Читать книгу Every Student, Every Day - Kristyn Klei Borrero - Страница 8

FOREWORD

By Lee Canter

Iam proud of the work I did with Assertive Discipline^®, a model that school leadership teams use to establish a schoolwide behavior management program that supports teachers’ classroom efforts. I am grateful for the many teachers who embrace that work and strive to create classrooms where students achieve. However, I know now that my work with Assertive Discipline is incomplete. This work was necessary to our field, but like everything, the next generation of work builds on the effective practices of what came before and, through innovation, often proves even better.

My opportunity to innovate and work on the No-Nonsense Nurturer^® model began in 2007 when I met Kristyn Klei Borrero. I was working with a network of urban schools in the Bay Area of California, which were deeply committed to the achievement of traditionally disenfranchised students. Kristyn was one of the eager principals in Oakland, California, I met; at the time, she was completing her doctoral coursework at the University of California, Berkeley. She understood urban youth and critiqued the efficacy of Assertive Discipline in a way that no one else had brought to my attention.

At the insistence of a mutual good friend and colleague, the two of us collaborated to dig deeper and discover what was missing from my previous classroom management work. Together, we found that the biggest pieces missing lived in the area of what we call life-altering relationships, specifically how teachers and students communicate with one another and how they work together in the classroom to create authentic engagement.

The No-Nonsense Nurturer^® model is the result of our collaboration and subsequent research, having observed hundreds of classrooms and engaged in interviews with endless educators, family members, and students (Klei Borrero & Canter, 2018). This book, Every Student, Every Day, is Kristyn’s review of what the highest-achieving teachers use to set up classrooms for success, rigor, and caring in culturally relevant ways. This body of work serves students in urban, rural, and suburban schools.

I am proud of cofounding CT3, and since I retired, I am proud of how the work has grown. I am also proud of the countless educators this work has supported and will continue to support. Confidently, I can say that I leave you in great hands. I hope you learn as much as I did on my journey with CT3 and the work of No-Nonsense Nurturers. You deserve the best professional development—and your students deserve the best from you.