Voltz, Deborah, Sims, Michele and Nelson, Betty (2010). Supporting the Classroom with Materials for Instruction. ASCD.

This is a chapter from a book called Connecting Teachers, Students, and Standards. The chapter offers multiple methods to maintain similar learning gains in diverse student populations. It starts with an explanation of a Universal Design for Learning and models many different techniques, including but not limited to auditory, visual, cultural, and technological methods.

By Jean Johnson with Jon Rochkind, Michael Remaley, and Jeremiah Hess

2011 Public Agenda

 

This is an article discussing the challenges persistently low achieving schools face in their efforts to communicate and engage with their communities. It provides a discussion of the issue as well as eight strategies that can help leaders build trust and promote more constructive dialogue

 

http://www.publicagenda.org/files/WHATS_TRUST_GOT_TO_DO_WITH_IT.pdf

By: Cori Brewster and Jennifer Railsback

An article in adLit.org

Date is unknown

 

This article examines issues of trust between the school and diverse families. It discusses trust, culture, and family involvement in detail, offers connections to relevant research, and discusses common challenges between schools and their communities. There are also some school case study profiles and tips for how to reach out to diverse families.

 

School Leadership

6A

 

http://www.adlit.org/article/21522/

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Taylor, S. (2013) Four Suggestions to Help You Lead by Relationships and Realize Your Vision. Edutopia.

This article is written by a Superintendent who explains the importance of building relationships and sharing your vision with staff and colleagues. The four tips include: making the rounds, having open relaxed conversations, providing town hall accessibility, and establishing a satellite office.

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Ingersoll, R. M. (2007) Short on Power, Long on Responsibility. Educational Leadership.

This article describes the flaw with the belief that improving teaching is just about accountability when in fact teachers have very little control over their work.  If we are to “upgrade teacher quality” then we must allow them to have more control of their work.

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DuFour, R. (2004).  What is a “Professional Learning Community”?, Association for Supervision and Curriculum Development.
The article outlines main components of effective professional learning communities. DuFour includes a careful discuss of each component and then provides examples of that component in application.