Module Read and Reflect Seeing the System Diving Into CurriculumThis reflection serves as a critical 5314

LEADING CURR CHNG FOR STUD AC

Question.5314 - Module 2: Read and Reflect: Seeing the System 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? ReadGoldstein, D. (2020). Two States. Eight Textbooks. Two American Stories.ActionsFergus, E. (2021). Chapter 2: Colorblindness, Meritocracy, and Deficit Thinking.ActionsSafir, S., & Dugan, J. (2021). Street Data: Chapter 1 â From Satellite to Street Level.ActionsCarnegie Foundation. (2024). Six Core Principles of Improvement.Actions 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 xxxxxxxxxxxxxxxxxxxx State xxxxxxxxxxxxxx July xx Module xxxx and xxxxxxx Seeing xxx SystemThis xxxxxxx toward xxxxxxxxxxx equity xxxxxxx a xxxxxxxx investigation xxxx the xxxxxxxx of xxxxxxxx biases xxx hidden xxxxxxxxx in xxxxxxx experiences xxxx reflection xxxxxxxxxxx critical xxxxxxxx from xxxxxx Safir xxx Dugan x d xxxxxxxx Foundation xxx Goldstein xx analyzing xxxxxxxx inequities xx the xxxxxxx of xxxxxx systems xxxxxxx sharpening xx leadership xxxxxx concerning xxxxxxxxxx improvement xx such xxxxx texts xxxxx out xxxx of xxx deep xxx pervasive xxxxxx of xxxx and xxxxx further xxxxxx frameworks xx identification xxx root-cause xxxxxxxxxxxxxx and xxxxxxxx A xxxxxxx that xxxxxx challenged xxx affirmed xx understanding xx the xxxxx from xxxxx and xxxxx n x which xxxxxx what xx measurable xx not xxx same xx what xx valuable x These xxxxxxxxxx hit xxxx because x always xxxx that xxxxx too xxxxxxx on xxxxxxxxxxxx metrics xxxx standardized xxxx scores xxxxx the xxxx complex xxxxxxxxx in xxxxxxx experiences xxx systemic xxxxxxxx that xxxxxxx learning xx was xxxxxx at xxxx with xxx measurement-centric xxxx that xxx taken xxxx in xxxxxxxxx that xxxxxxxx tends xx perpetuate xxxxxxxxxx with xxxxxx to xxx human xxxxxxx in xxx system xxx existence xx street xxxx - x decolonizing xxxx of xxxxxxxxx rooted xx human xxxxxxxxxx and xxxxxxx on xxxxx at xxx margins xx indeed x strong xxxxxxxxxxxxxxxxx Safir xxxxx n x p xxxx a xxxxxxxxxxx seems xx suggest xxxx meaningful xxxxxxxxxxx would xxxx to xxxx away xxxx abstract xxxxxxxxxx towards xxxxx realities xxxx see xxxxxxxxxxx insights xx necessary xx making x full xxxxxxx In xx hypothetical xxxxxx environment xxxxxxxxx I xxxxxx how xxxxx are xxxx slight xxxxx of xxxxxxx thinking xxx color xxxxxxxxx within xxxxxxx known xx curriculum xxxxxxxxxxx and xxxxxxxxxx practices xxxxxxxxx to xxxxxx deficit xxxxxxxx manifests xxxxxx in xxxxxxx underperformance xx attributing xxxx to xxxxxxxx deficiencies xxxxxx an xxxxxxxxxx and xxxxx p xxxxxxxxxxx blaming xxx marganilized xxx conditions xxxxxxxx include xxxxxxx about xxxx groups xxx bringing xx discussions xx their xxxxxx a xxxx of xxxxxxxx involvement xx lack xx student xxxxxxxxxx in xxxx of xxxx systemic xxxxxxxx as xxxxxxxxxx resources xx culturally xxxxxxxxxx pedagogy xx left xxxxxxxxxxxx this xxxx of xxxxxxxxx continues xx make xxx case xxxx there xx a xxxxxxx or xxxxxx problem xxxxxx than x school xxxxxx problem xx terms xx equitable xxxxxxx of xxxxxxxx Colorblindness xx reviewed xx Fergus xx likewise xxxxxxxx It xxxxxxxxx as x good xxxxxxxxx but xxxxxxx desire xx ignore xxxx color xx order xx view xxxxxxxx students xx individuals x This xxxxxxxxxx benign xxxxxxxx disregards xxx social xxxxxxxxx that xxx uniquely xxxxxxxxxxx by xxxxxx and xxxxxx identities xxxxxxx curricularly xxxx might xxxx expression xx a xxxxxxx curriculum xxxx shocks xxxxxxxxxxx as xxxxxxxx by xxxxxxxxx with xxxxxxxxxxx textbooks xxx example xxxx textbooks xxxxx out xxxxxxxxxxx of xxxxxxxxx or xxx lavender xxxxx that xxxxxx a xxxxxx curriculum xxxxxxxx students xxxx certain xxxxxxxxx or xxxxxxxxxx are xx lesser xxxxxxxxxxxx In xxxxxxxx colorblindness xxxxx lead xxxxxxxx to xxxxxxxxx a xxxxxxxxx cultural xxxxxxxxxx such xx the xxxxxxxx of x home xxxxxxxx as xxxxxxx the xxxxxxxxx rules xx school xxxx failing xx value xxxxxxxxxx diversity xx an xxxxx Fergus xxxxxxxx a xx see xxxx clearly xxxxx root xxxxxx I xxxxx pursue xxx collection xx more xxxxxxxxxxx street-level xxxx I xxxx more xxxx the xxxxxxxxxxx attendance xxx achievement xxxx I xxxxxx Student xxxxx Data xxxxxxxxx listening xxxxxxxx and xxxxxxx surveys xx gather xxxxxxxxxxx on xxxxxxxxx of xxxx or xxxxxxxxxxx of xxxxxxxxx and xxxxxxxxx in xxx curriculum xxxx information xxxxx bring xxxxx clear xxxxxxxx of xxxxxxxxxxxxxxxx or xxxxxx curriculum xxxxxxxxxxxxxx Disciplinary xxxx Narratives xxxxxx the xxxxxx of xxxxxxxxxxxx actions xxxxxxx for xxxxxxx or xxxxxxxxxxxxx misunderstandings xxxx in xxx of xxxxxxxxxx can xxxxxx biased xxxxxxxxx Curriculum xxxxx Data x systematic xxxxxx of xxxxxxxxxx materials xxx omissions xxxxxxxxxxxxxxxxxxx and xxxxxxxx narratives xx direct xxxxxxxx to xxx concerns xxxxxx by xxxxxxxxx Some xx the xxxxxx I xxxxxxxx at xx school xxxx emerged xxxx the xxxxxx curriculum xxx the xxxxxxxx messages xx professionalism xxx academic xxxxxxxx This xxxxx translates xxxx an xxxxxxxxxxx whereby xxxxxxxx adopt x singular xxxxxxx Eurocentric xxxx of xxxxxxxx which xx that xxxx fact xxxxx to xxxxxxx the xxxxxxxxxx of xxxxx home xxxxxxxxx styles xx cultural xxxxxxxxxxxxx and xxxxx community xxxxxxxxx This xxxxx with xxx colorblindness xxx deficit xxxxxxxx phenomena xxxxxxx the xxxxxxx linguistic xxx cultural xxxxxx will xx construed xx yet xxx more xxxxxxxxxx Carnegie xxxxxxxxxxxx Six xxxx Principles xx Improvement xxxx be xxxxxxxxxx with xxxxx and xxxxxxx n x street xxxx paradigm xx take xxxxxxxxxx actions xxxxxx this xxx first xxxx would xx to xxxxx a xxxxxxxxxxxxxxx inquiry xxx a xxxxxxxxxxxxx inquiry xxxx the xxxxxxxx Principle xx what xxxx does xxx emphasis xx a xxxxxx 'academic xxxxxxxxx inadvertently xxxxxxxxxxx students xxxx diverse xxxxxxxxxx backgrounds xxxx will xxxxxxx engaging xxxxxxxx families xxx educators xxxx marginalized xxxxxxxxxxx in xxxxxxxx the xxxxxxx and xxxxxxxxxxxxx solutions xxx next xxxx will xx to xxxx the xxxxxx Carnegie xxxxxxxxx Classroom xxxxxxxxx rubrics xxx implicit xxxxxx understanding xxx these xxxxxxxx construct xxxx Rapid xxxxxxxxxxxxxxxxx PDSA xxxxxx would xxxxxxxxx practice xxxxxxxxxxx in xxxxxxxxxxx inquiry xxxxxxxx Principle xxx example x professional xxxxxxxxxxx opportunity xxx be xxxxxxx for xxxx and xxxxx include xxxx aspects xx culturally xxxxxxxxxx communication xxx study xxxxx involve xxxxxxxxxx street xxxx - xxxxxxx and xxxxxxx reflections x to xxxxxx impact xxxxxxx an xxxxxxxxx strategy xxx networked xxxxxxxxxxx Carnegie xxxxxxxxx will xx to xxxxxxx professional xxxxxxxx communities xxxxxxx educators xxxxx observations xxx co-create xxxxxxxxxx sustaining xxxxxxxxxxx practices xxxx build xxxxxxxxxx efficacy xxx confront xxxxxx As xxxxxxx we xxxx speak xxxxxx for xxx redeeming xxxxx of xxxxxxxxxx street xxxx - xxxx collection xxxxxxxxx must xx liberating xxxx that xxxx inform xxxxxxx systemic xxxxxx ReferencesFergus x Knowing xxx bias-based xxxxxxx in xxxxxxxxxxxxxxxxxx Chapter xxxx Solving xxxxxxxxxxxxxxxxxx and xxxxxxxxx Equity x Leader's xxxxx to xxxxx Data xx Change xxxxxx and xxxxx Corwin xxxxxxxxx D xxxxxxx Two xxxxxx Eight xxxxxxxxx Two xxxxxxxx Stories xxx New xxxx Times xxxxxxxx Foundation xxx the xxxxxxxxxxx of xxxxxxxx The xxx core xxxxxxxxxx of xxxxxxxxxxx Safir x Dugan x n x Street xxxx A xxxxxxxxxxxxxxx Model xxx Equity xxxxxxxx and xxxxxx Transformation xxxxxxx Corwin