We Won! Thank You! Gracias! Power to the People.
Vision & Values
VISION
"Hold Fast to Dreams"
The words to the poem Hold Fast to Dreams by Langston Hughes have always moved, touched and inspired me to never give up… to persevere, to be tenacious and to dream fearlessly.
I believe education is the key to achieve our dreams… it is the foundation to enhance and build sustainable communities. I am committed to dedicating my skills, knowledge, and abilities to make a difference. My broad range of skills and experiences are utilized to develop strategies, policies and procedures, and create a stronger educational experience for our community. I believe strong teachers, administrators, and parents can all make a difference (individually & collectively).
I also believe one person can influence the path of one child and possibly an entire class and community.
The mentors and teachers in my life made a difference for me… they believed in and encouraged me. I owe much of my success today to the people who took the time, to “SEE” me.
I “SEE” children and appreciate how they learn in distinct ways and respect their creativity. I am also a product of public school and educational / youth development programs, therefore I know the value of these programs and the positive impact they may have on a community. I am passionate about embracing the uniqueness of each child and helping them evolve into beautiful, glorious, and powerful people.
I focus on personal achievements, academic excellence, social development, attainment basic personal needs (food, clothes, safety, & housing), and self-awareness to effectively develop the whole child.
My aim is to encourage our educational / communal system (administrators, staff, students, families & community) to help students learn and evolve into greatness, achieve excellence in everything, embrace who they are, and to create unlimited possibilities.
#Education #Equity #Empathy #Engagement #Excellence
#VoteTareceJohnsonMorgan #GwinnettCounty #SchoolBoard #District5
#SiSePuede #YesWeCan #OfThePeopleForThePeople
CURRICULUM VISION
Relevant
Curriculums must be practical and provide students with life skills to be effective contributors to society. Curriculums should be reviewed and updated to reflect current and future relevance (eg. technology). Curriculums should engage students in their culture, language, and history. Curriculums should include character building, conflict resolution, and trade skills. One of our goals as educational leaders is to help prepare our youth to be future world leaders, we must examine what is needed, research futuristic ideas, and ensure culturally and linguistic relevant lessons to effectively prepare our students for lifelong success.
Responsive
Student voices matter and they should be engaged and empowered to provide input regarding their preferences and learning experiences. Students should be assessed, surveyed, and participate in courageous conversations to help enhance their educational experiences. Students should be heard, valued, and respected. Their perspectives and active engagement are invaluable to ensure they can achieve their personal goals, have their needs met, and feel fully supported by their teachers, administrators, and parents.
Representative
Curriculums should represent the diversity of the community, nation, and world. Lessons should be culturally representative to embrace and celebrate multicultural people. Representation matters, not just in administration, teachers, and students, but also authors and curriculum developers. Curriculums, library books, and other educational resources should purposefully engage contributors who reflect the diversity of the community.
Respectful
Curriculums that are respectful of differences demonstrate value for diversity. When readings, assignments, projects, and teaching are respectful, students feel honored and they are more engaged in the learning process. Consciously ensuring that all people regardless of race, gender, sexual orientation, ethnicity, religion, etc. are respected in lessons and activities is critical to student self-concept and student achievement. Teaching about respecting differences should be intentionally taught as a separate class (ethnic / multicultural studies) and also seamlessly embedded in the curriculum, lessons, and activities. Helping students develop moral consciousness and character will ensure they are prepared to be effective and respectful when managing people who are different.
Resourced
Curriculums should include a variety of resources to address various learning styles, interests, and abilities. Curriculums that embrace differences and allow for flexible and innovative learning and teaching are important to capture individual student needs. Financial resources to support teachers, curriculum implementation (materials & supplies), and classroom environment are also critical to ensuring quality learning. Resources should also be dedicated to include language learning, translations for parent communications, and interpretation services to effectively and inclusively engage the diverse people of Gwinnett County.
Reimagined
Reimagining curriculum is about focusing on the individual learning process and consistent academic progress, and less on strict standards that do not engage the cultural and academic needs of the student. Reimagined curriculums should engage in flexible and creative activities including yoga & meditation, flexible seating, outside classrooms, gardening, exploration of trades, etc. Students should also not be stressed and experience anxiety because of the pressures of grading, scores, and rankings. They should instead learn how to manage high academic expectations in innovative ways. Teaching students about mental health and helping them to build the skills they need, will ensure a positive school experience.
Real
Curriculums must address historical truths and provide facts that are developmentally appropriate. Curriculums should honestly represent a variety of narratives and provide multiple perspectives. Curriculums should also be realistic. They should incorporate the lived experiences of the students so youth may identify with their learning.
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