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Senior Associate Institute for Educational Leadership; former Coordinator, Principal Leadership Institute UC Berkeley

Posted By: Lynda Tredway on June 10, 2015
 
The document is readable and usable by districts to re-think and re-write their approaches to climate and culture. This enterprise of discipline is not a technical exercise to get a stronger policy and a better set of interventions and zero tolerance/three strikes punishment prescriptions that reinforce the school to prison pipeline. Instead, as the document indicates we need to model for each other and youth the kind of discipline that helps them grow into powerful adulthood. In particular, I am pleased to see the emphasis on the goals of schooling extended beyond academic outcomes -- important, but no more important that social-emotional and civic outcomes.

As my colleague Norton Grubb documented in The Money Myth, the abstract resource of climate and culture. An abstract resource is one we cannot buy, but have to co-create through relationship in schools and districts. This is fundamental to how we show up and model relationships that build the kind of foundational trust essential for school reform. Teachers and leaders need to be warm demanders for justice and equity that serve all students to be the best they can be as students, family members and citizens.

Lynda Tredway
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 Senior Associate Institute for Educational Leadership; former Coordinator, Principal Leadership Institute UC Berkeley by Lynda Tredway on June 10, 2015
     
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