Highly flexible in interactions with students Personal connection with school and community These conclusions were reached after spending time in 34 buildings (wide sampling of grade levels, socio-economic levels, etc.) Muhammad identifies four groups of teachers within every building Institutional Discusses tracking and sorting if we truly believe all kids can learn why do we still group kids according to the bell curve 10/80/10Ĩ. Intrinsic Self-fulfilling prophecy of failure giving students complete control of their education and thus licenses to fail Perceptual inferences that teachers make about the present and future academic achievement and general classroom behavior of their students (Green, 2005) The best program or policy within a toxic culture will fail!! Policies, procedures, and practice support the above.Ħ. Educators believe that student success is based upon students level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school and they articulate the belief in overt and covert ways. Educators have an unwavering belief in the ability of all students to achieve and pass that on in overt and covert waysĮducators create policies to support the above beliefĪll children can learn and will learn BECAUSE of what we doĥ.
Reports research as to the increasing gaps that exist betweens the haves and the have notsĤ. The goals of NCLB are admirable and morally correct, but we must acknowledge that breaking a system of normally distributed achievement is not going to end with a stroke of a legislative pen Schools judged based on student outcomes, not educator intentions Identifies book and thoughts of author as provocativeĪcknowledges that while pointing out components of toxic school cultures that he does not denigrate members of the groups as he assigns them Book Report/ReviewTransforming School Culture byDr.
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