1. "We cannot waste our precious children
"We cannot waste our precious children.  Not another one, not another day." Nelson Mandela & Graca Machel

2. Principles for Fostering Equity and Excellence in Academically Diverse Learners
Good Curriculum comes first
All tasks should respect each learner
When in doubt, teach up!
Use flexible grouping
Become an assessment junkie
Grade to reflect growth
Carol Ann Tomlinson
Good curriculum comes first – the teacher’s first job is always to ensure a coherent, important, inviting, and thoughtful curriculum
All tasks should respect each learner – every student deserves work that is focused on the essential knowledge, understanding, and skills targeted for the lesson. Every student should be required to think at a high level and should find his or her work interesting and powerful
When in doubt, teach up – good instruction stretches learners. The best task are those that students find a little too difficult to complete comfortably. Be sure there support system in place to facilitate the student's success at a level that he or she doubted was attainable.
Use flexible grouping – find ways and time for the class to work as a whole, for students to demonstrate competence alone, and for students to work with varied groups of peers. Using only one or two types of groups cause students to see themselves and one another in more limited ways, keeps the teacher from “auditioning” students in varied contexts, and limits potentially rich exchanges in the classroom.
Become an assessment junkie – Everything that a student says and does is a potential source of assessment data. Assessment should be an ongoing process, conducted in flexible but distinct stages, and it should maximize opportunities for each student to open the widest possible window on his or her learning.
Grade to reflect growth – the most we can ask of any person- and the least we ought to ask – is to be and become their best. The teacher’s job is to guide and support the learner in this endeavor. Grading should, in part, reflect a learner’s growth.

3. Inclusion: A Matter of Social Justice
Challenge Exclusion
Deal with Teasing and Bullying
Try other Perspectives
Foster Courage, Challenge Oppression
Mara Sapon-Shevin
Challenge exclusion – If we do not talk about it will not go away – every imperfect attempts a t challenging exclusion can communicate that the way in which we treat one another matters and that doing so in classroom is a priority worth of our time and attention – and carries out to the yards and homes
Deal with teasing and Bullying – this is harassment – all staff need to learn the language of inclusion and make it part of the respect and social climate at a school. Creating students who can pass tests but who treat one another cruelly or indifferently is not a formula for successful schooling or a democratic society.
Try other Perspectives – Hey, Little Ant – discussions around how students are treat others and have been treated by others- many times these discussion center around ways in which groups within the community treat one another, including those of different neighborhoods, gangs, or racial and ethnic groups
Foster courage, challenge oppression – Every students needs strategies for responding with courage to oppressive language and behavior, and bringing students, parents, teachers, and administrators into a dialogue on these strategies can strengthen our resolve. – start with humor

4. A Comparison of Constructivist Teaching and Leading
Constructivist Teachers
Constructivist Leaders
Seek and value students’ point of view
Seek and value teacher’s point of view
Structure lessons to challenge students’ suppositions
Structure the concept of leadership to challenge teacher’s belief systems
Recognize that students must attach relevance (meaning) to curriculum
Construct meaning through reflection and dialogue
Structure lessons around big ideas, not small pieces of information
Structure the life of the school around the Big Picture, not a singular event or small piece of information
Assess student learning in the context of daily classroom investigations, not performances or isolated events
Assess teacher learning in the context of the complexity of the learning organization, not outcomes of isolated events

5. Closing the Achievement Gap
Challenge
Opportunity
Promise
Commitment
Francisca Sanchez

6. Always start with the gifts, talents, knowledge, and skill of young people --- never with their needs and problems.
In every way possible, amplify this message to young people: We need you! Our community cannot be strong and complete without you.
Schools that establish high expectations for all students—and provide the support necessary to achieve these expectations—have high rates of academic success