Blog #4- Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools by Shannon Renkly and Katherine Bertolini

Reflection:

While reading Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools, Renkly critiques the way schools have historically defined students by what they lack rather than what they contribute. She explains how deficit-oriented models often label children in terms of their weaknesses, such as being “behind,” “at-risk,” or “low performing", and how these labels can limit both student potential and teacher expectations. What stood out to me most was how Renkly emphasizes that this approach not only impacts learning outcomes but also shapes students’ self-identities, often leading them to internalize the idea that they are less capable. By contrast, an asset-based orientation invites educators to see the strengths, skills, and cultural knowledge that each student brings into the classroom, and to design instruction and school culture in ways that affirm and build upon those assets. Reflecting on this, I realized how common language deficit can be in education, even among teachers who truly care about their students. Phrases like “these kids can’t” or “they don’t have support at home” can unintentionally reinforce harmful narratives rather than creating solutions. Renkly’s argument challenged me to think about how I might consciously reframe challenges into opportunities to highlight student resilience, creativity, and resourcefulness. I also appreciated her emphasis on leadership, because without administrators actively modeling an asset-based approach, it is difficult for teachers and staff to fully embrace the shift. School leaders set the tone for whether diversity is celebrated as a resource or treated as a problem to manage. Lastly, this reading made me think about equity in a deeper way. An asset orientation is not just about positive thinking, it's about creating just and inclusive schools where every student’s identity, background, and lived experience are recognized as valuable. Renkly’s call to action reminded me that this shift is both philosophical and practical, it requires us to see students differently and to change our daily practices so that all learners feel empowered, capable, and seen.

Reflection/Questions/Comments To Share:

I thought it was interesting how Renkly showed that schools often focus on what students are missing instead of the strengths they already have. It made me think about how leaders and teachers can really change the culture by highlighting those strengths. How could schools actually make that shift in practice?