Resources


Multilingual Educator, Cummins Article

“I Can Show You That I Am Something” The Deep Structure of Effective Multilingual Education
By Jim Cummins, Ph.D. University of Toronto

Publication: Transforming Sanchez School

Topic: Professional Development

Specialty:  



PARCC Assessments

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 18 states plus the District of Columbia and the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

Publication: Caslon Community

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): website



Photographs in Color

Color photographs from the book Transforming Sanchez School.

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): photo



Policy advancements for ELLs under Common Core State Standards

View this youtube video of Delia Pompa, Vice President for Education for the National Council of La Raza and member of the Understanding Language group, discussing policy advancements for ELLs under the Common Core State Standards.

Publication: Caslon Community

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): video



Reform Excerpt Chapter 2

Raymond R. Isola and Jim Cummins analyze education reform initiatives during the past 60 years and explore difficult questions, including:

• Do standardized tests boost achievement?
• Does systematic phonics instruction increase reading comprehension?
• Is it reasonable to expect English learners to learn English in just 1 year?
• Is underachievement caused by bad teaching or by low socioeconomic status?

The authors argue that when policy ignores credible education research, there are consequences for vulnerable student populations, especially those from low-income and linguistically diverse communities.

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): reference



Roles of the Principal Excerpt Chapter 3

This book explores the multidimensional roles of the school principal, including instructional leader, resource manager, social architect of learning, and community organizer and activist.

Dr. Isola is the principal who led the successful turnaround effort at Sanchez School over 13 years. Readers will readily relate to his perspective, examples, and stories about:
• the principal’s roles in school transformation,
• the principal’s efforts to balance attention to top-down reform mandates with socioemotional and instructional approaches that lead to real student learning, and
• the principal’s collaborations for shared leadership, family engagement, and teacher agency.

This is a story told by a principal, Raymond R. Isola, and a university researcher, Jim Cummins, to illustrate the dynamic and complex processes of education reform during a turbulent time in the history of education in this country. It is a tale of a principal and his staff making choices in the best interests of their students.

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): reference



Shared Leadership Excerpt Chapter 4

The term “shared leadership” refers to the sharing of leadership opportunities and responsibilities among all members of the school staff and the grounding of instructional directions and initiatives in the empirical research evidence. The expertise that develops through collaboration in assuming leadership roles is distributed among all engaged parties.

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): reference



Teacher Agency Excerpt Chapter 1

Isola and Cummins describe how the faculty at Sanchez School worked together to identify strengths and needs of their students, families, and the school. These educators then collaborated in the design and implementation of organizational and instructional changes that significantly increased the academic achievement of its low-income students from linguistically diverse backgrounds. This book documents the power of teachers to change the culture of a school through teacher agency.

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): reference





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  • Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
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