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Superintendent highlights asset‑based pedagogy pilot and student recognitions
Summary
Superintendent and Dr. Bedell presented research on asset‑based pedagogy and professional learning; findings included higher teacher cultural competence, more inclusive materials, and stronger student relationships. The board praised classroom examples and requested a synopsis to share with state representatives.
At the Oct. 28 meeting, York Suburban School District trustees heard a focused presentation on asset‑based pedagogy from Dr. Bedell, who summarized an action‑research intervention conducted last fall at the school level and the professional learning provided to teachers.
Dr. Bedell said the intervention (August–December) combined job‑embedded professional learning, classroom learning walks, semi‑structured teacher interviews and pre/post surveys. The work was framed by Pennsylvania’s culturally relevant and sustaining education guidance. Participants reported increases in cultural competence, expanded use of classroom materials that represent students’ lived experiences, and more frequent critical conversations among staff about instructional practice. Teachers emphasized relationship building and materials representing the student body as the most used strategies; assessment strategies centering student voice were used less frequently but discussed as a future area for growth.
Dr. Bedell described classroom examples, including an idioms‑in‑translation activity in which multilingual students translated idioms into their home languages and explained them to peers. She said the exercise generated pride and demonstrated how tapping students’ linguistic assets can increase engagement.
Superintendent Dr. Ker recognized students and staff achievements (National Merit commended scholars, art exhibit placements, yearbook awards) before introducing the presentation. Trustees praised the research and asked for a written synopsis to be shared with elected representatives in Harrisburg; Dr. Bedell agreed she would provide copies.
The presentation concluded with board appreciation for the sustained professional learning and a request that administration continue to monitor carry‑through into classroom practice this year.
