ABSTRACT
Enrique and Danielle are in the teachers’ lounge savoring the last drops of their coffee before scurrying off to their first period class. Rosa Parks Middle School, where Enrique and Danielle teach, is located in a lowincome ethnically diverse community. For many students, English is not their first language and the verbal skills of many other students are below grade level. The test scores at Rosa Parks have been low and the Principal has made it very clear that she expects substantial improvement. Teachers like Enrique and Danielle face a daunting task-they must meet state standards, raise test scores, and excite the students about learning. It is in this context that teachers can easily forget their fundamental charge-to help students learn.
