Instructional Strategies and practices of teachers who work with students experiencing homelessness. Presenters . Kimberly Pickles, Principal WJCC Public Schools Doctoral Candidate: The College of William and Mary Stephanie Leek, School Social Worker WJCC Public Schools. Objectives/Goals.
Kimberly Pickles, Principal
WJCC Public Schools
Doctoral Candidate: The College of William and Mary
Stephanie Leek, School Social Worker
WJCC Public Schools
Participants will be exposed to the perspectives of classroom teachers regarding the challenges they face educating students experiencing homelessness
Participants will be able to identify and describe four areas related to supporting homeless students in the classroom
Participants will identify ways that teachers can change their instructional process to meet the learning and emotional needs of students who are homeless
Participants will be provided with district-level strategies utilized to support school-based staff
Qualitative Research Pilot Study
College of William & Mary, Williamsburg, VA
Purpose: To examine the pedagogical practices of teachers who have instructed homeless students. To explore the needs and strategies that teachers can use to differentiate and accommodate their instruction to maximize achievement for these students.
What are the pedagogical practices of teachers who have had students who are homeless?
Specifically, once a teacher learns that s/he has a student who has been identified as a student who is currently homeless, what ways does s/he change their instructional process to meet the learning and emotional needs of the student?
“According to state education agencies, the most frequently reported educational needs of homeless children are as follows: remediation/tutoring; school materials and clothes; support services such as counselors; after school/extended day/summer programs to provide basic needs for food and shelter and recreation; transportation; educational program continuity and stability; and sensitivity and awareness training for school personnel and students” (Rafferty, 1998, p.50)
“Teachers of highly mobile students must develop the skills to make them feel welcome while quickly weaving them into classroom routines” (Holgersson-Shorter, 2010, p.33)
“Heightening their awareness for the dynamics of the lives of children and families who are homeless” (Swick, 2000; Powers-Costello and Swick, 2011)
“Engaging in experiences that deepen their sensitivity to the contextual elements that are pervasive in being homeless” (Powers-Costello and Swick, 2008; Sleeter, 1993; Swick, 1996; Powers-Costellow and Swick, 2011)
“Developing an action plan that provides some cohesive direction to their work” (Powers-Costello and swick, 2011).
“Helping teachers become active in building relations with students, parents, colleagues, and community that promote school success” (Swick, 2000; Powers-Costello and Swick, 2011).
These children have many needs beyond a typical student
Teachers need to be aware of background circumstances and knowledge of the difficulties and choices the family is facing
Need to be aware of their preconceived perceptions; Have an open mind
Treat each situation individually
Develop relationships, build trust, safety, and security within the classroom
Additional supports are always needed
City of Williamsburg
James City County
Questions? with students experiencing homelessness