Fowler (2004) writes that “[w]ise school leaders read newspaper and magazine articles about changing demographics with keen interest, asking themselves: What does this mean for children? For schools and teachers? For districts and administrators? What policy changes are needed…” as a result (p. 70)? Foremost among the many answers to this question is continued, ongoing training in multiculturalism and the impact of changing demographics on education. I am, being less than two years removed from my M.S.Ed. programs, a young teacher. As a teacher trainee, I was inundated with information, seminars, discussions, roundtables, and coursework on multiculturalism in education—but it is not enough. While there is certainly a place for these items in the curricula of teacher prep schools, an even better fit is found in the districts and school buildings across the country. There are a couple of reasons that ...
... middle of paper ...
...and need the support of strong professional development programs guided by strong educational leaders to be successful.
Education, and the educational institution, is as reactive to societal changes and demographic shifts as any other institution or organization. For this reason, it is critical for successful administrators to keep a keen eye on the demographics of their district/school and to anticipate changes coming in the near future. If a school it to be successful, it must meet the needs of all stakeholders, which can only be done through an appropriate level of knowledge about those stakeholders.
Fowler, F. (2004). Policy studies for educational leaders: An introduction. Upper Saddle River, NJ: Pearson Education, Inc.
Hodgkinson, H. (2000/2001). Educational demographics: What teachers should know. Educational Leadership 58(4), 6-11.
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