliminating biases and barriers that impede student achievement.
When adults do not understand the values and beliefs of others who do not look or think like them, they are missing out on a valuable learning experience. Valuing diversity will enhance our learning environment because there will be a sense of trust and belonging throughout the school.
What makes your school diverse and what diversity training does your school provide?
Deborah Harvest is principal of the Johnnie L. Cochran, Jr. Academy in East Orange, New Jersey and is the Minority Foundation Member on NAESP’s Board of Directors
Last week, Leslie Potter blogged about the financial crunch occurring in her school and district, including several layoffs. Our nation’s leaders are working diligently on a second economic stimulus bill that will create jobs and help prevent layoffs across the country. The House version of the stimulus bill, H.R. 1, the American Recovery and Reinvestment Act, includes more than $120 billion for education. A vote on H.R. 1 in the U.S. House of Representatives is expected on Wednesday or Thursday of this week. Contact your representative today and ask for his or her support of H.R. 1.
You can e-mail your representative via NAESP’s Leading Educators’ Advocacy Dashboard by scrolling to the bottom of the screen.
NAESP has sent a letter to the U.S. House of Representatives requesting support of H.R. 1. We hope that you will also contact your representatives in favor of this important legislation.
During the past few months, the Principals’ Office has featured the Middle-Level Blog Series, which addressed topics like bullying and technology from the particular view of the middle-level administrator. Mark Terry’s posting below will conclude the first installment of the Middle-Level Blog Series. But continue to check out the Principals’ Office blog for other series, like the one upcoming on Diverse Learning Communities, and for a continuation of the Middle-Level Blog Series this spring.
Reversing Teacher Turnover
It is fast approaching the time of year when I dread having a teacher visit my office and ask to “speak with me for a moment.” Those words are often the precursor to a discussion about the teacher leaving our school. It can be one of your best teachers or one with whom you have been working to gracefully “exit” from the profession. But it is the loss of elite teachers, the master teachers, that causes me tremendous heartburn. It could be that they are leaving for a higher-paying position, they could be retiring, or they could be leaving the field. But, I work diligently to make sure they are not leaving because of a feeling of being underappreciated. This is especially important in a middle-level school, with its special challenges.
What ideas do you have to retain your best and brightest teachers?
Mark Terry is principal of Eubanks Intermediate School in Southlake, Texas, and is the Middle-Level Foundation Member on NAESP’s Board of Directors.
I am a middle school principal with 38 years in public education. My school is in a large district that serves 63,000 students. We have lost millions of dollars from our budgets, with the expectation of losing millions more. So far at our middle school, we have lost 10 teachers, one school resource officer, four teacher assistants, two custodians, one secretary, and one cafeteria worker, with more cuts to follow. All administrators have taken a pay cut and more pay cuts will be scheduled next year. Our student-to-teacher ratio has increased, as have offerings to students.
Our sub budget and supply budgets have been cut in half (we can’t even have mini fridges anymore). Teachers are reluctant to miss days due to colleagues having to fill in for them. All sports programs have been cut. All district programs such as the science fair and band/chorus concerts have been cut. There is no more textbook money and no more staff development, unless it is online or after school. The budget cuts have also affected our ability to conduct field trips.
We don’t take checks from parents anymore because we have lost $1,000 due to bad checks. Parents don’t pay for lost or damaged textbooks due to their financial situations. We have had to be more energy conservative; we can’t stay late since all computers are turned off by 9 p.m., and we can’t come in on weekends to work.
I have just described what is going our school this year—next year it should be worse. Legislators have said there is plenty of money, but that we just don’t use it correctly. Our state is in a $2 billion deficit and education and social services will share most of the loss.
Right now our state and district are in a tremendous financial crunch, I’d like to know how other schools and districts are faring. Leslie Potter is principal of Silver Sands Middle School in Port Orange, Florida