The average years of teaching experience for Western staff is 14 years. Five teachers at Western are
The average years of teaching experience for Western staff is 14 years. Five teachers at Western are
This Spring 2017 semester, I get to do student teaching at Jack and Sharon Rhoads Elementary. Rhoads is a public elementary school in Kay, TX, in the Katy Independent School District. There are 1,128 students enrolled in grades PK to 5th. It is the 43rd largest public school in Texas. In 1st grade, there are about 150 students. The 1st grade classroom that I am observing has an average of 20 students and is very diverse because it supports a large variety group of children. There are students that are learning in different ways such as at an advanced level, an average level, and some that would need in-class support.…
There is no significant difference between the district percentage of Hispanic and Native American compared to the state percentage. They represent respectively, about 50% and 0.5% of the student body. However, African American represents two thirds of the student body in Alief ISD while they represent only about one seventh of the public school students statewide. While we see a higher percentage of African American in Alief ISD, we can also observe that there is a big variance of White students between the percentage in Alief ISD and the statewide percentage. In fact, two out of three students is White statewide while only about one out of thirty-three students are from the same ethnicity in Alief ISD. Identically, we can observe that the percentage of Asian/Pacific Islander is higher in the district, 12.7% for only about 3.7% statewide. As we can see in Figure 2 below the percentage of Asian/Pacific Islander, Native American, and White in Alief ISD did not significantly change since 2007. On the other hand, there is a more accentuate…
It is a third grade classroom of 20 students (8 girls and 12 boys) seated in 5 groups of 4. Most of the students are of Hispanic ethnicity, and the teacher can speak Spanish fluently and uses this skill when deemed necessary. Some students are also Caucasian, and there are a couple of African American and Asian students as well.…
The article starts by giving statistics about demographic trends regarding the United States’ aggregate and public school populations, which are both becoming increasingly culturally and linguistically diverse (CLD) while the teaching force remains mostly White, middle class and monolingual. This situation creates a demand for new teaching skills within these “traditional” educators in order to accommodate the needs of the growing CLD student population. Furthermore, CLD students with learning disabilities (LD) present additional special challenges since factors like race, poverty, social class, gender, language and religion influence their learning style, school progress and behavior. CLD students tend to be excluded from general education, or have lower achievement resulting with special education needs, at higher rates than “traditional” White students. CLD students are placed at risk due to their teachers’ failure to be able to recognize these cultural differences, stereotyping and general ignorance about the student’s particular cultural background.…
| 10 years (to complete Sixth form, university, 1 year of work experience and get a job in teaching/coaching)…
The important of cultural diversity in Maryland is on the rise. Attending a school with a diverse student body can help prepare your child for citizenship in a multicultural democracy. As the United States become a more culturally and ethnically diverse nation, public schools are becoming more diverse, too. According to an article “Cultural Diversity” the article states that “The Census Bureau project that by the year 2100, the United States minority population will become the majority with non-Hispanic whites making up only 40% of the United States population” (Cultural Diversity, 2012.) There is no doubt that students will need to learn how to interact in a diverse environment. Jean Snell, is the clinical professor of teacher education at the University of Maryland, believes cultural diversity enhances the school experience. He states that “There is a richness that comes from students working side by side with others who are not of the same cookie-cutter mode” (Cultural Diversity, 2012.)…
having greater than five years of teaching experience. There are a rising number of teachers having a Master’s or Doctorate degree with one to five years of teaching experience.…
Great Schools Staff. Schools: Involved Parents. Succesful kids. How important is cultural diversity at your school?. 2002. greatschools.org/find_a_school/defining_your_ideal…
a) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum (Introduced)…
There is an assumption about overrepresentation among all minority groups and that is that when represented accurately, the proportion of different ethnic groups in a category or program should be equal to the proportion of the same group in the general school population. When an ethnic group features two disproportionate groups in the school population, whether it is on a district, state or national scale, overrepresentation occurs. Oswald, Coutinho, Best and Singh (1999) defined overrepresentation as “the extent to which membership in a given ethnic group affects the probability of…
Gándara, Patricia; & Maxwell-Jolly, Julie. (2000). Preparing Teachers for Diversity: A Dilemma of Quality and Quantity. UC Berkeley: University of California Linguistic Minority Research Institute. Retrieved from: http://escholarship.org/uc/item/9xx421bc…
Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300.…
Although my students do not differ from the other students in the classroom, does not make my classroom any less diverse. There is still a broad range of experiences and perspectives brought to the classroom that offers a powerful resource for everyone to learn more—in different ways, in new environments, and with different people. Every single person in this enormously diverse and ever changing system has the power to serve as an invaluable resource for all others, students, teachers and the community as a whole (Cummins, Brown & Sayer, 2007).…
My teaching experiences have allowed me to adapt to different types of classroom settings. I have gained an abundance of skills and knowledge that have guided my students to clas achieve successful results. I started teaching in 2008, during this time I have worked in several grade levels ranging from Pre-Kinder through 4th grade departmentalized and self-contained. I consider my education background to be very diverse. I have had opportunities to lead in my grade-level, conduct meetings, and presentations. In the last 5 years, I have been administering the state assessments in grades 3-5th. I have full understanding of SpEd programs such as 504, resource, and inclusion. Most of all I consider myself very knowledgeble in the area of Bilingual Education. I have served in LPAC committees, have administered a variety of language assessments, and worked in different types of Bilingual program models.…
I work for the fourth largest school district in Texas and a district that is currently 80% Hispanic, with a sizable minority…