Questions That Lead to Action: Equity Audits Motivate Teachers to Focus on English Learners' Needs

Autor/inn/en	Soria, Luis R.; Ginsberg, Margery B.
Titel	Questions That Lead to Action: Equity Audits Motivate Teachers to Focus on English Learners' Needs
Quelle	In: Journal of Staff Development, 37 (2016) 5, S.28-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Teacher Motivation; Student Needs; English Language Learners; Equal Education; Audits (Verification); Elementary School Students; Middle School Students; School Districts; Reading Achievement; Mathematics Achievement; Trend Analysis; Instructional Leadership; Inquiry; Educational Environment; Educational Opportunities; Public Education; Culturally Relevant Education; Inclusion; Positive Attitudes; Middle School Teachers; Elementary School Teachers; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Trendanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsangebot; Bildungschance; Öffentliche Erziehung; Inklusion; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule
Abstract	As chief of schools for Network 8 in Chicago Public Schools, Luis R. Soria was responsible for supporting, leading, and assessing the teaching and learning of nearly 30,000 students at 34 schools. Every five weeks, the district team generated an on-track report for the 27 elementary and middle schools in Network 8. This comprehensive report provided a routine way to follow each student's progress in reading and mathematics for grades 3 through 8. Data revealed that, across schools, a high percentage of English learners were off-track for 15 consecutive weeks. In addition to examining data for student learning trends, the schools needed a way to surface some of the less-transparent causes of educational inequity. In a leadership class taught by Margery B. Ginsberg at the University of Illinois at Chicago, Soria learned about the equity audit--an approach to inquiry that examines one or more aspects of a learning environment (community, district, school, classroom) related to opportunity gaps in public education. This article describes how Soria introduced the idea of the equity audit to one school, drawing on two resources: the motivational framework for culturally responsive teaching (Ginsberg, 2011) and the unpublished draft of an equity audit developed by the University of Illinois at Chicago Center for Urban Education Leadership. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01