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

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Equity and Opportunity for Every Student Summit

Presenter: Maria Quail Education Director Maria.Quail@GenerationReady.com

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If If She She Onl Only Kne Knew Me Me

“…I “…I believe believe deep deeply ly t that we we canno nnot s solve lve t the c challeng allenges es

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• f
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tim time unl unless ss w we sol solve th them em tog together – – unl nles ess w we perfe perfect

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uni union by by understan understandin ing tha that we we may may have have di differ fferent nt s stories,

• ries,

but but we we ho hold ld common

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ho hopes; s; t that we we may may not not l look

• ok

th the same same and and may may not not be be fr from

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th the same same place, b but we all want t to m move i in t the same direction: tow toward a a bett better futur future f for

• ur
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ch chil ildren and and

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gr grandch andchildr ldren.” n.” Sena Senator Bar Barack O Obam ama

(Los A Angeles les T Times, mes, 2 2008) 08)

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5/9/2018 2

In Appreciation

• Dr. Randall Lindsey

and

• Dr. Raymond Terrell

What to Expect

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Reflection and dialogue are essential processes for individuals and

• rganizations engaged in a journey toward Cultural Proficiency.

Reflection Dialogue Activities

Intended Outcomes

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• Shared Priority
• Personal and Professional work
• View the Tools of Cultural Proficiency
• Leader as implementer of a culturally proficient

environment.

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What is Cultural Proficiency?

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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)

Cultural Proficiency an Inside Out Approach

An inside-out approach

• Is about being aware of how we – as individuals and as
• rganizations - 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
• ur lives

Cannot be mandated; it can be nurtured

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Cultural Proficiency

A way of being that enables both individuals and

• rganizations to respond effectively to people who differ

from them.

• Not an off-the-shelf program
• Use of specific tools
• Policies and practices

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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

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Share Your Perceptions:

How do you think your partner would respond?

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 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

“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

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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

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Dimension of You

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Choose a dimension that is important to you and share with table members.

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• How does your “fill in the blank” response

challenge common stereotypes?

• Where do stereotypes come from?
• How can we eliminate stereotypes?

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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

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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 (2nd e d.) Baltimo re : Bro o ke s. Pag e s 4-7

• 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

Guiding Principles

The Guiding Principles are the core values, the foundation upon which the approach is built

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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.

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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

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The Primary Barriers to Cultural Proficiency

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Systemic Tension Conceptual Framework

The Barr Barriers are the demonstration

• f

beliefs held by people who explicitly

• r

implicitly resist change and foster a sense

• f

privilege and entitlement that inform Destructiveness, Incapacity & Blindness The Guid iding P Prin inciples are explicit

• r

implicit demonstrations

• f

core values and beliefs held by people, the foundation upon which the approach is built, that inform Precompetence, Competence & Proficiency

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.

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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.

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• https://www.youtube.com/watch?v=LZe5y2D60YU

Know Your Why

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