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As educators, we can miss the value of this collaboration. In fact, we tell ourselves that there are many reasons not to include those outside of the schoolhouse. These reasons include time constraints, use of data that can’t be shared publicly, a belief that community members don’t understand all that weare handling in a classroom, and others’ unfamiliarity with the science of reading or best math practices. So, we move forward and make decisions as efficiently and effectively as possible, all with the very best interests of our students at the center of our hearts and minds. We are even moderately successful for many students, however, there are groups of students for whom we frequently miss the mark. To decrease the likelihood of this happening, we need to invite others to the conversation —we need others’ perspectives.  \nImagine you are buying a car. For most of us, that is a big decision with implications for several years. You consider the data related to your needs: your size and how that relates to how comfortable you are in the car; the distance of your commute to work; how many family members or pets you need to comfortably seat; if it has enough space to take on vacations; preferred color; price range.  \nNext, you consider the data or information about the vehicle to see if it is a good match to your needs:  \nage/mileage of the car; whether it has been in any accidents; gas mileage; safety ratings; the value of the vehicle; overall rankings of the model and make of the vehicle; who is selling the vehicle (dealer, CarMax, private seller) . From this, you can probably make a solid decision.  \nBut, how much more likely are you to be satisfied with your decision and be more accurate in the match to your needs if you consider other perspectives besides your own?  \nLet’s imagine you bought the car from a salesperson you trusted or someone you know.  \n[www.sisep.fpg.unc.edu](www.sisep.fpg.unc.edu)  \nLet’s imagine you bought the car from a salesperson you trusted or someone you know. To add to your data, you read reviews from those with the type/s of vehicles you are considering. You talk to someone who owns the same vehicle and has similar needs. Those you talk to live in the same area as you, so you discover how well the car does in snow or ice. With this added information, your chances of choosing a‘lemon’ or picking the wrong car for your family are significantly reduced.  \nWhen thinking of our educational systems, decision-making, and the implementation process, it is critical that we have others’ perspectives to give us a view beyond our own knowledge and biases. But, before we delve into the importance of these perspectives, we first need to explain what we mean by “critical perspectives.” Generally, the term“stakeholder” is used to refer to an individual and group with interest in the implementation process (Merriam-Webster, n.d.) . However throughout this brief we refer to them with the term “critical perspectives.” The reason for this change is to uplift that not only do these individuals/groups have a stake in the implementation but also to recognize the critical need to seek and consider their thoughts, views, and ideas (i.e. , perspectives) to make the process effective and equitable. The critical perspectives in this brief include, but are not limited to, educators, students, families, and community partners.  \nTo further define critical perspectives, implementation teams should consider a perspective critical-or so essential that we can not and should not move forward with the adoption, implementation, and sustainability of an initiative without it -when:  \nThe","cbCaido0HIHJKpid","https://ap.wps.com/l/cbCaido0HIHJKpid","pdf",894693,"English","# A Common Understanding of Critical Perspectives\n## Collaboration as an Instructional Imperative\n## Using Perspectives to Improve Decision-Making\n## Defining “Critical Perspectives”\n## What Makes a Perspective Critical","[{\"question\":\"Why does the document argue that educators should include others’ perspectives?\",\"answer\":\"It states that decision-making based only on internal knowledge and biases often leads to missed needs for some student groups. Inviting others’ perspectives is presented as a way to improve the match to students’ needs and outcomes.\"},{\"question\":\"How does the car-purchase analogy support the document’s main point?\",\"answer\":\"It compares relying on your own preferences and available data to also considering others’ experiences, reviews, and local conditions. The document uses this to show that additional perspectives increase the likelihood of choosing a better fit and avoiding poor outcomes.\"},{\"question\":\"What does the document mean by “critical perspectives”?\",\"answer\":\"It defines “critical perspectives” as stakeholder perspectives essential to make implementation effective and equitable. It includes views from educators, students, families, and community partners, and highlights the need for perspectives that clarify needs, contextual nuances, policy-practice alignment, and impacted populations.\"}]","Engaging Critical Perspectives - Sophia Farmer & Yolanda Perkins - A Common Understanding of Critical Perspectives | PDF",15]