There are three levels of the career continuum (residency, professional, and career) for the principal and program administrator.
- Community stakeholders: Includes students, staff, families, and community members.
- Cultural competence: Is the set of beliefs, practices, and behaviors that allows us to maintain and support appropriate, fair, and effective interactions with individuals from all ages, abilities, socio-economic backgrounds, race/ethnicities, languages, cultures, and life circumstances. Includes knowledge of student cultural and linguistic histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students’ experiences and identifying cultural contexts for individual students.
- Culturally responsive: Practice that incorporates cultural elements in a way which reflect the school as a social system and dynamic relationship between teachers, families, and students for the purpose of increasing student achievement.
- Diversity: Includes race, socioeconomic class, gender, disability, sexual orientation, religion, and language.
- Equity pedagogy: Teaching strategies and classroom environments that help students from diverse racial, ethnic, linguistic, and cultural groups attain the knowledge and skills needed to function within and help create and perpetuate a just, humane, and democratic society (Banks & Banks, 2005).
- Learning community: Includes students, staff, families, community members, community resources, program(s), school, and district.
- Staff: All employees including teachers, education staff associates, paraprofessional, administrators, office workers, cafeteria workers, custodial workers, bus drivers, and all other district-based support personnel.