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- Ed Reform
- Teacher evaluations
- Criterion of the Least Dangerous Assumption
- Leadership, Inclusion, and Quality Education for All
- Teacher's professional identities
Policies should promote the inclusion of teachers in the reform discussions as they are the ones who will be expected to implement the new policies
- “Teaching for understanding is what we are supposed to be doing . . . It's difficult to test, folks. That is the bottom line . . . . They want me to teach in a way that they can't test. Except that I'm held accountable to the test. It's a Catch-22”.
- “Most of the studies of new teachers highlight the sudden and sometimes dramatic experience of the transition from student to teacher. Many researchers have emphasized the reality shock or abruptness which confronts new teachers as they take on the full responsibility of their roles as schoolteachers.”
- The meanings, values, images and ideals of what it meant to be a teacher with which they entered teaching were challenged and, for many, teaching became more routine, more rule governed and less creative…Despite the strong connections between personal biography and stable sense of identity, it is clear that in most if not all cases, history was mediated by context.

A Philosophy Focused on Inclusion

Deliberate Distributed Leadership Structures that Encourage Both Inclusivity and High-Quality Education

Deliberate Ways of Working: Social Justice Leadership and the Expectations of Leaders

- Leadership plays a huge role in the partnership in terms of expectations and understandings that play into establishing a foundation for an inclusive school

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- Dilemmas of Ed Reform
- Policymakers influence on teacher evaluation
- Ed reform
- Dilemma of cohesions versus differentiation
- Practitioners, researchers, and policymakers are coming to the same consensus that the current teacher evaluation process does little to help teachers grow within the profession.
- Tests scores differ significantly from year to year based on the classroom environment during each school year.
- Teaching to the test! Teachers continue to teach towards the test as the results affect bonuses and job positions. However, teaching to the test varies based on the type of test being administered. Teachers are not all being held to the same standard.
- There are many outside factors that affect student learning, however these factors are not accounted for when testing teacher effectiveness.
- The high stakes of these tests turn teachers away from high need districts and populations and lead teachers to teach towards the test instead of engaging students in the curriculum.
- Students have unique knowledge and perspectives that can make reform efforts more successful and improve their implementation
- By involving students in the conversations about what makes learning difficult for them, what impacts their motivation, what makes some students “give up” though they know they should be doing well
- Students’ views can help mobilize staff and parent opinion in favor of meaningful reform
- How do school systems manage environmental pressures to rebuild themselves as more coherent and instructionally effective organizations while managing their inherited differentiated organizations and the environmental pressures that support them?
- Students are the producers of school outcomes, so their involvement is fundamental to all improvement
- Levin suggests that schools start by using these steps:

1. Involving several students in formal management processes

2. Providing training and support for students

3. Asking students to organize their own parallel process of discussion of

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-Sociocultural knowledge for teachers and teacher education
-Criterion of The Least Dangerous Assumption
- Standardized testing and school segregation

-The least dangerous assumption states, “decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults”.
-Programs need to prepare students to be productive individuals of society with social skills, vocational skills, and the ability to interact within the community.
-There is no clear outline of what helps pre-service teachers acquire the right knowledge to work effectively with students of color
-Success cannot be achieved by just identifying one method of teaching black students
-Often time this sends a message that only certain type of curriculum, etc. are useful for black students

-Post Brown V. Board studies have been conducted in all parts of the country on the impact that racial and economic desegregation in schools has had on the educational development of

children.
-The use of standardized tests to measure, sort, and rank students is based on the assumption that

these tests are measuring students objectively and accurately.

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Racial Segregation and Integration
- Charter school attendees comprise disproportionally high enrollment of black students – are it seem like patterns of segregation are beginning to remerge
- Charter schools are more likely than the traditional public school to induce racially isolated environments for students of color
- Isolation is another prominent factor  in charter schools as they’re only being exposed to their own race.
-“White students in traditional public schools have long been the most isolated of any racial/ethnic group, but our analysis finds that among charter schools, black students are more isolated than white students.” - White isolation due to the segregation laws throughout the country.
-Black students have the lowest exposure to white students with latino students following closely behind.

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IDEA & Inclusion
- What is inclusion? Educational environments for students with disabilities from a complete denial of formal educational services to equal participation in all aspects of the education system

Individual Education Plan

inclusive education results in the best learning outcomes and there is not subsequent research to

show that supports the value of a segregated  special education class and school"

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UDL & Inclusive information

-UDL not only benefits students with disabilities but also students without disabilities.
-Through intentional planning, educators can address the variability of learners’ ability to access and under- stand information, engage with content and instruction, and express what they know.
-Intentional planning for student variability is foundational to the framework of UDL
-Students with learning disabilities (LD) are educated for 80% or more of the school day in general education settings and are expected to meet the same expectations of students without disabilities
-When looking at the barriers for students with LD “it is necessary for teachers to determine how the student’s disability impacts their educational performance”

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When we think about UDL, Inclusion, Segregation, standardized testing and our other topics, we see a lot of connecting ideas.

Teachers need to provide clear instruction to students

Schools will have bias practices and we must learn to correct them

Students think differently based on place and space

Students should be involved in school reform and school policy especially at the middle and high school levels

Test scores are often impacted by outside sources of stress and home environments but is not often considered when looking at test scores.

Test scores are also often used to evaluate teachers.

Depending on how "inclusion" is implemented is how effective it will be for students