5/9/2018 Equity and Opportunity for Every Student Summit Presenter: - PDF document

5/9/2018 Equity and Opportunity for Every Student Summit Presenter: Maria Quail Education Director Maria.Quail@GenerationReady.com If If She She Onl Only Kne Knew Me Me 2 “…I “…I believe believe deeply deep ly t that we we canno nnot s solve lve the t c challeng allenges es of of our our tim time unless unl ss w we sol solve th them em together tog – unl – nles ess w we perfe perfect our our uni union by by understan understandin ing tha that we we may may have have di differ fferent nt s stories, ories, but but we we hold ho ld common on ho hopes; s; t that we we may may not not l look ook th the same same and and may may not not be be fr from om th the same same place, b but we all want t to m move in i t the same direction: tow toward a a bett better futur future f for our our ch chil ildren and and our our gr grandch andchildr ldren.” n.” Sena Senator Barack Bar Obam O ama (Los A Angeles les T Times, mes, 2008) 2 08) 3 1

5/9/2018 In Appreciation Dr. Randall Lindsey and Dr. Raymond Terrell What to Expect Reflection and dialogue are essential processes for individuals and organizations engaged in a journey toward Cultural Proficiency. Activities Dialogue Reflection 5 Intended Outcomes • Shared Priority • Personal and Professional work • View the Tools of Cultural Proficiency • Leader as implementer of a culturally proficient environment. 6 2

5/9/2018 What is Cultural Proficiency? Cultural Proficiency is defined as an ongoing process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, sexes, ethnic backgrounds, religions, sexual orientations, abilities and other diversity factors ”in a manner that recognizes , affirms , and values the worth of individuals, families, and communities and protects and preserves the dignity of each.” (NASW, 2001) 7 Cultural Proficiency an Inside Out Approach An inside-out approach • Is about being aware of how we – as individuals and as organizations - work with others • Is about being aware of how we respond to those different from us • Is about visible and not so visible differences • Is about preparing to live in a world of differences • Is a worldview, a mindset; it is the manner in which we lead our lives Cannot be mandated; it can be nurtured 8 Cultural Proficiency A way of being that enables both individuals and organizations to respond effectively to people who differ from them. • Not an off-the-shelf program • Use of specific tools • Policies and practices 9 3

5/9/2018 Cultural Perceptions Engage in the Activity: • Select a partner that you know the least, go stand with that person • Complete handout silently (items are on next slide also) • A shares perceptions of B • B responds to these perceptions • B shares perceptions of A • A responds to these perceptions 10 Share Your Perceptions: How do you think your partner would respond?  Country of family origin and heritage  Languages spoken  Interests or hobbies  Favorite foods  Preferred types of movies, TV programs  Preferred types of music  Pets, if any, or favorite animals  Fantasy vehicle 11 “What Ought to Be…” “…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 12 4

5/9/2018 Dimension of Self 1.Country of family origin and heritage 2.Languages spoken 3.Interests or hobbies 4.Favorite foods 5.Preferred sports (participant or viewing) 6.Preferred types of music 7.Religious beliefs 13 Dimension of You Choose a dimension that is important to you and share with table members. 14 • How does your “fill in the blank” response challenge common stereotypes? • Where do stereotypes come from? • How can we eliminate stereotypes? 15 5

5/9/2018 16 TheFour Tools: The Framework for this Work • The Guiding Principles – Underlying values of the approach • The Continuum – Language for describing both healthy and non-productive policies, practices, and individual behaviors • The Essential Elements – Five behavioral standards for measuring, and planning for, growth toward cultural proficiency • The Barriers – Two caveats that assist in responding effectively to resistance to change L ync h, E .W., & Hanso n, M.J. (E ds.). (1998). De ve lo ping c ro ss-c ultural Co mpe te nc e : A g uide to wo rking with c hildre n and the ir familie s (2 nd e d.) Baltimo re : Bro o ke s. Pag e s 4-7 17 Guiding Principles The Guiding Principles are the core values, the foundation upon which the approach is built • Culture is a predominant force • People are served in varying degrees by the dominant culture • People have group identities and individual identities • Diversity within cultures is vast and significant • Each cultural group has unique cultural needs 18 6

5/9/2018 Guiding Principles (cont’d) • The best of both worlds enhances the capacity of all. • The family, as defined by each culture, is the primary system of support in the education of children. • School systems must recognize that, marginalized populations have to be at least bicultural and that this status creates a distinct set of issues to which the system must be equipped to respond • Inherent in cross-cultural interactions are dynamics that must be acknowledged, adjusted to, and accepted. 19 Cultural Proficiency Continuum • Cultural Destructiveness: See the difference; Stomp It Out • Cultural Incapacity: See the difference; Make It Wrong • Cultural Blindness: Seethe difference; Act Like You Don’t • Cultural Pre-competence: See the difference; Respond To It Inappropriately • Cultural Competence: Accept and respect differences • Cultural Proficiency: Functions effectively in several different cultural contexts – know how to learn about culture L indse y, R., Ro be rts, L ., Campbe ll Jo ne s, F . (2005). T he c ulturally pro fic ie nt sc ho o l. An imple me ntatio n guide fo r sc ho o l le ade rs . T ho usand Oake s, CA: Co rwin Pre ss 20 Essential Elements of Cultural Proficiency • Assess culture . • Value diversity • Manage the dynamics of difference • Adapt to diversity • Institutionalize cultural knowledge 21 7

5/9/2018 The Primary Barriers to Cultural Proficiency Systemic Tension Conceptual Framework The Barr Barriers are the The Guid iding P Prin inciples are explicit or implicit demonstration of beliefs held demonstrations of core values by people who explicitly or and beliefs held by people, implicitly resist change and the foundation upon which the foster a sense of privilege and entitlement that inform approach is built, that inform Precompetence, Competence Destructiveness, Incapacity & & Proficiency Blindness 22 Moral Purpose • Fundamentally, “ moral purpose and sustained performance of organizations are mutually dependent ,” (page 28 Cultural Proficiency ). • Defined as: “acting with the intention of making a positive difference in the lives of all stakeholders, and society as a whole” (p. 3) Fullan, M. (2001). Leading in a culture of change . San Francisco: Jossey-Bass. 23 24 8

5/9/2018 Reflection Exercise Why do you do what you do in the district?  Express in terms of your underlying values, beliefs, and assumptions that guide your behaviors.  Share with table members and look for common language, beliefs, and behaviors. 25 Know Your Why • https://www.youtube.com/watch?v=LZe5y2D60YU 26 9