Embedding school identity in instruction, setting positive expectations, and embracing meaningful change are just some of the educational practices Angela Stevens-Stevenson — former principal at Martin Luther King, Jr. Junior High School in Pittsburg, California — is both passionate about and experienced with.
Structures that Elevate Student Voice in Equitable Ways: Empowering Students While They Develop Life Skills
Carmen Gelman, Director of Professional Development at COSA, is all about student voice and equity. She joined Portico for a Crowdsource on December 15, 2022, to share about her experiences leading three high schools across two states.
We had the pleasure of hosting a Crowdsource webinar with Courtney Spelber from the Huntington Beach Union High School District on January 19, 2023. Courtney shared ways to use the start of each year and new term to get started the right way by reinforcing your school’s identity with your students and staff.
This chart lists high-yield instructional strategies, what the research says about them, and how to implement them in classrooms. The information has been adapted from Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement by Robert Marzano.
Employing Leadership Systems and Structures How does the principal work through a broad set of teams to ensure all students get what they need to be successful? SCHOOL FACT BOX…
Anaheim Union High School District (AUHSD)’s Local Control Accountability Plan (LCAP) stakeholder engagement processes are some of the most innovative we have seen in California.
Interview with Dr. Courtney Robinson about the annual College Application Day at Ocean View High School. All seniors apply, during the school day, to multiple postsecondary institutions based on each student’s interests and aspirations and have experts onsite all day to support them through the process.
To operationalize college and career readiness approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support.
This study argues that varied perspectives should be a critical component in the methodological and analytical choices of education research, especially when the sought after outcome is deeper understanding of the impact, both positive and negative, of an education program or policy. In this study, rather than using one researcher to confirm the reliability of the other, the study explores the outcome of drawing on the positional reflexivity of two researchers, each with a distinct perspective, as a potential strength to cogenerate themes and theory in the evaluation of complex policy or programs.
I often find myself thinking about the role structural racism plays as we aim to ensure all students are ready for college, career, and life. And more importantly, what can we do to combat structural racism with the intent of realizing readiness for all students?