As Ethnic Studies Teachers, we are working as islands unto ourselves. We are working in complete isolation.
As educators, students, and community partners, we came together to make progressive demands of our district concerning the implementation of Ethnic Studies.
Excerpt of Specific District Demands:
Creation of an Ethnic Studies Leadership Committee: This leadership committee will consist of current ethnic studies teachers who will meet monthly in order to organize ethnic studies guiding principles, curriculum that is aligned to CA Ethnic Studies Framework, a scope and sequence for all ethnic studies classes, and organizing professional development and advocacy opportunities.
Members: Membership in the leadership committee will comprise only of ethnic studies teachers.
A. Uziel Jimenez - Sunnyside HS, Ethnic Studies
B. Lauren Beal- Edison HS, African American Studies
C. Amy Sepulveda- Fort Miller Middle School, Ethnic Studies
D. Mercedes Martinez- Gaston Middle School, Latino Studies, African American Studies
E. Fernando Santillan, Edison HS, Chicano Studies
F. Jade Chatman, Powers Elementary
Creation of a functional Professional Learning Community: Collaboration between professional educators is vital. An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLC operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators (DuFour, DuFour, Eaker, & Many)
“If we commit ourselves as a city – as educators, students, school leaders, district leaders, and union leaders – to creating and sustaining a more relevant and humanizing curriculum, we are sure to see our investment pay off in increased engagement, academic growth, and positive attitudes towards learning. Our students deserve no less.” (Source: Natalia Cuadra-Saez, Latinos For Education)
As educators, students, and community partners, we came together to make progressive demands of our district concerning the implementation of Ethnic Studies.
Excerpt of Specific District Demands:
Creation of an Ethnic Studies Leadership Committee: This leadership committee will consist of current ethnic studies teachers who will meet monthly in order to organize ethnic studies guiding principles, curriculum that is aligned to CA Ethnic Studies Framework, a scope and sequence for all ethnic studies classes, and organizing professional development and advocacy opportunities.
Members: Membership in the leadership committee will comprise only of ethnic studies teachers.
A. Uziel Jimenez - Sunnyside HS, Ethnic Studies
B. Lauren Beal- Edison HS, African American Studies
C. Amy Sepulveda- Fort Miller Middle School, Ethnic Studies
D. Mercedes Martinez- Gaston Middle School, Latino Studies, African American Studies
E. Fernando Santillan, Edison HS, Chicano Studies
F. Jade Chatman, Powers Elementary
Creation of a functional Professional Learning Community: Collaboration between professional educators is vital. An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLC operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators (DuFour, DuFour, Eaker, & Many)
“If we commit ourselves as a city – as educators, students, school leaders, district leaders, and union leaders – to creating and sustaining a more relevant and humanizing curriculum, we are sure to see our investment pay off in increased engagement, academic growth, and positive attitudes towards learning. Our students deserve no less.” (Source: Natalia Cuadra-Saez, Latinos For Education)