← Back to Vol. 04 Issue No. 02 — June
Abstract
Educators are not always well prepared to work effectively with children and families in poverty, although the numbers of those affected is alarmingly high in some regions. Professional development, provided by a regional university, can be a powerful tool to improve outcomes for these students, if crafted to meet perceived needs through a conceptual framework integrated with practical strategies. The conceptual framework is an essential first step, as it lays the foundation for both understanding and action. Approaches to working with students in poverty have historically been represented by models that are polar opposites: the deficit model and the “funds of knowledge” approach. However, this professional development protocol adopts the CESPR Model to provide a contemporary and balanced approach, accounting for both challenges and resources that learners in poverty may possess. In addition, it provides a practical series of strategies that classroom teachers can implement immediately through the lens of a guiding conceptual framework. This program is designed to support practicing teachers who are working with low-income populations and who are seeking to maximize their effectiveness with their students, while improving clinical placements for teacher candidates who complete field experiences in those classrooms.