More and more, public schools are called upon to serve increasingly diverse student populations. In their newly published New York Academy of Public Education (NYAPE) Research Journal article, “Leadership to Educate All Students”, Fordham GSE’s Associate Dean for Academic Affairs Anthony P. Cavanna, Ed.D., and New York City teacher-leader Jordan D. Simons, M.S. Ed., review critical research-validated strategies for educators to use in successfully serving all students.
The proven strategies discussed are both based on research and the experiences of veteran administrators, school board members, and teachers. More specifically, as each strategy is tested and evaluated, districts should confirm that effective leaders are in place and ready to change a deficit-mindset; state a clear mission and goals; determine the effects of leadership decisions; and provide accountability for student success.
Further, an essential part of building a successful student-focused school district includes ensuring high teacher and student expectations, based on a solid foundation of teacher capacity through professional development. And, to improve student performance, education professionals are advised to provide clear and rigorous benchmarks, use multiple assessments, utilize strength-based teaching strategies, and offer accelerated learning opportunities as appropriate.
When school districts are considering resource allocation, it is important to not only provide sufficient resources, but also to set policies that appropriately allocate based on student need. Financial resources alone cannot raise student achievement, but money can leverage student achievement when appropriately targeted.
The authors emphasize, however, that prior to adopting any particular strategy, each must be considered within the context of the specific school or school district. Further, Cavanna and Simons note that continuous evaluation must be used to gauge the effectiveness of any program.
Read the full article here, beginning on page 7.
