Whos is Urban Ed Girl and the Affluent Ghetto

All about Me ~ (JLuv) & My Mission!

The Affluent Ghetto, what is that? It is the assumption that affluence should not be associated with race or ethnicity and that it’s correlation with socioeconomic standing, is not supported and is no more valid than increased ice cream sales on a hot summer day. Unfortunately affluence is more than that and is associated with several things such as social standing, income, employment, your network of friends and even the neighborhood where you live in and the school where you or your children attend. Its influence has the potential to be one of the most influential factors in determining success and in my opinion is the primary reason why so many people are hindered in their social mobility within society.

The affluent Ghetto examines these topics in addition to providing culturally diverse materials for parents & educators.

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BUL 2241 Business Law Study guide exam One through Four

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SEVEN 7 components-Teacher and Leader Effectiveness (TLE)

The Department believes that strengthening educator practice can be achieved by improving talent management systems. The Teacher and Leader Effectiveness (TLE) Continuum is made up of seven components that should be used in comprehensive and systematic ways to improve the quality, quantity, and diversity of the teacher and principal workforce, and most importantly – improve student outcomes. Within the context of a comprehensive TLE system, data about educator practice and student learning obtained from evaluation systems can help inform decisions to prepare, recruit, develop, retain, and ensure equitable access to effective educators. Preparation – Collaboration or formal partnership between LEAs and Institutions of Higher Education (IHEs) or other eligible partners. Recruitment and Placement – Activities to attract the most effective educators to LEAs and the schools that need them. Induction and Mentoring – Individualized support for new and early career ed...

I want to do the right thing, White teachers...Black schools

Culturally Relevant Pedagogy Ladson-Billings wrote that culturally relevant teachers exhibit confidence in African American students' ability to learn by maintaining high academic expectations and affirming "their cultural identity . . ." (Ladson-Billings, 1995). Culturally relevant teachers harness the power inherent to their occupation to confront institutional and systemic practices which disempower students of color. For these instructors, education becomes a liberatory exercise where classroom assignments become opportunities to teach for social justice. Additionally, culturally relevant instructors place tremendous emphasis on supporting African American students' of academic achievement (Ladson-Billings, 2006). Far from sympathetic, this support represents a sincere desire to take the necessary measures so the educational experience is germane to these students' lived experiences. Lastly, Ladson-Billings asserts that culturally relevant instructor...

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