the more we understand each other, the more we appreciate our differences
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Enhancing Cultural Proficiency- Making Schools Better for Everyone Workshop 101 November 2010 – February 2011. The more we understand each other, the more we appreciate our differences. Barbara Moore Williams Ed.D . [email protected]. Goals. - PowerPoint PPT PresentationTRANSCRIPT
Enhancing Cultural Proficiency- Making Schools Better for Everyone
Workshop 101
November 2010 – February 2011
The more we understand each other, the more we appreciate our differences.
Barbara Moore Williams [email protected]
Define culture and its impact on our daily lives.
Gain a better understanding of Cultural Proficiency and the Cultural Proficiency Continuum and how it affects our lives.
Provide district data and available resources for Cultural Proficiency
To ensure common language and a common understanding of this work about culture and learning
Goals
Openings Perceptions Count Culture-Discussion District Data Cultural Proficiency Continuum A Baker’s Dozen: Effective Instructional
Strategies Resources
Agenda
… listening… requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs... It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue.
-Lisa Delpit
The search for blame is always successful
and never helpful!
No Blame
No shame
Keep in mind
The Big questions for today.
1. What is culture?
2. Why does it matter in schools and life?
3. How do we create environments that allow individuals and organizations to interact effectively with people who differ from them?
Culture
It serves as a window into the work that must be done to enhance each student’s ability to excel in our schools.
The achievement gap can be changed … by us! …and all students deserve to learn CP ( not PC) skills.
Today is a…
It is important in conversations where race/ diversity are discussed that we practice our best active listening techniques.
Pause Probe
Paraphrase Acknowledge
3Ps and an A of active listening
◦Stay engaged. Observe the quiet signal Cell phones on vibrate and laptops away
◦Experience discomfort.◦Speak your truth (and allow others to
speak theirs)◦Expect/accept non-closure.
Four Agreements
To help us begin our journey..
You will need a pencil and paper for this exercise.
First Impressions◦Partner with someone you know little about- personally
◦Guess about the following list:
Warm- Up
Country of family origin and heritage Languages spoken Interests or hobbies Favorite food Type of movies ,TV preferred Type of music preferred Pets, if any, or favorite animals
Write your guess
How close were you?
We make judgments about people all the time, just by looking at them- it’s human nature.
To move to a place of cultural proficiency we first must examine our own beliefs and ideas and then get to know our students, their families, beliefs and their expectations.
Perceptions
Jot down words and/or phrases that describe your definition and ideas about
“culture”Turn to a new partner and share ideas. Add to yours.
Let’s hear a few.
Culture- What is it?
Look at the “iceberg”… circle any ideas that did not occur to you when you defined culture.
How might any one of them influence one’s ability to excel in a school environment?
Deep Culture
“The integrated pattern of human behavior that includes thoughts, communication, action, customs, beliefs, values and instructions of a racial, ethnic, religious, or social group”.
Culture:
A set of practices and beliefs that is shared by members of a particular group and that distinguishes one group from others.- Randall Lindsey
“The way we do things ‘round here”- Asa Hilliard
Culture- defined
Cultural Groups Besides ethnic/racial cultures…you can
belong to◦Schools◦Community/Neighborhood◦Professions◦Gender◦Age◦Religion◦Others?
Please take a moment to put your new ideas about culture down on the page that you did your original thinking about it.
Talk to someone about your new learning. Let’s hear a few.
Culture is………….
Culture- redefined
Video
The Cultural ProficiencyTools
The Continuum ( review)◦ Language for describing both healthy and non-
productive policies, practices and individual behaviors
The Essential Elements◦ Behavioral standards for measuring, and
planning for growth toward cultural proficiency The Barriers
◦ Caveats that assist in responding effectively to resistance to change
The Guiding Principles◦ Underlying values of the approach
The Cultural Proficiency Continuum
Cultu
ral de
struc
tiven
ess
Cultu
ral in
capa
city
Cultu
ral
blind
ness
Cultu
ral co
mpeten
ce
Cultu
ral
preco
mpeten
ce
Cultu
ral
profic
iency
Besides “the Gap”…… We live and work in an increasingly
diverse world. Interacting effectively with cultures
different than ours is a critical skill today. If organizations or people are to interact
effectively in a culturally diverse setting, ◦ an organization must examine its policies and
practices; ◦ an individual must examine his/her
values,beliefs and behaviors.
Why Cultural Proficiency
Schools today…◦ Achievement requirements are higher for all
children. ◦ The student population is becoming more diverse.◦ There is attention being paid to “the gap”.
Society today…◦ Is changing demographically◦ Requires different skills than in past years
Why become culturally proficient?
Building Cultural Proficiency in Schools
Building cultural proficiency requires: informed and dedicated staff, committed and involved leadership, and time
People cannot attend a one-day training and be expected to return to work with solutions to all the equity and racial/cultural issues in their environment.
Cultural Proficiency Continuum
At your table number off 1-4- read to be able to teach the point to your teammates- make sure you give the definition and one example from the text and one of your own.
1’s Read- Destructiveness 2’s Read Incapacity 3’s Read Blindness 4’s Read Pre-competence
When I call the number – begin teaching- Please do not move on to the next number until I call it.◦ Make sure that your teammates are looking at the
text you read as you teach.- jot down your new example
◦ Have them underline or highlight the parts you feel are important
◦ Have them dialogue a minute about it. Number 1’s begin…..
Teach
Cultural destructiveness See the difference, stomp it out
The Continuum
Cultural incapacity See the difference, make it wrong
The Continuum
Cultural blindness See the difference,
act like you don’t
The Continuum
Cultural precompetence See the difference, respond
inadequately
The Continuum
Cultural competence See the difference, understand the
difference that difference makes
The Continuum
Cultural proficiency See the difference and respond
effectively in a variety of environments
The Continuum
Cultural Proficiency is defined as having the knowledge, skills, and attitudes/beliefs to work with individuals from cross cultural settings with the ability to respond to their needs in a positive and effective way.
Definition of Cultural Proficiency
News release- Census Bureau Estimates Nearly Halfof Children Under Age 5 are Minorities
Schooling in USA was built for a certain population.
We MUST change to meet the needs of our current and future student population.
RELEASED: THURSDAY, MAY 14, 2009
District Snapshot: Ethnicity of Staff
Belmont Hills Elementary School
Cynwyd Elementary School
Gladwyne Elementary School
Merion Elementary School
Penn Valley Elementary School
Penn Wynne Elementary School
BalaCynwyd Middle School
Welsh Valley Middle School
Harriton High School
Lower Merion High School
Languages Spoken:
In your groups of 4 number off 1-4.
◦ 1’s read Cultural Destructiveness ◦ 2’s Cultural Incapacity◦ 3’s read Cultural Blindness and◦ 4’s Cultural Precompetence◦ Proficiency – we will all discuss
Read to be able to teach your team two important points and 1 or 2 examples
Jigsaw Task
Conduct monthly meetings for 50 Cultural Proficiency Cadre members
Conduct professional development on culturally proficient strategies for administrators
Coordinate attendance for teachers, building administrators, curriculum team members, and school counselors to attend DVMSAC workshops that focus on diversity and culturally proficient teaching strategies
Expanded instructional focus of new teacher orientation to include issues of cultural identity
Supported the development of student support programs and activities: Day of Service, CRAYONS, Cross-Age Mentors, DREAAAM
Conduct workshops and training on diversity and culturally proficient teaching strategies
Strategic Plan – Achievement Gapand Holistic Needs of Students
Children as Owners of Knowledge
Children won’t learn if teachers think they can’t learn
Teachers have not taught until the student has learned
Dr. Asanti and Dr. Mazama
http://culturalproficiency.wikispaces.com
Resources
Watch your thoughts they become your words
Watch your words they become your actions
Watch your actions they become your habits
Watch your habits they become your life
In Closing- Watch
Culture makes a difference,and that difference
matters!
SUMMARY
Be the change
you expect in others.