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Organizing The Pathways Programs

under construction

The Branch Organization:

  1. School administrators and the  principal needs to be involved, afterall we want to work under their supervision in the classrooms.  And they need to be continually appraised of our progress. In addition, the principal knows the inner workings of their community and can offer valuable guidance.
  2. After the positions and committees are staffed, during the next few weeks, under the direction of the Program Manager, a written plan will be developed that details the goals and responsibilities for each school administrator, teacher, and committee member. During this time, the Program Manager will hold Orientation meetings to insure each person understands the programs they are involved in.  It is expected that is the amount of time necessary to make sure everyone knows what is expected from them. 
  3. Keep in mind that each location is different, and a unique program will take time to develop. Do not rush before you are ready.  It is important that all members and interested parties understand their role and are working in unison.  The Program Manger will arrange for each National Committee to work with the local committees and establish a strong working relationship.
  4. Next is to enroll parents to work on the committees, along with other members of the community. For instance, we need enough people on the Communications and Transportation Committees to provide support for the activities.  If there is a Police Athletic League in the area, that is a great place to find committee members.

When introducing Pathways the teacher might adopt a practice similar to this “posting” idea for the students to offer their ideas, each week or day, as the teacher sees fit.

How to Adopt a Culturally Responsive Mindset

By Larry Ferlazzo — October 06, 2022  Edweek.org; teaching-

Adopting a mindset of cultural responsiveness will pay dividends for your students and content. Each day, social studies teachers can post “Today in History” on the board that lists historically significant events or achievements about a person or group of people. Highlighting accomplishments from different cultures and groups of people will make students feel supported, seen, and appreciated. Many social studies curriculums completely exclude the perspectives of marginalized historical figures and groups. Spending class time analyzing differing perspectives and historical figures will increase cultural responsiveness and add depth to any social studies lesson due to additional voices being added to the historical content being covered in class.  Remember, being a culturally responsive teacher is not a singular lesson, it is a mindset!