Introduction to leadership chapter 5,leader training course ft knox,great leadership skills resume - For Begninners

Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning.
From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to Ka€“12 teachers. Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. During her nearly two decades in education, Syrja has worked as a classroom teacher, mathematics resource teacher, and professional developer. Throughout her career, Syrja has led and facilitated district task forces for curriculum adoptions, standards-based report cards, and the creation of benchmark assessments and pacing guides.
The Leadership and Learning Center provides world-class, research-based professional development services and solutions for educators who serve students from pre-kindergarten through college. I begin by thanking those individuals in my life who had a profound impact on the writing of this book: first and foremost, my parents, Alfonso and Florentina, who taught my brothers and me the importance and value of an education, and my beloved brothers, Martin and Alfonso, with whom I spent the happiest of childhoods. There are times in one's life when the stars align and unexpected opportunities present themselves to you. I extend a very special word of appreciation to the editorial staff at Jossey-Bass, including Marjorie McAneny and Robin Lloyd, for their tireless support.
To my husband, Randy, whose love and devotion carried me through the writing of every word in this book, I offer countless thanks.
The families of English language learners come to us with the yearning, hope, and promise of Americaa€”families like my own who emigrated to the United States from Mexico and raised their children in a bilingual, bicultural household where Spanish was the primary language. My father, a twenty-one-year-old third-generation Mexican American, has told the story of the first moment he laid eyes on this beautiful, traditionally dressed young woman and how in that moment he knew he would marry her. They settled in southern California and raised my two brothers and me to believe that we could achieve anything we wanted in life and that the secret to our success was having a college education. My eighteen years in education all took place in the same town where I was born and raised, a town that experienced tremendous demographic changes during the late 1970s and 1980s.
Their dreams for their children are not unlike those of every immigrant who comes to the United States. The past decade has seen vast changes in the field of education that have included an explosion in information and resources. It was 1996, and I had just returned from a conference where I'd heard about academic standards and an accompanying accountability system that would turn the field of education on its head. Standards and accountability are here to stay, and we are bombarded with endless initiatives promising to help us meet those standards and rigorous measures of accountability.
Amid this confusion, I hope to provide in this book an opportunity for teachers to take stock of what they are doing so that they can reflect on their practice and find ways to improve it. In doing the research for this book, I originally set out with the purpose of finding answers. The chapters in Part One address the current state of education for English learners and make the case for urgency.
Part Two is designed to help classroom teachers, schools, and districts take a moment to reflect on their existing English language learner (ELL) programs and assess the effectiveness of the practices currently in place. Part Three reinforces the importance of connecting with the families of our English language learners and using what we learn about them to help us develop a more culturally responsive curriculum.
Building on clarity with regard to ELL programs, the chapters in Part Four focus on teachersa€”without a doubt, the most important factor in the education of our children.
Part Five is filled with research-based strategies in all content areas that teachers in Ka€“12 can implement with confidence. The final chapter, in Part Six, provides practical ideas for implementing these strategies in a way that works for each individual school, classroom, teacher, and student. The chapters in Part One investigate recent demographic trends and their effect on instruction for English language learners (ELLs). Despite many opinions to the contrary, numerous recent research studies have made clear that the classroom teacher is the most influential factor in student achievement.1 At a time when the number of English language learners (ELLs) in classrooms is increasing dramatically, we are in desperate need of research into what works specifically with these students.
In their landmark 1997 research, Wayne Thomas and Virginia Collier made the case for long-term research into what works for ELLs.3 The urgency of that study has not diminished today. Over the course of my career, I have had the opportunity to visit Ka€“12 rural, suburban, and inner-city classrooms across the country. The one thing I have witnessed in classroom after classroom, state after state, rural and urban populations alike, is that good teaching strategies work everywhere. This research should send a loud and clear message to teachers who work with ELLs that not only do we need to ensure that we are using the most effective strategies but that we need to be deeply implementing those strategies. If the ELL has had previous educational experience, then success in our school system is only a matter of acclimation because his or her previously learned skills can be transferred to the new environment.
This is perhaps the most frequently asked question regarding ELLs, and there is no easy way to answer it.
Students between the ages of eight and eleven who had two to three years of formal schooling in their native language took five to seven years to test at grade level in English. Conversely, students with little or no formal schooling in their native language who arrived before the age of eight took seven to ten years to test at grade level in English. Students who were below grade level in their native language also took between seven and ten years to reach just the fiftieth percentile, and many of them never reached grade-level proficiency.
Cummins's research found that a significant level of fluency in conversational language can be achieved in two to three years. The number of immigrant, migrant, and refugee students in the United States who have limited English proficiency is growing exponentially. The populations of elementary and secondary schools across the United States continue to change as a result of record high numbers of immigrants entering the country. Along with a growing number of immigrants, the population of ELLs has also grown dramatically.
Populations of immigrants have increased for states with traditionally high numbers of ELLs as well as in other states. After English, Spanish is the most widely used language currently spoken in the United States. While most families in the United States consider school a place where children go to experience learning, for families living in poverty, school becomes a caretaker that provides their children such necessities as meals and health screenings in addition to an education.
Having taught in an urban setting with high levels of language-minority and low-socioeconomic status students, I saw firsthand the effect that poverty had on instruction. China Sea The Citizen Citizens Bank Classic Chevrolet Classic Chevrolet - pre-owned The Clock Works Co-Go's Coins R Us Colaizzi Pedorthic Center Community Care Plus Costcutters Family Hair Care Cricket - Bellevue Wireless Curves of Bellevue CVS Pharmacy Dairy Queen of Bellevue Dance America Dari-Villa Restaurant John B DeBonis Family Dentistry Joseph G DeFrancesco, DMD Domenic S. Enjoy Bellevue Ephesus Mediterranean Erin's Hallmark Esthetica Salon Family Dollar First Niagara Bank Samuel S Floro, Esquire Fodi Jewelers, Inc Forest Avenue Presbyterian Church Frankfurter's Hot Dog Shoppe Fred Dietz Floral, Gifts and Antiques David Gillingham Girl Scouts Western Pennsylvania Gold Star Construction USA, Inc. Jackson-Hewitt Tax Service James Trunzo Collision Shop James V Jordan, Attorney at Law Jatco Machine & Tool Co., Inc.
The NAACP bestows the annual Image Awards for achievement in the arts and entertainment, and the annual Spingarn Medals for outstanding positive achievement of any kind, on deserving black Americans. The NAACP's headquarters is in Baltimore, with additional regional offices in California, New York, Michigan, Colorado, Georgia, Texas and Maryland.[6] Each regional office is responsible for coordinating the efforts of state conferences in the states included in that region. In 1905, a group of thirty-two prominent African-American leaders met to discuss the challenges facing people of color and possible strategies and solutions.
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The Race Riot of 1908 in Abraham Lincoln's hometown of Springfield, Illinois, had highlighted the urgent need for an effective civil rights organization in the U.S. On May 30, 1909, the Niagara Movement conference took place at New York City's Henry Street Settlement House, from which an organization of more than 40 individuals emerged, calling itself the National Negro Committee. The conference resulted in a more influential and diverse organization, where the leadership was predominantly white and heavily Jewish American.
According to "Over the years Jews have also expressed empathy (capability to share and understand another's emotion and feelings) with the plight of Blacks. As a member of the Princeton chapter of the NAACP, Albert Einstein corresponded with Du Bois, and in 1946 Einstein called racism "America's worst disease".[21][22] Du Bois continued to play a pivotal role in the organization and served as editor of the association's magazine, The Crisis, which had a circulation of more than 30,000.
An African American drinks out of a segregated water cooler designated for "colored" patrons in 1939 at a streetcar terminal in Oklahoma City. In its early years, the NAACP concentrated on using the courts to overturn the Jim Crow statutes that legalized racial segregation. The NAACP began to lead lawsuits targeting disfranchisement and racial segregation early in its history.
In 1916, when the NAACP was just seven years old, chairman Joel Spingarn invited James Weldon Johnson to serve as field secretary. The NAACP devoted much of its energy during the interwar years to fighting the lynching of blacks throughout the United States by working for legislation, lobbying and educating the public.
The NAACP also spent more than a decade seeking federal legislation against lynching, but Southern white Democrats voted as a block against it or used the filibuster in the Senate to block passage. In alliance with the American Federation of Labor, the NAACP led the successful fight to prevent the nomination of John Johnston Parker to the Supreme Court, based on his support for denying the vote to blacks and his anti-labor rulings. The organization also brought litigation to challenge the "white primary" system in the South. The board of directors of the NAACP created the Legal Defense Fund in 1939 specifically for tax purposes.
With the rise of private corporate litigators like the NAACP to bear the expense, civil suits became the pattern in modern civil rights litigation. The NAACP's Baltimore chapter, under president Lillie Mae Carroll Jackson, challenged segregation in Maryland state professional schools by supporting the 1935 Murray v.
Locals viewing the bomb-damaged home of Arthur Shores, NAACP attorney, Birmingham, Alabama, on September 5, 1963. The campaign for desegregation culminated in a unanimous 1954 Supreme Court decision in Brown v.
The State of Alabama responded by effectively barring the NAACP from operating within its borders because of its refusal to divulge a list of its members. New organizations such as the Southern Christian Leadership Conference (SCLC) and the Student Nonviolent Coordinating Committee (SNCC) rose up with different approaches to activism. The NAACP continued to use the Supreme Court's decision in Brown to press for desegregation of schools and public facilities throughout the country. By the mid-1960s, the NAACP had regained some of its preeminence in the Civil Rights Movement by pressing for civil rights legislation.
In 1993 the NAACP's Board of Directors narrowly selected Reverend Benjamin Chavis over Reverend Jesse Jackson to fill the position of Executive Director. In 1996 Congressman Kweisi Mfume, a Democratic Congressman from Maryland and former head of the Congressional Black Caucus, was named the organization's president. In the second half of the 1990s, the organization restored its finances, permitting the NAACP National Voter Fund to launch a major get-out-the-vote offensive in the 2000 U.S.
During the 2000 Presidential election, Lee Alcorn, president of the Dallas NAACP branch, criticized Al Gore's selection of Senator Joe Lieberman for his Vice-Presidential candidate because Lieberman was Jewish.
Alcorn, who had been suspended three times in the previous five years for misconduct, subsequently resigned from the NAACP and started his own organization called the Coalition for the Advancement of Civil Rights.
Alcorn's remarks were also condemned by the Reverend Jesse Jackson, Jewish groups and George W.
The Internal Revenue Service informed the NAACP in October 2004 that it was investigating its tax-exempt status based on Julian Bond's speech at its 2004 Convention in which he criticized President George W.
As the American LGBT rights movement gained steam after the Stonewall riots of 1969, the NAACP became increasingly affected by the movement to suppress or deny rights to lesbian, gay, bisexual and transgender people.
This aspect of the NAACP came into existence in 1936 and now is made of over 600 groups and totaling over 30,000 individuals. In 2003, NAACP President and CEO, Kweisi Mfume, appointed Brandon Neal, the National Youth and College Division Director.[46] Currently, Stefanie L. Since 1978 the NAACP has sponsored the Afro-Academic, Cultural, Technological and Scientific Olympics (ACT-SO) program for high school youth around the United States.
When right-wing media maven Andrew Breitbart publicized a maliciously edited video of a speech at a NAACP-sponsored Georgia event by USDA worker Shirley Sherrod, the mainstream press recycled his libel without properly vetting it, and the organization itself piled on without properly checking what had happened.[48] NAACP president and CEO has since apologized. 21.Jump up ^ Fred Jerome, Rodger Taylor (2006), Einstein on Race and Racism, Rutgers University Press, 2006. 22.Jump up ^ Warren Washington (2007), Odyssey in Climate Modeling, Global Warming, and Advising Five Presidents. 30.Jump up ^ AJCongress on Statement by NAACP Chapter Director on Lieberman, American Jewish Congress (AJC), August 9, 2000.

33.Jump up ^ "President Bush addresses the National Association for the Advancement of Colored People's (NAACP) national convention" (video).
37.Jump up ^ "Election Year Activities and the Prohibition on Political Campaign Intervention for Section 501(c)(3) Organizations".
National Association for the Advancement of Colored People, Region 1 Photograph Collection, ca.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. In 1987, Bishop Zubik was appointed Administrative Secretary to then-Pittsburgh Bishop Anthony J. In 1995, he was named Associate General Secretary and Chancellor of the Diocese of Pittsburgh, and on January 1, 1996, became Vicar General and General Secretary—a position in which he served until his appointment to the Diocese of Green Bay.
Bishop Zubik was consecrated a bishop on April 6, 1997, at Saint Paul Cathedral and was appointed auxiliary bishop of the Diocese of Pittsburgh. We offer classroom-tested and research-based teaching resources for a variety of grade levels and subject areas. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.
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A native Spanish speaker raised in a bilingual household and a veteran educator of English as a Second Language (ESL) and Title I students, she has placed a strong emphasis on serving English Language Learners throughout her career. Her varied educational experiences as well as leadership roles have enhanced her knowledge and skills in the areas of curriculum, instruction, and assessment.
She recently developed and implemented an ESL curriculum for a large urban school district, and her current focus is on ensuring a high degree of implementation of professional development initiatives. The Center has worked in all fifty states and every Canadian province, as well as Europe, Africa, Asia, South America, and the Middle East. The Leadership and Learning Center entered my life in 2004 and literally changed the trajectory of my career.
And to my editor, Beverly Miller, whose countless hours of editing have made my work sound better than I ever imagined it could. Finally, my daughter, Haley, withstood countless hours without her mother's company and always did so without a single complaint. It begins with a nineteen-year-old young woman who came to the United States in 1962 from a rural village in Mexico. My father also recognized an opportunity in our bilingualism, and so he and my mother encouraged and nurtured the two languages. Growing up with Spanish as my primary language until I went to school, living in a bicultural home, and teaching English language learners my entire career have greatly influenced me.
Although the current climate in this country may not feel so full of promise as it was in the early 1960s, behind every immigrant child are parents with the same resolve for a bright future for their children. This book is not meant to add yet one more thing to do to already overly burdened teachers, but rather to provide an opportunity for reflection and conversation in the service of seeking answers. I clearly remember fretting over a visit by the district superintendent and worrying out loud whether my classroom would meet his expectations.
Many of them have since retired, still holding fast to their principled belief that like everything else in education, standards and accountability would come and go. Surely, I thought, some great yet undiscovered pearls of wisdom lay somewhere on a dusty shelf waiting for me to find them.
The issue of long-term English language learners is discussed as well as possible solutions to this fast-growing population. In fact, quantifiable research now confirms what we had long suspected: what teachers do matters. My intention is to offer what the research has found on what works with ELLs, along with a variety of strategies for diverse populations of varying grade and language acquisition levels.
Although some elements of these strategies must remain constant, it is also important for teachers to differentiate the strategies in ways that make them most effective for their own students. These trends have led to some major challenges that have increased the urgency for improving instruction for these students. States across the nation are facing growing numbers of English learners, in places that have traditionally had high numbers of English learners and places that have not. Collier and Thomas also brought to light the fact that long-term studies into program efficacy for ELLs need to take place. As a result of what I have seen and learned, I want to challenge a couple of previously held opinions.
But I have also seen good teaching strategies fail in classrooms where the teacher has not taken into account the needs of the students and has not differentiated the instruction appropriately for the group of students in front of her. Even more important, we need to be differentiating those strategies to meet the very diverse needs of the students we are working with. A student's proficiency level in his or her primary language has been shown to be a predictor of success in acquiring a second language. A student's language acquisition is negatively affected if he or she has a high rate of transiency during his or her educational career.
These examples illustrate why working with ELLs requires not only that we deeply implement high impact strategies, but also that we appropriately differentiate those strategies based on the very specific needs of each ELL.
In fact, students who are learning English as a second language are the fastest-growing segment of the school-age population. Between 1970 and 2000, the number of school-age children of immigrants grew from 6 to 19 percent. Between 1993 and 2003, the ELL population grew by 84 percent as the overall student population rose 12 percent. The data show that ELLs are highly concentrated in a few urban schools that are also highly minority, low income, and disproportionately likely to fail federal standards.10 In areas that are newly experiencing an influx of ELLs, the burden is often overwhelming because they often lack the resources and properly credentialed teachers to meet the needs of so many students.
While it is estimated that approximately 20 percent of the school-age population speaks a language other than English, 14 to 16 percent of those children speak Spanish as their primary language at home.11 The remaining 4 to 6 percent of these children speak a language other than Spanish. Jesse The Tailor Jim's Hidden Treasures Joe's Rusty Nail Restaurant Johnston Self Storage Joyce's Antique Emporium of Bellevue (Antiques & Uniques) Just Playin Norman J. Hickton was nominated for United States Attorney for the Western District of Pennsylvania by President Barack Obama on May 20, 2010, and was confirmed by the U.S. The board elects one person as the president and one as chief executive officer for the organization; Benjamin Jealous is its most recent (and youngest) President, selected to replace Bruce S. Local chapters are supported by the 'Branch and Field Services' department and the 'Youth and College' department.
They were particularly concerned by the Southern states' disfranchisement of blacks starting with Mississippi's passage of a new constitution in 1890. In fact, at its founding, the NAACP had only one African American on its executive board, Du Bois himself.
In the early 20th century, Jewish newspapers drew parallels between the Black movement out of the South and the Jews' escape from Egypt, pointing out that both Blacks and Jews lived in ghettos, and calling anti-Black riots in the South "pogroms". Storey was a long-time classical liberal and Grover Cleveland Democrat who advocated laissez-faire free markets, the gold standard, and anti-imperialism. In 1913, the NAACP organized opposition to President Woodrow Wilson's introduction of racial segregation into federal government policy, offices, and hiring. It was influential in winning the right of African Americans to serve as officers in World War I. Because of disfranchisement, there were no black representatives from the South in Congress.
Southern states had created white-only primaries as another way of barring blacks from the political process. The NAACP's Legal department, headed by Charles Hamilton Houston and Thurgood Marshall, undertook a campaign spanning several decades to bring about the reversal of the "separate but equal" doctrine announced by the Supreme Court's decision in Plessy v. Board of Education that held state-sponsored segregation of elementary schools was unconstitutional.
These newer groups relied on direct action and mass mobilization to advance the rights of African Americans, rather than litigation and legislation.
Daisy Bates, president of its Arkansas state chapter, spearheaded the campaign by the Little Rock Nine to integrate the public schools in Little Rock, Arkansas. Johnson worked hard to persuade Congress to pass a civil rights bill aimed at ending racial discrimination in employment, education and public accommodations, and succeeded in gaining passage in July 1964. The dismissal of two leading officials further added to the picture of an organization in deep crisis. A controversial figure, Chavis was ousted eighteen months later by the same board that had hired him.
Three years later strained finances forced the organization to drastically cut its staff, from 250 in 1992 to just fifty.
On a gospel talk radio show on station KHVN, Alcorn stated, "If we get a Jew person, then what I'm wondering is, I mean, what is this movement for, you know? Bush (president from 2001–2009) declined an invitation to speak to its national convention.[31] The White House originally said the president had a schedule conflict with the NAACP convention,[32] slated for July 10–15, 2004.
Bond, while chairman of the NAACP, became an outspoken supporter of the rights of gays and lesbians, publicly stating his support for same-sex marriage. Barber, II of North Carolina participating actively against (the ultimately-successful) North Carolina Amendment 1 in 2012.
The NAACP Youth & College Division is a branch of the NAACP in which youth are actively involved. The program is designed to recognize and award African American youth who demonstrate accomplishment in academics, technology, and the arts. Africana: The Encyclopedia of the African and African American Experience, in articles "Civil Rights Movement" by Patricia Sullivan (pp 441-455) and "National Association for the Advancement of Colored People" by Kate Tuttle (pp 1,388-1,391). Hooks, "Birth and Separation of the NAACP Legal Defense and Educational Fund," Crisis 1979 86(6): 218-220.
Zubik was born September 4, 1949, in Sewickley, Pennsylvania, to Stanley and the late Susan (Raskosky) Zubik. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best. Among her many leadership roles, she has designed and implemented districtwide staff development in the areas of English language development, working with struggling readers, standards-based education, and assessment for learning. The Center works with public schools, religious and secular independent schools, charter schools, community colleges, technical schools, universities, state departments of education, and international education associations. Special thanks go to Douglas Reeves and Larry Ainsworth for believing in me and in my ability to write this book and to the amazing professional development associates there, including Bonnie Bishop, Juan Cordova, Mary Vedra, Lisa Almeida, Loan Mascorro, Angela Peery, Linda Gregg, Steve Ventura, and Connie Kamm, without whose professional guidance and support this book would have never happened. Not only did my mother bring with her the hopes and dreams that so many other immigrants come with, but she also brought the steady strength and courage that comes from surviving extreme hardship and poverty.
And so began their unlikely storya€”unlikely because of the seemingly insurmountable challenges they both faced in realizing the American dream. My father hoped, often out loud, that armed with a college education and two languages, his children would never have to toil as he and my mother did for so much of their lives in order to reach their dreams. First to arrive were the immigrants from Mexico and Central America, followed shortly by a wave of Vietnamese, Cambodian, Chinese, and Filipino. What has perhaps influenced me most is having been raised by loving parents who sacrificed so much in order to ensure that their children would have a better life than they did. Our challenge is to ensure that all of these children have every opportunity to realize their potential. Within the pages that follow, you will find valuable information about the challenges we face when teaching English learners, as well as practical strategies that can help us meet those challenges. I was particularly worried about my implementation of a district initiative when one of my more experienced colleagues said to me, a€?This too shall pass.a€? In fact, I heard those same words several times during my first few years as a classroom teacher. With the increased numbers of ELLs being placed in mainstream classes has come a new designation: long-term English learners. In fact, their findings show that while in the short term some practices show promising results, these very practices prove detrimental in the later years of an ELL's educational career. In my eighteen years of working in a suburban school district with high levels of poverty and students for whom English was a second language, I developed the notion that our students and their needs were unique. So while the teacher may be using the strategy, the fact that student needs have not been accounted for affects the degree of implementation. The rate at which a child acquires a second language is dependent on several factors, with the most influential one being the amount of formal schooling the child had in his or her primary language.
Although the number of ELLs nationwide has skyrocketed, their academic achievement lags far behind that of their native English-speaking peers. The 1990s saw the number of children of immigrants grow more than 72 percent in secondary schools and 39 percent in elementary schools. The number of ELLs in elementary schools from 1980 to 2000 increased from 5 to 7 percent, while in secondary schools, the number increased from 3 to 5 percent.

The majority of these language-minority students (52 percent) lived in high levels of poverty; strikingly, 80 percent of the Spanish speakers who were initially identified as being the least fluent in English were in the lowest two socioeconomic status quintiles.
Other than the obvious impact, these often desperate situations also brought to light the intense and often painful distractions that many of my students were dealing with while trying to learn. Maria Simbra of KDKA Pittsburgh Publicly tell the World, on the Internet and TV, whether AHN murders healthy patients for organs, via fabricated diagnosis, fraudulent life-support, torture thereby, and Morphine overdose. The 'Legal' department focuses on court cases of broad application to minorities, such as systematic discrimination in employment, government, or education. Through the early 1900s, legislatures dominated by white Democrats ratified new constitutions and laws creating barriers to voter registration and more complex election rules. Mary White Ovington, journalist William English Walling and Henry Moskowitz met in New York City in January 1909 and the NAACP was born.[14] Solicitations for support went out to more than 60 prominent Americans, and a meeting date was set for February 12, 1909. It did not elect a black president until 1975, although executive directors had been African-American.
Storey consistently and aggressively championed civil rights, not only for blacks but also for Native Americans and immigrants (he opposed immigration restrictions).
Six hundred African-American officers were commissioned and 700,000 men registered for the draft. United States (1915) to Oklahoma's discriminatory grandfather clause that disfranchised most black citizens while exempting many whites from certain voter registration requirements. The NAACP regularly displayed a black flag stating "A Man Was Lynched Yesterday" from the window of its offices in New York to mark each lynching. The NAACP lost most of the internecine battles with the Communist Party and International Labor Defense over the control of those cases and the strategy to be pursued in that case. Since southern states were dominated by the Democrats, the primaries were the only competitive contests.
Intimidated by the Department of the Treasury and the Internal Revenue Service, the Legal and Educational Defense Fund, Inc., became a separate legal entity in 1957, although it was clear that it was to operate in accordance with NAACP policy. He followed that with passage of the Voting Rights Act of 1965, which provided for protection of the franchise, with a role for federal oversight and administrators in places where voter turnout was historically low. Benjamin Hooks, a lawyer and clergyman, was elected as the NAACP's executive director in 1977, after the retirement of Roy Wilkins. They accused him of using NAACP funds for an out-of-court settlement in a sexual harassment lawsuit.[26] Following the dismissal of Chavis, Myrlie Evers-Williams narrowly defeated NAACP chairperson William Gibson for president in 1995, after Gibson was accused of overspending and mismanagement of the organization's funds. Large amounts of money are being given to them by large corporations that I have a problem with."[27] Alcorn also said, "I cannot be bought. Jackson said he strongly supported Lieberman's addition to the Democratic ticket, saying, "When we live our faith, we live under the law. On July 10, 2004, however, Bush's spokesperson said that Bush had declined the invitation to speak to the NAACP because of harsh statements about him by its leaders.[32] In an interview, Bush said, "I would describe my relationship with the current leadership as basically nonexistent. Most notably he boycotted the 2004 funeral services for Coretta Scott King on the grounds that the King children had chosen an anti-gay megachurch. The Youth Council is composed of hundreds of state, county, high school and college operations where youth (and college students) volunteer to share their voices or opinions with their peers and address issues that are local and national. A graduate and former Student Government President at Howard University, Stefanie previously served as the National Youth Council Coordinator of the NAACP.
Local chapters sponsor competitions in various categories of achievement for young people in grades 9–12. Crafting Law in the Second Reconstruction: Julius Chambers, the NAACP Legal Defense Fund, and Title VII. The National Association for the Advancement of Colored People: A Case Study in Pressure Groups.
Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. He attended Saint Stanislaus Elementary School and Saint Veronica High School, both in Ambridge, before entering Saint Paul Seminary in Pittsburgh.
In 1988, he was appointed Administrative Secretary and Master of Ceremonies to then-Pittsburgh Bishop Donald W. In addition, she has conducted workshops for teachers and administrators on data teams, professional learning communities, and using assessment data to drive instruction, and she has presented at national conferences such as ASCD.
Center Professional Development Associates are experienced superintendents, administrators, and educators who provide comprehensive practices for clients in the areas of standards, assessment, instruction, accountability, data analysis, and leadership. Special thanks go to Kristin Anderson, who has supported and encouraged me to continue challenging myself and to always be the author of my own story.
With her hair in two long braids and wrapped in the safety of her rebozo (a long woven scarf worn over the head and shoulders by Spanish and Mexican women), she arrived in the United States and faced an alien world filled with wonders that were totally new to her.
My father had barely an eighth-grade education, and my mother had been allowed to attend school only through the second grade in Mexico.
It was a town in the midst of growth and changing demographics, the same growth and change that has since taken place in other states around the country. Like my parents, I believe that education holds the key to unlocking the promise behind every child who enters our classrooms.
Most of the time, they were correct, but there came a time when the saying no longer held true.
At its best, accountability has forced us to become data driven and reflective upon the practices we implement and the impact they've had on student learning. Although there are bodies of research and endless titles promising to hold the secret to success for English language learners, there truly is no one answer for all of them.
Part One ends by exploring the causes of and possible solutions for this trend and a closer look at how students acquire language. They also remind us to not judge a program's efficacy based on its label, but rather on the actual content of that label.
I would listen suspiciously to researchers or authorities in education who would propose strategies and ideas that had worked in other districts across the country. Full implementation would mean that the strategy is being implemented at the highest degree and is being appropriately differentiated for the students. The most comprehensive study we have is a longitudinal study conducted by Wayne Thomas and Virginia Collier from 1982 to 1996.7 In that study Thomas and Collier looked at the language acquisition of 700,000 students.
These data not only point to an increasingly diverse population, but also clearly show that many incoming language-minority students, particularly Hispanic, live in impoverished homes. When even the most basic of needs are not being met, students face tremendous challenges to reaching academic and language proficiency. Keystone Rehabilitation Systems KFC Klauscher Architects Knights of Columbus Council #1400 Jonathon Kohler, DDS P.C. Monda, DMD Mount Assisi Academy PreschoolMount Zion Baptist Church Mt Assisi Convent Mt Nazareth Center Muddy Cup Coffee House Lisa M. Hickton was involved in a wide range of community activities, and has long been an active supporter of and participant in organizations which benefit children and the arts. This was intended to coincide with the 100th anniversary of the birth of President Abraham Lincoln, who emancipated enslaved African Americans.
Jews made substantial financial contributions to many civil rights organizations, including the NAACP, the Urban League, the Congress of Racial Equality, and the Student Nonviolent Coordinating Committee. The following year, the NAACP organized a nationwide protest, with marches in numerous cities, against D. Within four years, Johnson was instrumental in increasing the NAACP's membership from 9,000 to almost 90,000. More than 200 black tenant farmers were killed by roving white vigilantes and federal troops after a deputy sheriff's attack on a union meeting of sharecroppers left one white man dead. Starting on December 5, 1955, NAACP activists, including Edgar Nixon, its local president, and Rosa Parks, who had served as the chapter's Secretary, helped organize a bus boycott in Montgomery, Alabama. He [Lieberman] is a firewall of exemplary behavior."[27] Al Sharpton, another prominent African-American leader, said, "The appointment of Mr.
Winners of the local competitions are eligible to proceed to the national event at a convention held each summer at locations around the United States.
He received an undergraduate degree at Duquesne University in 1971 and went on to study at Saint Mary Seminary and University in Baltimore, Maryland, where he earned a degree in theology in 1975.
He was then assigned as Vice Principal of Quigley Catholic High School in Baden as well as Chaplain to the Sisters of Saint Joseph Motherhouse and Chaplain to the students at Mount Gallitzin Academy. Wuerl (now Cardinal Archbishop of Washington, DC), where he served until 1991, when he began his service as Director of Clergy Personnel. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. She would later tell us about her amazement at things so many of us take for granted, like running water and electricity. Despite their limited education and my mother's lack of English, they persevered through hard work and an undying belief in the idea that if they worked hard enough, anything was possible. At its worst, its led schools on a wild goose chase for a silver bullet, resulting in an endless number of initiatives being pursued at school sites across the county, oftentimes with frustratingly few results. I hope to provide the inspiration for you to take the information in this book and apply it in a way that helps you discover your own answers. My answer always was, a€?Sure that may have worked in that school or district, but our students are different and I don't think we can assume it would work here.a€? While my instincts were partially correct, they were also partially mistaken. They considered factors ranging from socioeconomic status to number of years of primary language schooling. He is a past Executive Board Member of the Pittsburgh Public Theater, and served as its President. Men who had been voting for thirty years in the South were told they did not "qualify" to register.
Walling, social worker Mary White Ovington, and social worker Henry Moskowitz, then Associate Leader of the New York Society for Ethical Culture. While the meeting did not take place until three months later, this date is often cited as the founding date of the organization. Jewish historian Howard Sachar writes in his book A History of Jews in America of how, "In 1914, Professor Emeritus Joel Spingarn of Columbia University became chairman of the NAACP and recruited for its board such Jewish leaders as Jacob Schiff, Jacob Billikopf, and Rabbi Stephen Wise."[19] Early Jewish-American co-founders included Julius Rosenwald, Lillian Wald, Rabbi Emil G.
Warley in 1917 that state and local governments cannot officially segregate African Americans into separate residential districts. White published his report on the riot in the Chicago Daily News.[23] The NAACP organized the appeals for twelve black men sentenced to death a month later based on the fact that testimony used in their convictions was obtained by beatings and electric shocks. This was designed to protest segregation on the city's buses, two-thirds of whose riders were black. 449 (1958), the NAACP lost its leadership role in the Civil Rights Movement while it was barred from Alabama. Committing to the Youth Council may reward young people with travel opportunities or scholarships. At the same time, he began graduate studies at Duquesne University where he earned a master’s degree in education administration in 1982. Her first attempt at communicating resulted in her walking away, frustrated, after imagining that Americans must surely be deaf because they could not understand her. It was historically a time wrought with struggle and promise, and perhaps it was this promise that fueled their dreams.
After all, that is what teaching is all about: using the tools that allow each of us to use our professional judgment to apply them in a way that yields success in our own situations.
We will see later in this book that the school becomes a lifeline for many of these students and their families, often offering resources that they would be unlikely to access otherwise.
The goal of the Health Division is to advance health care for minorities through public policy initiatives and education. The Court's opinion reflected the jurisprudence of property rights and freedom of contract as embodied in the earlier precedent it established in Lochner v. Over the next ten years, the NAACP escalated its lobbying and litigation efforts, becoming internationally known for its advocacy of equal rights and equal protection for the "American Negro". Although states had to retract legislation related to the white primaries, the legislatures soon came up with new methods to limit the franchise for blacks. He served in the role of adjunct spiritual director at Saint Paul Seminary from 1984 through 1991 and associate spiritual director at Saint Vincent Seminary, Latrobe, from 1989 through 1996. They reinforce the importance of connecting with these families on a much higher level than we may be accustomed to. 86 (1923) that significantly expanded the Federal courts' oversight of the states' criminal justice systems in the years to come.

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introduction to leadership chapter 5

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