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EDCON 2014 Strategies For Administrators to Help Support Teachers in Improving Instruction for Black & Hispanic Males Students.

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Presentation on theme: "EDCON 2014 Strategies For Administrators to Help Support Teachers in Improving Instruction for Black & Hispanic Males Students."— Presentation transcript:

1 EDCON 2014 Strategies For Administrators to Help Support Teachers in Improving Instruction for Black & Hispanic Males Students

2 Presenters Rodney C. Lewis. Ed.S Justin M. Jennings, Ed.S

3 Do you know your competition? Can you name all 6?????????? *Bonus: name popular song from at least one artist?

4 Let’s Score Your Quiz  1. Pitbull  2. Drake  3. Lil Wayne  4. Rick Ross  5. Alex Rodriguez  6. Lebron James

5 Video

6 Video Discussion  Knee partner discuss what you just heard, what is your reaction? (2 Minutes)  Group reaction? (3 Minutes)

7 Let’s Look at the Data  820,000 Black males in college vs. 1.6 million Black Females  In 1980 there were 100,000 Black Males were involved in the penal system and currently there are 1.5 million; 70% are drug related  Black and Hispanic youth are 17% of the educational system, but make up 41% of Special Education and only 3% of Gifted and Talented Programming.

8 Data  % of Black and Hispanic Males had fathers, in % and currently 32%  Black and Hispanic Males makeup 85% of the NBA and 71% of the NFL but only 1% of doctors, dentist, engineers and teachers  55% of urban students do not graduate from high school; 40% read only at 4 th grade level

9 Causes -Low Expectations -Growing income inequality and lack of resources in urban districts and communities -Unequal access to master teachers who engage students -Increased number of teachers, teaching out of core area and second career teachers -unconscious bias by administration and teachers

10 How Administrators Can Help? 1. School Leadership Issues 2. Suggested Solutions 3. Strategy/Best Practice/Options

11 School Leadership  Disconnect between school personnel and male students of color  Create a culture that supports an equitable outcome for all students to include culturally responsive teaching while building relationships with students  Ensure culturally responsive instruction and support activities that build relationships

12 School Leadership  Lack of Understanding Social Classes  Gain an Understanding of Social Classes and how to respond effectively to school related situations  Provide students with skills to survive in a middle class environment/society

13 School Leadership  Lack of Addressing Academic Needs of Male Students of color  Re-evaluating effective instruction and move toward quality instruction that creates supportive learning environments  Decrease remediation, low level questioning and increase rigor, create non-negotiable academic practices for all student, ensure culturally relevant teaching and materials

14 School Leadership  Cultural Sensitivity vs. Competency Among Staff  Create professional learning opportunities in the area of culturally competency  Staff Training, Community Tour Opportunities, Student Diversity Panel, Comprehensive Guidance Program, Celebrate Diversity in Your School (Black History Month, Hispanic Heritage Month), African American and Hispanic History Classes

15 Jigsaw Activity  Full S.T.E.A.M. Ahead in Urban Science Education by Dr. Christopher Emdin

16 Helping Your Staff What you need to know and how you can help your staff get a handle on this?

17 Core Practices  Incorporates think time and purposeful social interaction to foster emotional, cognitive and behavioral engagement in learning in support of academic achievement.

18 Compliance vs. Engagement  Compliance: the act or process of complying to desire, demand, proposal, regimen or coercion. Vs.  Engagement: sustained learning involving academic and social behaviors that support a positive emotional state, heightened concentration and exerted effort.

19 6 Factors to Support Engagement  Students feel……when you engage me I will give you…….  1. Goodwill  2. Participation  3. Attention  4. Investment  5. Effort  6. Interest

20 What a Non-engaged Class Looks Like?  1. Lack of Effort  2. Compliance vs. Learning for Meaning  3. Lack of Attention and Focus  4. More Disciplinary Problems  5. More Teacher Frustration, Stress and Burnout  6. Tension-Filled Classroom Culture

21 What a Well Paced Classroom Looks Like 1. Learning Targets 2. Multiple Rigorous Learning Tasks 3. Active Learning (Student Communicating) 4. Group Structures 5. Instructional Support

22 Video

23 Questions?????

24


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