Our theory of action calls for: the building and sustaining of
a collaborative partnership with the local school district and its school - based leadership; building and sustaining of a collaborative partnership with the philanthropic and business community; providing supplementary supports to students, teachers, and administrators; and tracking and monitoring the progress of projects.
A
collaborative approach to culturally responsive teaching, undertaken in
partnership with the
local Aboriginal community and
local schools, is the most effective means of ensuring positive outcomes are achieved.
In addition to being a key - team member for many of CTAC's
partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP)
with the Charlotte - Mecklenburg
Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community
collaboratives, corporate leadership groups and policymaking bodies at
local, state and national levels.