Diving Into CurriculumThis reflection serves as a critical pause point in the course The texts 5554

LEADING CURR CHNG FOR STUD AC

Question.5554 - Diving Into CurriculumThis reflection serves as a critical pause point in the course. The texts assigned this week surface different lenses for identifying systemic inequities in schools through data, beliefs, and curriculum.You will use these lenses to analyze your own setting and sharpen your leadership stance. This reflection is also a key milestone in your Implementation Plan journey, helping you name emerging root causes and areas for inquiry.As you read Fergus, Safir & Dugan, Carnegie, and Goldstein, reflect on:How hidden curriculum and bias shape school experiences.How street-level data and continuous improvement efforts can help uncover root causes.When we look more closely, what leadership actions might be possible?Written Reflection Write a 1.5â3 page paper (double-spaced, 12-point font, APA format) that critically and thoughtfully connects ideas across the assigned readings. Your paper should reflect your leadership perspective, connect to your school context, and demonstrate how these frameworks deepen your understanding of equity, curriculum, and continuous improvement.Use the guiding questions below to help shape your response. You do not need to answer them in order or separately; instead, weave your insights into a cohesive reflection that makes meaningful connections across texts and practice.What concept, quote, or moment from the readings challenged or affirmed you most? Why?Where do you see deficit thinking, colorblindness, or other bias in your current setting? How is it showing up in curriculum, instruction, or leadership?What data do you wish you had access to in your setting, and what would it help you see more clearly?Based on what youâve read and observed, what might be one area of your schoolâs hidden curriculum worth unpacking further?

Answer Below:

Diving xxxx Curriculum x Leadership xxxxxxxxxx on xxxxxx and xxxxxxxxxxxxxxxxx Read xxx Reflect xxxxxx the xxxxxxxxxx journey xxxxxx educational xxxxxx demands x critical xxxxxxxxxxxxx into xxx evidence xx implicit xxxxxx and xxxxxx curricula xx student xxxxxxxxxxx This xxxxxxxxxx synthesizes xxxxxxxx insights xxxx Fergus xxxxx and xxxxx n x Carnegie xxxxxxxxxx and xxxxxxxxx in xxxxxxxxx systemic xxxxxxxxxx in xxx context xx school xxxxxxx thereby xxxxxxxxxx my xxxxxxxxxx stance xxxxxxxxxx continuous xxxxxxxxxxx as xxxx These xxxxx bring xxx some xx the xxxx and xxxxxxxxx nature xx bias xxx point xxxxxxx toward xxxxxxxxxx of xxxxxxxxxxxxxx and xxxxxxxxxx identification xxx solution x concept xxxx really xxxxxxxxxx and xxxxxxxx my xxxxxxxxxxxxx is xxx quote xxxx Safir xxx Dugan x d xxxxx claims xxxx is xxxxxxxxxx is xxx the xxxx as xxxx is xxxxxxxx p xxxxx assertions xxx home xxxxxxx I xxxxxx felt xxxx being xxx reliant xx quantitative xxxxxxx like xxxxxxxxxxxx test xxxxxx cloud xxx more xxxxxxx realities xx student xxxxxxxxxxx and xxxxxxxx barriers xxxx inhibit xxxxxxxx It xxx really xx odds xxxx the xxxxxxxxxxxxxxxxxxx view xxxx had xxxxx root xx education xxxx actually xxxxx to xxxxxxxxxx inequities xxxx regard xx the xxxxx element xx the xxxxxx The xxxxxxxxx of xxxxxx data x a xxxxxxxxxxxx form xx knowledge xxxxxx in xxxxx experience xxx focused xx those xx the xxxxxxx is xxxxxx a xxxxxx counter-narrative xxxxx Dugan x d x Such x perspective xxxxx to xxxxxxx that xxxxxxxxxx improvement xxxxx need xx move xxxx from xxxxxxxx statistics xxxxxxx lived xxxxxxxxx that xxx qualitative xxxxxxxx as xxxxxxxxx in xxxxxx a xxxx account xx my xxxxxxxxxxxx school xxxxxxxxxxx currently x notice xxx there xxx very xxxxxx forms xx deficit xxxxxxxx and xxxxx blindness xxxxxx methods xxxxx as xxxxxxxxxx instruction xxx leadership xxxxxxxxx According xx Fergus xxxxxxx thinking xxxxxxxxx itself xx framing xxxxxxxxxxxxxxxx by xxxxxxxxxxx this xx inherent xxxxxxxxxxxx within xx individual xxx group x effectively xxxxxxx the xxxxxxxxxxxx for xxxxxxxxxx Examples xxxxxxx talking xxxxx such xxxxxx and xxxxxxxx up xxxxxxxxxxx of xxxxx having x lack xx parental xxxxxxxxxxx or xxxx of xxxxxxx motivation xx lieu xx such xxxxxxxx problems xx inadequate xxxxxxxxx or xxxxxxxxxx irrelevant xxxxxxxx If xxxx unchallenged xxxx type xx narrative xxxxxxxxx to xxxx the xxxx that xxxxx is x student xx family xxxxxxx rather xxxx a xxxxxx system xxxxxxx in xxxxx of xxxxxxxxx serving xx students xxxxxxxxxxxxxx as xxxxxxxx by xxxxxx is xxxxxxxx sinister xx manifests xx a xxxx intention xxx sickful xxxxxx to xxxxxx skin xxxxx in xxxxx to xxxx minority xxxxxxxx as xxxxxxxxxxx p xxxx relatively xxxxxx attitude xxxxxxxxxx the xxxxxx realities xxxx are xxxxxxxx constructed xx racial xxx ethnic xxxxxxxxxx Applied xxxxxxxxxxxx this xxxxx find xxxxxxxxxx in x history xxxxxxxxxx that xxxxxx Eurocentric xx analyzed xx Goldstein xxxx contrasting xxxxxxxxx For xxxxxxx some xxxxxxxxx leave xxx discussions xx redlining xx the xxxxxxxx scare xxxx create x hidden xxxxxxxxxx teaching xxxxxxxx that xxxxxxx histories xx identities xxx of xxxxxx significance xx pedagogy xxxxxxxxxxxxxx might xxxx teachers xx disregard x student's xxxxxxxx expression xxxx as xxx speaking xx a xxxx language xx against xxx universal xxxxx of xxxxxx thus xxxxxxx to xxxxx linguistic xxxxxxxxx as xx asset xxxxxx vignette x To xxx more xxxxxxx these xxxx causes x would xxxxxx the xxxxxxxxxx of xxxx qualitative xxxxxxxxxxxx data x need xxxx than xxx traditional xxxxxxxxxx and xxxxxxxxxxx data x desire xxxxxxx Voice xxxx Organized xxxxxxxxx sessions xxx student xxxxxxx to xxxxxx information xx instances xx bias xx perceptions xx belonging xxx relevance xx the xxxxxxxxxx This xxxxxxxxxxx would xxxxx forth xxxxx examples xx microaggressions xx hidden xxxxxxxxxx Contextualized xxxxxxxxxxxx Data xxxxxxxxxx behind xxx counts xx disciplinary xxxxxxx looking xxx culture xx communication xxxxxxxxxxxxxxxxx that xx and xx themselves xxx expose xxxxxx practices xxxxxxxxxx Audit xxxx A xxxxxxxxxx review xx curricular xxxxxxxxx for xxxxxxxxx underrepresentation xxx dominant xxxxxxxxxx in xxxxxx response xx the xxxxxxxx raised xx Goldstein xxxx of xxx things x observed xx my xxxxxx that xxxxxxx from xxx hidden xxxxxxxxxx are xxx explicit xxxxxxxx on xxxxxxxxxxxxxxx and xxxxxxxx language xxxx often xxxxxxxxxx into xx expectation xxxxxxx students xxxxx a xxxxxxxx usually xxxxxxxxxxx mode xx speaking xxxxx by xxxx very xxxx tends xx devalue xxx unlearning xx their xxxx languages xxxxxx of xxxxxxxx communication xxx local xxxxxxxxx knowledge xxxx links xxxx the xxxxxxxxxxxxxx and xxxxxxx thinking xxxxxxxxx whereby xxx diverse xxxxxxxxxx and xxxxxxxx wealth xxxx be xxxxxxxxx as xxx one xxxx deficiency xxxxxxxx Foundation's xxx Core xxxxxxxxxx of xxxxxxxxxxx will xx integrated xxxx Safir xxx Dugan's x d xxxxxx data xxxxxxxx to xxxx leadership xxxxxxx toward xxxx The xxxxx step xxxxx be xx start x problem-centric xxxxxxx and x user-centered xxxxxxx with xxx Carnegie xxxxxxxxx In xxxx ways xxxx our xxxxxxxx on x single xxxxxxxxx language' xxxxxxxxxxxxx marginalize xxxxxxxx with xxxxxxx linguistic xxxxxxxxxxx This xxxx involve xxxxxxxx students xxxxxxxx and xxxxxxxxx from xxxxxxxxxxxx backgrounds xx defining xxx problem xxx co-developing xxxxxxxxx The xxxx step xxxx be xx view xxx system xxxxxxxx Principle xxxxxxxxx exchanges xxxxxxx for xxxxxxxx biases xxxxxxxxxxxxx how xxxxx policies xxxxxxxxx them xxxxx Plan-Do-Study-Act xxxx cycles xxxxx anchoring xxxxxxxx improvement xx disciplined xxxxxxx Carnegie xxxxxxxxx For xxxxxxx a xxxxxxxxxxxx development xxxxxxxxxxx may xx planned xxx Plan xxx would xxxxxxx such xxxxxxx as xxxxxxxxxx responsive xxxxxxxxxxxxx The xxxxx would xxxxxxx collecting xxxxxx data x student xxx teacher xxxxxxxxxxx - xx assess xxxxxx Finally xx essential xxxxxxxx for xxxxxxxxx communities xxxxxxxx Principle xxxx be xx develop xxxxxxxxxxxx learning xxxxxxxxxxx wherein xxxxxxxxx share xxxxxxxxxxxx and xxxxxxxxx culturally xxxxxxxxxx pedagogical xxxxxxxxx that xxxxx collective xxxxxxxx and xxxxxxxx biases xx leaders xx will xxxxx loudly xxx the xxxxxxxxx value xx humanizing xxxxxx data x data xxxxxxxxxx practices xxxx be xxxxxxxxxx such xxxx they xxxxxx genuine xxxxxxxx change xxxxxxxxxxxxxxxx E xxxxxxx the xxxxxxxxxx beliefs xx disproportionality xxxxxxx from xxxxxxx Disproportionality xxx Achieving xxxxxx A xxxxxxxx Guide xx Using xxxx to xxxxxx Hearts xxx Minds xxxxxx Goldstein x January xxx States xxxxx Textbooks xxx American xxxxxxx The xxx York xxxxx Carnegie xxxxxxxxxx for xxx Advancement xx Teaching xxx six xxxx principles xx improvement xxxxx S xxxxx J x d xxxxxx Data x Next-Generation xxxxx for xxxxxx Pedagogy xxx School xxxxxxxxxxxxxx Chapter xxxxxx