Section 1: Academic Achievement - National Center for School ...

content standards. I also assumed that the assessments would be designed to accurately and
adequately identify bilingual students for the program, and that homeless and highly mobile
data would not be difficult to attain. These assumptions did not hold up. I struggled to “do
good work” with my students while constantly doubting whether the data I was supposed to
use was reliable. Instead of getting frustrated and becoming passive, I quickly identified
positive steps that I could take, in concert with others, to make changes that would help the
program, the students, and educators as a whole. The biggest lesson was patience. Making
changes in myself is easier than trying to make changes in an organization. Yet, through
patience and action, positive change can and will happen over time.
Works Cited
Marilyn Burns, "Building a Teaching Bridge from Reading to Math." Leadership Compass.
Winter 2005.
Deborah Short and Jana Echevarria. “Teachers Skills to Support English Language Learners.”
Educational Leadership December2004/January 2005 pp.8-13.
Action Research to Study Homelessness and High Mobility in School Communities 77