Students aren’t the only ones who worry about grades—teachers also have to meet performance standards and follow curricula dictated by their districts. However, as educator Sharon Scranage points out, teachers working with socioeconomically disadvantaged children have to deal with even greater challenges without the aid of a specific “core” curriculum to address their students’ special needs.
It’s not just kids who get left behind in an educational system that fetishizes data and quantitative measures instead of qualitative progress. Teachers, particularly in lower-income schools, end up punished and humiliated because they are judged to be “underachievers,” according to educator Sharon Scranage.
Posted on Jun 21, 2007
Born in what is now South Central Los Angeles, Sharon Scranage has always had an interest in education. She received her B.A, in Creative Dramatics Education, and began developing curriculum while working as a lead teacher and school director for acting schools. She joined the ranks of the public school system in 2001 and worked as a literacy coach, trainer, and classroom teacher. She received an M.A.Ed in curriculum and instruction with an emphasis in teaching children from poverty. Presently, she teaches elementary students, and new teachers. She publicly speaks to educators on effective strategies for teaching Language Arts to students from generational poverty.
Sharon lives in Southern California and enjoys time with her loving son and daughter.