Lower Merion NTAP Introduction to Cultural Proficiency

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Lower Merion NTAP Introduction to Cultural Proficiency Powered By Docstoc
					        Presented by
The Cultural Proficiency Cadre
 Lower Merion School District
 By the end of the session the participants will:
 Review the definitions of culture and the
   cultural proficiency continuum
  Reflect on their own perspective/awareness as
   it relates to the essential elements of cultural
   proficiency
  Discuss the barriers that may prevent a person,
   school, or district from becoming culturally
   proficient.
   According to Glenn Singleton in Courageous
    Conversations About Race, we need to agree to…
    1. Stay engaged.
      Observe the quiet signal
      Cell phones on vibrate and laptops away
    2. Experience discomfort.
    3. Speak your truth (and allow others to speak
     theirs)
    4. Expect/accept non-closure.
     in our conversations today.
   Pause- give time for thoughts

   Probe      listen to ask questions


   Paraphrase- give a sense of what you heard… so far

   Acknowledge- appreciate your colleagues’ contribution
          4 Things in Common
1.   At your table, share information to
     discover four things you have in
     common.
2.   They can’t be things that are visible or
     otherwise obvious.
3.   Write them down on the chart paper
     and sign.
4.   Have fun!
   In the Social Identity Theory, a person has not
    one, “personal self”, but rather several selves
    that correspond to widening circles of group
    membership.
   Different social contexts may trigger an
    individual to think, feel and act on basis of
    his personal, family or national “level of self”
    (Turner et al, 1987)
Fill in all the spaces with words that
identify you.
1.   Circle (or highlight) the identities you think
     about most often.
2.   Put a check next to the identities you think
     about least.
3.   Put an A next to any that you consider an
     advantage
4.   Put a D next to any that may be a
     disadvantage.
   Please find two other people in the room
    whom you do not know well and are
                than you (race, religion, childhood
    neighborhood, etc) and form a trio circle.

   On our signal, share the information you
    wrote including the advantages, and
    disadvantages as well as those you think
    about and those you ignore.
 What  did we learn?
 How are we different?
 What does it matter as we interact
  with students/families and
  communities that have different
  wheels than ours?
Stop and think
   Think about the ideas that have been
    presented
   Think about what you have…


                       or
         Learned


   Work with a partner to clarify ideas.
   Culture is everywhere.

   Schools are places where culture is
    important and one’s ability to conform
    determines success.

   The further away the child’s culture is from
    the culture of the school, the harder it is for
    him to experience a sense of belonging and
    to negotiate a successful experience.
Besides ethnic/racial cultures…
  ◦ Schools
  ◦ Community/Neighborhood
  ◦ Professions
  ◦ Gender
  ◦ Age
  ◦ Religion
  ◦ Others?
   Look at the Iceberg, please circle anything under
    the surface that may impact students in our
    schools. Their cultural norms may differ from
    the school




          “The way we do things around here.”
                        - Asa Hilliard.
Double impact




                Culture   Race
   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
   Once we have heard the description , write
    down on the post-it and example of what
    you would her or see that demonstrates
    this point on the Continuum
   Chart comments/practices or policies
    that would typify this point.
   Let’s hear them.
   Conclusions
    The Cultural Proficiency Continuum
                                Lindsey, Robins, & Terrell

Six points along the continuum indicate unique ways of seeing and
responding to difference. These will help you identify where you are
and your school.


     Cultural                Cultural                 Cultural
   Destructivenes           Blindness                Competence
         s
                Cultural                 Cultural             Cultural
               Incapacity                  Pre-              Proficiency
                                        Competence
    Seeking to eliminate all aspects of the culture of
    others… in all aspects of school and in relationship
    to the community they serve.
“This text has enough diversity in it. It only leaves out
    a few minorities.

“Why are those kids speaking like that at lunch?” Why
   can’t they speak correctly?

“There are so many problems coming from Lakeside.”
  Any policy, practice or behavior that presumes one
  culture is superior to others. Behavior disempowers
  others.

Examples:
 Maintaining systems that disempowered people
   who differ from them culturally.
 Low expectations based on stereotypes, tracking.
 Tolerating difference without valuing diversity.
 Questioning the qualifications of people of color.
 Questioning differences in any of the cultural
   markers on the “iceberg”.
     Any policy, practice or behavior that ignores existing
     cultural difference or that consider such differences
     inconsequential.
Examples:
◦ “I don’t see color.. just human beings”
  By not seeing differences one presumes that the dominant
  cultural norms are equally beneficial to all.
◦ Deny color and culture matters ( in curriculum
  choices/pedagogy)
◦ Discomfort in noting difference
◦ Beliefs/actions that assume world is fair and achievement
  is based on merit
◦ “Our school does not need to focus on multicultural
People recognize that their skills and practices are limited when
  interacting with other cultural groups. They are aware and may
  have have made some changes but are aware that others are
  needed
.Examples:
     Trying to include some examples of African
      American culture in one unit of study, but realizing
      that you do not know enough to do it well.
     A multicultural festival where you want more than
      food but don’t know what else to do.
     Delegate diversity work to others, to a committee
     Quick fix, packaged short-term programs
     Unclear rules, expectations for all diversity
      programs for staff
    See the difference, understand the difference
     that the difference makes.

     Any policy, practice or behavior that uses the essential
     elements of cultural proficiency as the standard for the
     individual or the organization.
   Examples:
    ◦ Performance standards for culturally appropriate
      behavior
    ◦ Modeling appropriate behaviors
    ◦ Risk-taking such as speaking out against injustice,
      even when doing so may cause tensions
   The use of specific tools effectively describing,
    responding to, and planning for issues that emerge
    in diverse environments.

   A set of policies and practices at the organizational
    level and values, beliefs and behaviors at the
    individual level that enables effective cross cultural
    interactions among employees, clients, and
    community.
◦ Essential Elements
  Assess Your Culture
  Value Diversity
  Manage the Dynamics of Difference
  Adapt to Diversity
  Institutionalize Cultural Knowledge
Stop and think
   Think about the ideas that have been
    presented
   Think about what you have…


                       or
         Learned


   Work with a partner to clarify ideas.
   Let’s agree on one definition (Lindsey, et
    al in Cultural Proficiency for Leaders) for
    our conversations today
    “Racism has two components:
    1. the belief that one racial group is
     superior to all others
    2. the power to create an environment
     where that belief is manifested in the
     subtle or direct subjugation of the
     subordinate ethnic groups through a
     society’s institutions”
 This set of caveats
1. Systematic oppression
2. The presumption of entitlement
3. Unawareness of the need to
   adapt…

    all result in a resistance to change.
Think about your life, where would you line
up?

Let me describe what a typical line might look
like in a room with diversity.
◦ There are barriers that are out of your
 control
◦ Some are within your control
◦ We will view a video clip to better
  explain the role of the presumption of
  entitlement and how racism influences
  it.
   http://www.youtube.com/watch?v=pAljja
    0vi2M
   Take a minute to jot down a few
    thoughts about what you just saw.

   Turn to a neighbor to share.

Let’s hear a few ideas
in the room.
   Assesses culture   (theirs and the organization)

   Values diversity
   Manages the dynamics of difference
   Adapts to diversity
   Institutionalizes cultural knowledge
   Assesses culture. The culturally proficient
    professional
    ◦ is aware of her own culture and the effect it may
      have on the people in her work setting.

    ◦ learns about the culture of the organization and the
      cultures of the “clients”, and

    ◦ anticipates how they will interact with, conflict with,
      and enhance one another.
   Values diversity. The culturally proficient
    professional
   welcomes a diverse group of clients into the work
    setting and appreciates the challenges diversity
    brings.
   shares this appreciation with other clients,
    developing a learning community with the clients.
   Manages the dynamics of difference. The culturally
    proficient professional
   recognizes that conflict is a normal and natural
    part of life.

   develops skills to manage conflict in a positive way

   helps clients to understand that what appear to be
    clashes in personalities may be conflicts in culture.
   Adapts to diversity. The culturally proficient
    professional
   commits to the continuous learning that is
    necessary to deal with the issues caused by
    differences.
   enhances the substance and structure of his work
    so that all of it is informed by the guiding
    principles of cultural proficiency.
   Institutionalizes cultural knowledge. The
    culturally proficient professional
   works to influence the culture of her
    organization so that its policies and practices
    are informed by the guiding principals of
    cultural proficiency.
    takes advantages of opportunities to teach
    others in the community and creates ways for
    others to engage in ways that honor who they
    are and challenge them to be more.
   Why should whites who are advantaged by racism
    want to end that system of advantage?
   What is the cost of a system of advantage based
    upon race?
   Why should teachers work toward cultural
    proficiency?
Our students:
 Asian/Pacific Islanders
 African-American
 Hispanic
 American Indian
 Multi-Racial
 White
Number of Students


                     Asian


                     Black or African
                     American
                     Hispanic


                     White
                                          Identify/address the academic achievement needs of
                                           African-American and other students in identified groups
                                          Identify ways to measure improvement
                                          Improve grades for African-American and other students
                                           in identified groups
44




     Math – 5th Grade              #   Math – 5th Grade                                       #
       of Students                       of Students
      2007-2008 45%      51             2007-2008 90%                           451
      2008-2009 70%      37             2008-2009 91%                           509
      2009-2010 70%      37             2009-2010 92%                           479
     Math – 8th Grade                  Math – 8th Grade
      2007-2008 69%      48             2007-2008 88%                           500
      2008-2009 51%      53             2008-2009 88%                           551
      2009-2010 79%      48             2009-2010 95%                           534
     Math – 11th Grade                 Math – 11th Grade
        PSSA Scores – Proficient
      2007-2008 41% 34 &                  PSSA Scores 83% 567
                                       2007-2008 – Proficient &
      2008-2009 32% 62
                Advanced               2008-2009 82% 580
                                                 Advanced
        African American 54
      2009-2010 33% Students                          85%
                                       2009-2010 Students 553
                                                All
                                            Identify/address the academic achievement needs of
                                             African-American and other students in identified groups
                                            Identify ways to measure improvement
                                            Improve grades for African-American and other students
                                             in identified groups
45
        PSSA Scores – Proficient &           PSSA Scores – Proficient &
                Advanced                            Advanced
        African American Students                  All Students
     Math – 5th Grade                #   Math – 5th Grade                                      #
       of Students                         of Students
      2007-2008 45%        51             2007-2008 90%                          451
      2008-2009 70%        37             2008-2009 91%                          509
      2009-2010 70%        37             2009-2010 92%                          479
     Math – 8th Grade                    Math – 8th Grade
      2007-2008 69%        48             2007-2008 88%                          500
      2008-2009 51%        53             2008-2009 88%                          551
      2009-2010 79%        48             2009-2010 95%                          534
     Math – 11th Grade                   Math – 11th Grade
      2007-2008 41%        34            2007-2008 83%                           567
      2008-2009 32%        62            2008-2009 82%                           580
      2009-2010 33%        54            2009-2010 85%                           553
                                                 Identify/address the academic achievement needs of
                                                  African-American and other students in identified groups
                                                 Identify ways to measure improvement
                                                 Improve grades for African-American and other students
                                                  in identified groups
46
        PSSA Scores – Proficient & Advanced   PSSA Scores – Proficient & Advanced
            African American Students                    All Students



     Reading – 5th Grade         # of         Reading – 5th Grade                     # of
       Students                                 Students
      2007-2008       45%        51            2007-2008 83%                          500
      2008-2009       70%        37            2008-2009 89%                          543
      2009-2010       63%        38
                                               2009-2010 86%                          514
     Reading – 8th Grade
      2007-2008       83%        48           Reading – 8th Grade
      2008-2009       81%        53            2007-2008 93%                          499
      2009-2010       88%        51            2008-2009 94%                          549
                                               2009-2010 96%                          539
     Reading – 11th Grade
      2007-2008       50%        34           Reading – 11th             Grade
      2008-2009       61%        62            2007-2008                 87%   566
      2009-2010       58%        55            2008-2009                 88%   578
                                               2009-2010                 91%   559
Achievement Gaps                                 Identify/address the academic achievement needs of
                                                  African-American and other students in identified groups

Goal
                                                 Identify ways to measure improvement
                                                 Improve grades for African-American and other students
                                                  in identified groups
47




     Total LMSD                  African American                   Pennsylvania
     Students                    LMSD Students                      Students
                        # of                         # of                                           # of
            Average                     Average                                      Average
     Year             Students   Year              Students                Year                   Students
             Score                       Score                                        Score
                       Tested                       Tested                                         Tested

     2008 1723         517       2008 1262             36                2008 1468 85,189

     2009 1785         453       2009 1365             25                2009 1467 81,144

     2010 1738         474       2010 1355             39                2010 1470 79,889
                                                                          Identify/address the academic achievement needs of
                                                                           African-American and other students in identified groups
                                                                          Identify ways to measure improvement
                                                                          Improve grades for African-American and other students
                                                                           in identified groups




AP/Honors - LMSD


                                                                                                                African American
                                                                                         Number of African students in at least 1
                         Total students                                                  American students AP/Honors class as
        Total Student enrolled in at least 1 % of Students in at    African American    enrolled in at least 1    % of African
         Population     AP/Honor class       least 1 AP/Honors     Student Population     AP/Honors class      American population
07-08       2351              1831                  77%                   197                   73                   37%

08-09       2249              1758                  77%                   206                   96                   47%

09-10       2301              1769                  78%                   250                  121                   48%

10-11       2339              1853                  80%                   257                  142                   55%




                                                                                                                                      48
Achievement Gaps
                                                        Identify/address the academic achievement needs of
                                                         African-American and other students in identified groups
                                                        Identify ways to measure improvement

      Goal                                              Improve grades for African-American and other students
                                                         in identified groups



  LMSD Graduates Class of 2008                      LMSD Graduates Class of 2009
                                Total #   Total %                                       Total #    Total %
 All Students                    607        100     All Students                         580         100
 Continuing Education            585         96     Continuing Education                 556         96
 Four Year College               514         85     Four Year College                    503         87
 Two Year College                 55         9      Two Year College                      41          7
 Other Post Secondary Schools     16         3      Other Post Secondary Schools          12          2
 Military                         3         <1      Military                               5         <1
 Employment                       16         3      Employment                            19          3
 Unknown                          2         <1      Unknown                                0          0
African American/African-                           African American/African-
American                          51         8      American                               35         6
Continuing Education              44        86      Continuing Education                   31         89
Four Year College                 23        45      Four Year College                      23         66
Two Year College                  18        35      Two Year College                       8          23
Other Post Secondary Schools       2         4      Other Post Secondary Schools           0          0
Military                           3         6      Military                               1          3
Employment                         3         6      Employment                             3          9
Unknown                            1         2      Unknown                                0          0

                                                                                                                    50
   A CULTURAL PROFICIENT TEACHER IS…
“THE STRUGGLE CONTINUES UNTIL EACH
 CHILD HAS THE SCHOOLING WE WANT FOR
 OUR OWN CHILDREN.”

 Dr. Barbara Moore-Williams
 Educational Consultant

				
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