If coaches approach teachers collaboratively and with set
relationship parameters, present technological
changes as support
for existing lessons, and use their position and skills to advocate
for teachers» needs, they can establish themselves as a strong resource
for educational innovation.
It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and
relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being
change agents
for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to
educational effectiveness in all areas of learning
for students from all ethnic groups.»
When we consider childhood from Dewey's platform, we see that childhood is relevant to society both because it is a source of continued renewal and growth
for our society and because its plastic and imaginative grounding enables children and their childhoods to fundamentally
change educational relationships.