Turning High Poverty Schools Into High Performing Schools
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📒Turning High Poverty Schools Into High Performing Schools ✍ William H. Parrett
✏Turning High Poverty Schools into High Performing Schools Book Summary : Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
📒Disrupting Poverty ✍ Kathleen M. Budge
✏Disrupting Poverty Book Summary : Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers—many of whom grew up in poverty—to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. Readers will explore classroom-tested strategies and practices, plus online templates and exercises that can be used for personal reflection or ongoing collaboration with colleagues. Disrupting Poverty provides teachers, administrators, coaches, and others with the background information and the practical tools needed to help students break free from the cycle of poverty.
📒On Poverty And Learning ✍ Marge Scherer
✏On Poverty and Learning Book Summary : This collection of articles from Educational Leadership brings together fifteen insightful and passionate pieces that will help you better understand how poverty affects learning and what educators can do to make a positive difference for each learner every day. The authors examine the existence and persistence of economic inequality, demythologize poverty as a culture, explore interventions large and small, and discuss practical ways to engage, support, and challenge students living in poverty. With candor and compassion, they inspire us to think creatively about ways to help these young people see and achieve their full potential.
📒High Poverty High Performing Schools ✍ Ovid K. Wong
✏High Poverty High Performing Schools Book Summary : This book studies high-poverty, high-performing schools to identify the common trends and reveal their secrets of success. The secrets include a unique combination of leadership, curriculum, instruction, assessment, and evaluation. These schools may be the best success model for our next generation schools and may help our country can get back on track to become an educational leader.
📒Black Swan Schools ✍ Larry Heath
✏Black Swan Schools Book Summary : BLACK SWAN SCHOOLS identifies the building blocks to construct a high performing, high poverty elementary school while providing specific, practical steps to turn student learning aspirations into reality. Larry Heath explains a school/district process, which resonates with educators, that addresses the nine proven characteristics of effective schools: Clear and Shared Focus, High Standards and Expectations for Students, Effective School/District Leadership, High Levels of Collaboration and Communication, Curriculum, Instruction, and Assessment Aligned with Standards, Frequent Monitoring of Teaching and Learning, Focused Professional Development, Supportive Learning Environment, and Pragmatic Community Involvement.
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📒No Excuses ✍ Samuel Casey Carter
✏No Excuses Book Summary : "All children can learn. The principals and schools profiled in this book have overcome the bureaucratic and cultural obstacles that keep low-income children behind in most public schools. No Excuses schools have created a culture of achievement among children whom most public schools would condemn to a life of failure."--Foreword, p. 1-2.
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