In multicultural settings, this often means that teachers learn to speak a second language and become educated in the many dimensions of tradition that help foster children's learning. It means cultivating the roots of history, or developing an appreciation for dialect, languages, or cultures that were previously unfamiliar. And often it means re-learning about cultures once thought familiar, such as African American or Native American. Instruction and curricula respond to students' previous achievements and involve a range of resources. The most promising practices establish strong ties to parents, include children as active learners, and are facilitated by state and local institutional arrangements.
Every child becomes every educator's responsibility.
There are no packaged solutions, and no schoolwide projects remain static. In time, the students change, too. Through hard work, time, collaboration, and mutual respect, schoolwide projects can accomplish long-held goals of academic excellence for every child.