EDLD 5388 Week 1

During this week's activities, I completed an AEIS Report, Vision Statement, and HENZE test. By completing the Academic Excellence Indicator System (AEIS) Report, I was able to collect data from the AEIS report, NCLB report card, and Pearson summary in order to draw conclusions about our academic content, programs, and teacher quality. This activity will lay the foundation for the Final Equity Audit that will be due in week 5. As per the Vision Statement activity, I needed to reflect on how I perceived multicultural issues are addressed in regard to our campus' statement. The final activity called the HENZE test, looked at contextual constraints, contextual supports, and district supports and how they can inhibit or encourage positive interethnic relations. By completing this HENZE School Context Assessment, I will be better equipped with the knowledge needed to "develop a clearer picture of how rough or smooth the road ahead might be" (p. 31, 2002). This is in part due to the fact that "leaders who find that they face many contextual constraints and have few supports may encounter more difficulty initiating and carrying out changes in interethnic relations; they might have to start with more modest proposals for change, yet still keep long-term goals in view" (p. 31, 2002). 

I'm looking forward to the next four weeks of learning about diverse learners and how they relate to leadership standards 5 and 6. 

 

Reference

Henze, R., Katz, A., Norte, E., Sather, S., & Walker, E. (2002). Leading for diversity: How

school leaders promote positive interethnic relations. Thousand Oaks, CA: Corwin Press.