Dmps Cp Guidance Handbook Final
-
Upload
dcleveland1706 -
Category
Documents
-
view
236 -
download
0
Transcript of Dmps Cp Guidance Handbook Final
-
8/16/2019 Dmps Cp Guidance Handbook Final
1/78
2016
DMPS District Wide
CULTURAL
PROFICIENCY FRAMEWORK
GUIDANCE HANDBOOK
-
8/16/2019 Dmps Cp Guidance Handbook Final
2/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
3/78
Think. Learn. Grow.
www.dmschools.org
MISSION STATEMENT The Des Moines Public Schools exist so that graduates possess the knowledge, skills, andabilities to be successful at the next stage of their lives.
VISION STATEMENT Des Moines Public Schools will be the model for urban education in the United States.
EQUITY STATEMENT It has long been a philosophical cornerstone of the Des Moines Community School District thatdiversity is a key component of a quality education. Young people are far better prepared for thefuture when they attend school in an educational setting that reflects society's diversity.
Diversity enriches the educational climate and strengthens the educational effectiveness of ourschools. All aspects of education are enhanced by different viewpoints and perspectives
introduced by economic, racial, and ethnic diversity.
We believe that it is in the best interests of the District to develop an employee culture reflective
of the greater society: doing so serves the student populations best and makes the greatest use ofavailable human resources. The world is ethnically and culturally diverse and students must be
equipped with a global perspective, which will allow them to interact with all people in varyingroles.
The Des Moines Community School District does not discriminate on the basis of race, color,
national origin, gender, disability, religion, creed, age (for employment), marital status (forprograms), sexual orientation, gender identity and socioeconomic status (for programs) in itseducational programs and its employment practices.
There is a grievance procedure for processing complaints of discrimination. If you havequestions or a grievance related to this policy, please contact Isaiah McGee, Equity Coordinator,2323 Grand Avenue, Des Moines, IA 50312; phone: 515-242-7662; email:
[email protected]. Complaints can also be directed to the Iowa Civil RightsCommission, 400 E. 14th Street, Des Moines, IA50319-1004, (515) 281-4121, or Region VII
Office for Civil Rights, Citigroup Center 500 W. Madison Street, Suite 1475 Chicago, IL 60661-4544
http://www.dmschools.org/http://www.dmschools.org/mailto:[email protected]:[email protected]:[email protected]://www.dmschools.org/http://www.dmschools.org/
-
8/16/2019 Dmps Cp Guidance Handbook Final
4/78
THIS PAGE LEFT INTENTIONALLY BLANK.
-
8/16/2019 Dmps Cp Guidance Handbook Final
5/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
6/78
THIS PAGE LEFT INTENTIONALLY BLANK.
-
8/16/2019 Dmps Cp Guidance Handbook Final
7/78
TABLE OF CONTENTS
I. INTRODUCTION__________________________________________________________
a. About this bookb. Rationale
c. Theory of action
II. COMPONENTS OF CULTURAL PROFICIENCY___________________________________
a. Cultural Proficiency Framework
1. The Guiding Principles
2. The Continuum
3. The Barriers
4. The Essential Elements
III. APPLIED ESSENTIAL ELEMENTS______________________________________________
a. DMPS Cultural Commitments
1. Assess Culture
2. Value Diversity
3. Manage the Dynamics of Difference
4. Adapt to Diversity
5. Institutionalize Cultural Knowledge
b. Culturally Proficient Professional Development
c. Frameworks
d. Implementation
IV. APPENDIX_______________________________________________________________
a. Figures and Tables
b. DMPS At-A-Glance
c. Cultural Proficiency Teams
d. Glossary
e. References and recommended reading
-
8/16/2019 Dmps Cp Guidance Handbook Final
8/78
THIS PAGE LEFT INTENTIONALLY BLANK.
-
8/16/2019 Dmps Cp Guidance Handbook Final
9/78
1
SECTION I
INTRODUCTION
The Des Moines Public
Schools exist so that
graduates possess the
knowledge, skills and abilities
to be successful at the next
stage of their lives.
-
8/16/2019 Dmps Cp Guidance Handbook Final
10/78
THIS PAGE LEFT INTENTIONALLY BLANK.
-
8/16/2019 Dmps Cp Guidance Handbook Final
11/78
I ABOUT THIS BOOK
3
In order to address ongoing disproportionate outcomes in an increasingly diverse studentpopulation, DMPS is engaged in a district-wide effort to speak with a common language and
understanding around Cultural Proficiency.
Cultural Proficiency is an inside-out approach to examining the practices and policies thataffect the varying cultures in a system. It requires a continuous self-assessment and growing
awareness of individuals as they relate to and within a diverse environment. It also requires thecontinuous examination of an organization’s practices and policies to ensure that diversity andinclusion are tenets of its framework.
This handbook is designed to support you and your colleagues in better understanding
and effectively applying the framework of cultural proficiency. It is a tool for creating a plan along with action steps for intervention and maintenance of a more accepting culture. This handbook ismeant to provide guidance and resources to support working through the impacts of a crisis within
the school, as well as creating intervention and maintenance plans outside of a crisis. This model
is community-based and relies on the participation and voices of the school community.
Research has pointed to the increasing promise of the effectiveness of Cultural
Proficiency in producing better student outcomes. Its purpose is to serve as one of manyresources, conversations, and training as part of a concerted effort to improve disproportionate
outcomes in student achievement, discipline, and program placement. Conversations aroundequity and culture can be difficult with undesirable outcomes often being misinterpreted as
intentional or even deliberate. However, neither this handbook nor the supplemental materialsare intended to promote this belief; instead, this handbook is designed to analyze why despitegood intentions, many urban districts deal with inequitable outcomes and how we can begin to
solve those problems, not overnight, but in methodical and deliberate ways.
This book has been designed to be used by both teachers and building leaders, withuseful tools and examples that include content considerations and handy tables
throughout. Utilize this handbook in planning meetings, school improvement planning,
coaching sessions, individual study, and professional development training.
The handbook is divided into four sections. The first two sections provide
a theoretical understanding of the Cultural Proficiency framework and include facilitationquestions for group usage in a professional development setting. The third section provides amore applied approach that can be used for specific coaching conversations, or school
improvement planning.
I. Introduction
An introduction to the handbook includes data about the District, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that willincorporate the growth mindset model.
II. The Components of Cultural Proficiency
A description of the framework of Cultural Proficiency, as adapted by DMPS, is dividedinto four parts: The Guiding Principles, The Continuum, The Barriers, and The EssentialElements. Included in each description of the components are practical examples that
help with understanding the concept, as well as considerations of how culturalproficiency ties into other primary district initiatives
-
8/16/2019 Dmps Cp Guidance Handbook Final
12/78
I ABOUT THIS BOOK INTRODUCTION
4
III. Applied Essential Elements A closer look at the Essential Elements of Cultural Proficiency allows the reader to review
specific concepts and ideas on how to ensure these elements are present in the classroomand school building. Included are brief descriptions of other equity frameworks and
implementation tools to support the work, available for download atequity.dmschools.org
IV. Appendix Includes rubrics, best practices, glossary, and a brief listing of research articles, books
and journals that support cultural proficiency.
Thank you for being a part of this important work. DMPS is committed to creating a
supportive equitable environment for its employees to best serve the diverse needs of our
student body.
For more information and downloadable templates and toolkits, please visit our websiteequity.dmschools.org
https://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.orghttp://equity.dmschools.org/http://equity.dmschools.org/http://equity.dmschools.org/https://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.org
-
8/16/2019 Dmps Cp Guidance Handbook Final
13/78
I RATIONALE
5
As a district, we exist so that graduates possess the knowledge, skills, and abilities to be
successful in the next stage of their lives. Implied in that mission is that ALL students who pass through
the halls of our more than sixty buildings will graduate—and when they do, they will have everything
they need to be productive members of society. Regulatory laws have made it clear that educationalexcellence and equity are obligations we must adhere to and our professional standards evaluate uson meeting those obligations.
This moral imperative is nothing new to DMPS. It is why many of us choose to work for Iowa’s
largest school district. Diversity was a philosophical cornerstone of this district long before we had a
majority of students of color in our student population. We boast hundreds of languages and dialects
spoken in the district and we see our percentage of English language learners is growing. The majority
of families we serve qualify for free or reduced-priced lunch, an indicator of low socioeconomic status.
We understand that all aspects of education are enhanced by different viewpoints and perspectivesintroduced by economic, racial and ethnic diversity. The plethora of different life experiences andcircumstances that walks through the doors every morning is what makes working at DMPS rewarding.
However, despite the best of intents, the cultural differences between our staff and our
students often leave many of us relying on invalid assumptions, beliefs, and attitudes based on limited
shared experiences with our students and their families. These different perspectives have often led toa lack of appropriate responses that impact student achievement. The academic achievement gaps for
a number of subpopulations persist. We continue to see students of color removed from classes and
suspended. There is an imbalance by race and ethnicity in our exceptional student categoriescompared to our general populations.
While many factors contribute to these disproportionate outcomes, we simply cannot regardthese outcomes as outside our control. Research suggests that the focus on student deficits prevent
school employees from examining the forces within their control that contribute to unequaleducational outcomes that often happen without ill intent. Many of our students of color have negative
interactions with employees whom they believe have limited knowledge of different cultural
backgrounds. Students often wish there was a broader understanding of culture that goes beyond food,music, or language.
Research is clear that the most effective intervention affecting student achievement is quality
teaching supported by strong building leadership. The strongest indicator of quality teaching andeffective leadership is engagement. A district with as much diverse life experience as we see requires
that students be engaged through their own environmental lens. Understanding the cultural diversityof students is linked to higher student engagement and academic success. Education systems better
serve students of color and other marginalized populations when they examine the impact culture has
on teaching and learning.
A more comprehensive understanding of culture and the ability to work effectively in cross-
cultural situations can play a critical role in helping to close the achievement gap, particularly with our
increasing diversity. Cultural Proficiency is a framework that examines the values, beliefs, policies and
practices of how people interact with varying cultures. As we continue to enhance skills and attitudesthat equip us to be more effective in relating to students in multicultural settings, we will make
instructional and assessment decisions that identify cultural differences as assets rather than deficitsor impediments. This will support DMPS in reaching our vision of being the model of urban education
in the United States, which starts by taking a closer look at and systematically addressing whereoutcomes do not always meet with our intentions of equipping all students for success.
-
8/16/2019 Dmps Cp Guidance Handbook Final
14/78
I THEORY OF ACTION
6
A theory of action links cause and effect. If a specific action is taken, then a particulareffect or result is expected. In this instance, the theory of action connects the behaviors of teachers
with the consequences of those behaviors – the learning and achievement of students.
DMPS has developed the following theory of action in order to address gaps in student
achievement:
If our goal is to ensure that students graduate and possess the knowledge,skills, and abilities for success at the next stage of their lives
And our challenge is that certain student populations aren’t reaching this
intended outcome
And research concludes that the most effective way to improve studentoutcomes is via a systemic approach where students are engaged through
their own environmental lenses
Then the utilization of a cultural proficiency framework will assist infostering an effective learning environment for students
By developing the capacity of school leaders and teachers to engage with,
create meaning for, and set high expectations for students of all culturalexperiences.
Figure 1.1 THE GOLDEN CIRCLE
WHY
HOW
WHAT
WHAT
Every organization on the planetknows WHAT they do.
School leaders and teachers engage with,
create meaning for, and set highexpectations for students of all cultural
experiences.
HOW
Some organizations know HOW
they do it.
DMPS will utilize a cultural proficiency
framework to foster an effective learning
environment.
WHY
Very few organizations know WHYthey do what they do. It is a purpose,
cause or belief.
DMPS graduates will possess theknowledge, skills, and abilities for success
at the next stage of their lives.
Simon Sinek, Inc. 2013
-
8/16/2019 Dmps Cp Guidance Handbook Final
15/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
16/78
NOTES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
-
8/16/2019 Dmps Cp Guidance Handbook Final
17/78
9
SECTION II
THE COMPONENTS
OF
CULTURAL PROFICIENCY
Cultural Proficiency is the
way a person or organization
effectively engages with and
plans for issues that arise in
diverse environments. It is a
paradigm shift from viewing
cultural differences as
problematic to learning how to
interact effectively with other
cultures. It focuses on learning
about oneself and recognizing
how one’s culture and identity
may affect others.
-
8/16/2019 Dmps Cp Guidance Handbook Final
18/78
THIS PAGE LEFT INTENTIONALLY BLANK.
-
8/16/2019 Dmps Cp Guidance Handbook Final
19/78
COMPONENTS OF CULTURAL PROFICIENCY
11
Cultural Proficiency is the way a person or organization effectively engages with and plansfor issues that arise in diverse environments. It is a paradigm shift from viewing culturaldifferences as problematic to learning how to interact effectively with other cultures. It focuses
on learning about oneself and recognizing how one’s culture and identity may affect others.
There are four components to the Cultural Proficiency framework (see page 11). Eachcomponent is numbered as follows:
1. The Guiding Principles
The underlying, core values of the approach.
2. The Continuum
The language to help describe how individual values and behaviors as well as
organizational policies and practices impact cross-cultural interactions.
3. The Barriers
The obstacles that undermine effective responses to the guiding principles of culture.
4. The Essential Elements
The behavioral standards for measuring, planning, and responding proficiently to the
guiding principles of culture.
These components are broken down in the following chapters. As you navigate the framework,
reference each chapter for a more in-depth understanding of each component. Keep in mind
that the objective of the framework is to learn the skills necessary to navigate and interacteffectively in a diverse environment.
-
8/16/2019 Dmps Cp Guidance Handbook Final
20/78
12
Figure 2.1 THE DMPS CULTURAL PROFICIENCY FRAMEWORK
Adapted from: Nuri-Robins, Lindsey, Lindsey, and Terrell. Culturally Proficient Instruction (3rd ed) Corwin 2012;
*Adapted from M.R Hammer Intercultural Development Inventory, 2012; Updated for DMPS use December, 2015
1. THE GUIDING PRINCIPLES – Core Values Regarding Culture
• Culture is a predominant force • People are served in varying degrees by the dominant culture
• There is diversity within and between cultures
• Every group has unique culturally-defined needs• People have personal identities and group identities
• Marginalized populations have to be at least bicultural
• Families are the primary systems of support • The diverse thought patterns of cultural groups influence how problems are defined and solved
• The absence of cultural competence anywhere is a threat to competent services everywhere
2. CULTURAL PROFICIENCY CONTINUUM
DESTRUCTION INTOLERANCE(INCAPACITY)
REDUCTION(BLINDNESS)
TOLERANCE(PRECOMPETENCE)
COMPETENCE PROFICIENCY
*DENIAL *POLARIZATION *MINIMIZATION *ACCEPTANCE *ADAPTATION *INTEGRATION
Eliminate differences
The elimination ofother people'scultures
Demean differences
Belief in thesuperiority ofone's culture &behavior thatdisempowersanother's culture
Dismiss differences
Acting as if thecultural differencesyou see do notmatter or notrecognizing thatthere aredifferences among& between cultures
Respond inadequately to the
dynamics ofdifference
Awareness ofthe limitations ofone's skills or anorganization'spractices wheninteracting withother culturalgroups
Engage withdifferences using
the essentialelements asstandards
Use the fiveessential elementsof culturalproficiency as thestandard forindividual behavior& organizationalpractices
Esteem & learn frodifferences as a
lifelong practice
Knowing how tolearn about & fromindividual &organizationalculture; interactineffectively in avariety of culturalenvironments
OPPOSITION TO DIVERSITY (MONOCULTURAL) TRANSFORMATION TOWARD EQUITY (INTERCULTURAL) MACRO AGGRESSIONS MICRO AGGRESSIONS CULTURAL RESPONSIVENESS
■ Focuses on “them” being problems ■ Tolerates, excludes, separates ■ Diversity is a problem to be solved ■ Prevent, mitigate, avoid cultural dissonance & conflict■ Stakeholders expect or help others assimilate ■ Information added to existing policies & procedures
■ Focuses on “us” and “our practices” ■ Esteems, respects, includes ■ Diversity and inclusion are goals to be attained■ Manage, leverage, facilitate conflict■ Stakeholders adapt to meet needs of others ■ Existing policies, procedures, practices examined and
adapted to changing environment
3. Reactive Behaviors, Shaped by the BARRIERS 4. Proactive Behaviors shaped by ESSENTIAL ELEMENTS
Unawareness of the Need to Adapt: Difficulty in
recognizing the need to make changes in response to diversity
within the environment
Resistance to Change: Hesitance to commit changes
in practices and perceptions influenced by culture Systems of Oppression & Privilege: Disparities
based in legal separation, cultural norms, and limited access
A Sense of Entitl ement: Beneficiaries of inequitable
privileges
Misuse & Abuse of Power & Privilege: Unequal
power dynamic that maintains the status quo
Assess Culture: The self-assessment of one’s own culture
its impact on the environment, and identifying the cultural
groups present in the system
Value Diversity: Develop an appreciation for the difference
among & between groups Manage the Dynamics of Difference: Learn to respond
appropriately to the issues that arise in diverse environments
Adapt to Divers it y: Modify and adopt new policies and
practices to support diversity and inclusion
Institutionalize Cultural Knowledge: Establish support,
build capacity, and display cultural changes in the organizatio
-
8/16/2019 Dmps Cp Guidance Handbook Final
21/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
22/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
23/78
II THE GUIDING PRINCIPLES COMPONENTS
15
People have personal identities and group identities.
The dignity of the individual is not guaranteed unless the dignity of the group is also preserved. 3 Although it is important to treat all people as individuals, it is also important to acknowledge that
individuals have group identities as well. Attempts to distance people from their group areoffensive because they deny that person’s identity with other members of that group. Making
negative comments or reinforcing stereotypes about a group insult its members. Thesemicroaggressions4 are subtle and are often dismissed as inconsequential or the targeted personcan be dismissed as “overly sensitive.”
Maurice is an openly gay, black student. He participates in LGBTQ
advocacy and is an active member of his church choir. Mauricerecognizes and affirms his identity as a gay male while maintaining the
connection with his religious and cultural heritage.
Marginalized populations have to be at least bicultural.
Members of the dominant culture often fail to recognize the requirements placed upon membersof marginalized communities5. English language learners, immigrant students, students frompoverty-stricken communities or marginalized ethnic groups must know the norms, values andexpectations of their own cultures while navigating and learning the expectations of the schoolculture. Success for the student is more likely when the system supports this dichotomy.Educators must be able to manage conflict that arises when the norms and expectations of theschool culture differ from that of students’ communities.
A student speaks formal English when addressing teachers and otherstaff at school, but code switches6 to African American Vernacular
English when socializing and connecting with some members and peersof their cultural community in order to feel a sense of belonging to both
groups.
Families are the primary system of support.
The institution of family has different configurations for different cultures—single parent, same-
sex parents, foster care, etc. The family, as defined by each culture, is the primary system ofsupport in the education of children. Pursuing meaningful partnerships between families and
schools will help to learn about the culture of the community, its challenges, and its positiveopportunities. Work with parents and guardians to understand economic, historical, and political
barriers that have impeded progress in school-community relations. Understanding barriers and
recognizing the positive aspects of the parents’ culture builds respect and trust.
3 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide forPeople Who Teach. Thousand Oaks, CA: Corwin Press. 4 Microaggressions: offensive practices or behaviors that are subtle and often treated as isolated incidents. Usuallydismissed as “inconsequential” or “overly sensitive” 5 Marginality: identifying with two groups but being rejected by both and relegated to the margins (see Other) 6 Code switch: alternating between two or more languages or language varieties, depending on the culturalexpectations of the group
-
8/16/2019 Dmps Cp Guidance Handbook Final
24/78
II THE GUIDING PRINCIPLES COMPONENTS
16
A student from an immigrant family may have a greater command ofthe culture of the school than their parents. Immigrant parents want tobe involved but may encounter barriers such as a difference in language,
conflicts with schedules, and the impact of district policies that may detertheir ability to participate in school activities.
The diverse thought patterns of cultural groups influence how problems are
defined and solved.
Family and community are defined by culture and serve as the primary point of intervention and
mechanism for support. They differ within groups as well as between groups. Family andcommunity priorities may differ from those of the school or classroom. Recognizing thesedifferences make it easier to engage in meaningful conversations with families and community
members.
A family that traditionally shows respect to authority figures is deeply
troubled when their student receives a suspension for advocating againstinjustices in the classroom. A family that historically values social justiceactivism supports their student’s advocacy against injustice andchallenges the suspension.
The absence of cultural competence anywhere is a threat to competentservices everywhere.
To create an environment that supports and fosters the achievement of all students, considereverything that affects that environment. These principles establish guidelines for engaging with
colleagues, students, and the communities from which the students come. Continuing to ignore
or deny the impact of culture will render all efforts towards equity7 as inadequate to the needs ofstudents and their communities.
If the United States had in recent years closed the achievement gapbetween black and Latino student performance and white student
performance had been similarly narrowed, GDP would have beenbetween $310 billion and $525 billion higher.8
7 Equity: recognizing that people are different and accommodating practices for equal outcomes: eliminatingsystematic barriers based on race, gender, economic status, etc. 8 McKinsey & Company, Social Sector Office. The Economic Impact of the Achievement Gap in America’s Schools.2009
-
8/16/2019 Dmps Cp Guidance Handbook Final
25/78
II THE GUIDING PRINCIPLES COMPONENTS
17
GROUP
DISCUSSION
Consider the ways culture is present in a classroom or building. Which guiding principles are the most prevalent? Which guiding principles need the most support?
NOTES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
-
8/16/2019 Dmps Cp Guidance Handbook Final
26/78
2. THE CONTINUUM
18
The Cultural Proficiency Continuum provides a context, or frame of reference, which can
describe organizations and individuals. Using the continuum to study singular events in theclassroom or organization helps to examine specific policies or behaviors. The range of pointsprovide starting places and benchmarks by which to assess progress and direction. Movement
along the continuum will not always be a fluid progression towards cultural proficiency, but may
create discussions that challenge accepted policies and practices.
Figure 2.2 THE CULTURAL PROFICIENCY CONTINUUM
Proficiency
Competence
Tolerance
Reduction
Intolerance
Destructiveness
On the lower end of the continuum are destructiveness, intolerance, and reduction. Thesepoints correlate with reactive behaviors1, indicative of the barriers to cultural proficiency. Atthe upper end of the continuum are tolerance, competence, and cultural proficiency. These
points correlate with proactive behaviors2, indicative of the essential elements that embodycultural proficiency.
1 Reactive behaviors: behaviors that resist growth and maintain an opposition to diversity 2 Proactive behaviors: behaviors that encourage growth and transformation towards equity
GROUP
DISCUSSION
Think of situations that have taken place in the classroom or building. Writedown poignant points, attitudes, and behaviors that led to a positive ornegative outcome.
-
8/16/2019 Dmps Cp Guidance Handbook Final
27/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
28/78
II THE CONTINUUM COMPONENTS
20
practice cultural reduction, they unintentionally contribute to the sense of invisibility experienced by marginalized groups.
A teacher that professes, “I treat all students the same” or “I don’t seecolor” creates a disconnect between the student, teacher, and behavior in
class. Certain student behavior is directly related to experiences in the
world that are characterized by the intersections of culture. A studentwith excessive absences may come from an immigrant community thatis the target of deportation threats and therefore struggles to succeed.
Cultural Tolerance
Cultural tolerance7 can’t understand the need for the development of attitudes and skills
necessary for responding to differences, and has not demonstrated a full commitment toadequately or appropriately responding to issues that arise from diversity. More information,assistance, and greater capacity can yield more effective cross-cultural communication.
A building wants to host a Culture Day to celebrate the richness anddiversity of its student population, and gives sole responsibility to its onlystaff member of color.
Cultural Competence
Cultural competence uses set of congruent behaviors, attitudes, and policies that come
together in a set that enables effective cross-cultural communication. This involves assessingculture, valuing diversity, managing the dynamics of difference, adapting to diversity, and
institutionalizing cultural knowledge. Practicing cultural competence requires a continual
observation of the self and the organization.
A P.E teacher considers the five Essential Elements in developing lesson plans and instructional strategies by asking these questions: What
cultures are present? Do I know and affirm the varying experiences andviews present in the classroom? How will I manage conflict when it
arises due to varying experiences? How will I meet the instructionalneeds of my most marginalized student populations?
Cultural Proficiency
Cultural proficiency focuses on learning about oneself and recognizing how one’s cultureand identity may affect others, relieving those who have been marginalized from the responsibilityof doing all of the adapting. It manifests in organizations and people who value culture; know how
to learn about individual and organizational cultures and interact effectively in diverseenvironments. Cultural proficiency is an ongoing and unfolding lifelong learning process that
recognizes that differences and similarities between cultures are important.
7 formerly cultural pre-competence
-
8/16/2019 Dmps Cp Guidance Handbook Final
29/78
II THE CONTINUUM COMPONENTS
21
The Des Moines Public School District has committed to building anethical and professional environment for effective cross-culturalcommunication and problem solving; to identifying values and behaviorthat influence the policies and practices of the buildings; to expressingindividual and organizational behaviors and practices that serve as a
framework for intentionally responding to the academic and social needs
of all cultural groups in the school and community; and to developing acoherent approach to educating all students in ways that honor and buildon who they are as individual members of complex and sometimescontradictory societies.
GROUP
DISCUSSION
Refer to the situations noted at the beginning of this section. Where do these scenarios fall on the continuum?If reactive, how can they be moved along the continuum?If proactive, how do they reflect cultural proficiency?
NOTES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
-
8/16/2019 Dmps Cp Guidance Handbook Final
30/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
31/78
II THE BARRIERS COMPONENTS
23
Systemic Oppression and Privilege
Oppression1 is best understood as a systemic issue. Over time, structures reinforced a set ofprivileges that remained exclusive to members of the dominant race2. These privileges3 have beeninherited by descendants of the dominant group, though members often remain completelyunaware that they benefit from systemic oppression. Members of non-dominant groups
experience alienation4
, marginalization, and discrimination5
through institutionalized practices(often considered cultural norms established by the dominant group) that go as far as racism6,sexism7, ableism8, and heterosexism9. Systemic practices are distinct from personal behaviors,however, the behaviors of the dominant group establish acceptable norms. Any group that doesnot align with these culturally accepted practices is often pushed to the margins and "othered."10
A Sense of Entitlement
Beneficiaries of inequitable privileges experience change towards equity and culturalproficiency as a loss. Without recognizing that they benefit from systems of oppression,
beneficiaries develop a resentment towards marginalized groups for receiving advantagespreviously exclusive to the dominant group. Developing an awareness of privileges and attitudesof entitlement is helpful when confronting and changing systemic inequities.
Misuse and Abuse of Power and Privilege
Power11 operates on both overt and invisible levels, which creates an unequal powerdynamic used to maintain the status quo of an organization or society. Systemic discriminatorypractices, policies, and behaviors interrupt both teaching and learning. Power dynamics12 arereflected in patterns of authority and resistance, struggles about expertise and experience, controlover access to knowledge, and the evaluation of student learning. Power is also reflected in thestructure and organization in the classroom, the style, and manner of conversations, preferredpatterns of classroom speaking, etc. When unconsciously misused or consciously abused, powerdynamics perpetuate marginalization, exclusion, disempowerment, and silencing.
1 Oppression: the systematic exclusion and/or disempowering of others on the basis of ethnicity, gender, language,physical and intellectual ability, race, religion, sexual orientation, class, etc. 2 Race: a political and social construct meant to divide humans according to physical traits and characteristics;historically used to justify the enslavement, extermination, and marginalization of specific groups of people 3 Privilege: the experience of freedoms, rights, benefits, advantages, access and/or opportunities based onmembership in a dominant group: often denied or withheld to members of non-dominant groups 4 Alienation: feeling out of place: not belonging to any group 5 Discrimination: the unfair treatment of individuals or groups on the basis of race, ethnic group, gender, religion,sexual orientation, physical or mental ability, etc., such that it prevents or limits access to opportunities, benefits, oradvantages available to other members of society 6 Racism: the belief in the superiority of one race over another; social, political, and/or economic power exhibited bya dominant race over another racial group. Prejudice + Power = Racism 7
Sexism: prejudice, stereotyping, or discrimination, historically against women, based on gender 8 Ableism: discrimination in favor of able-bodied people; prejudice against physical or mental handicaps 9 Heterosexism: discrimination or prejudice against homosexuals based on the belief in the superiority ofheterosexuality 10 Other: the marginalization of a person or group based on differences in dominant cultural norms 11 Power: influence or control through the acquisition of capital (political, social, financial and cultural) stock; physicalstrength12 Power dynamics: the relationship between groups in which one group dominates and defines the other groups anddetermines differential treatment as a result
-
8/16/2019 Dmps Cp Guidance Handbook Final
32/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
33/78
4. THE ESSENTIAL ELEMENTS
25
The essential elements serve as the standard with which to address differences and apply
culturally proficient practices. These practices are rooted in an Intercultural 1 lens that manifestsas Transformation toward Equity2:
Assess Culture: the self-assessment of one’s own culture and its impact on the
environment, and identifying the cultural groups present in a system
Value Diversity: develop an appreciation for the differences among and between
groups
Manage the Dynamics of Difference: learn to respond appropriately to the issues
that arise in diverse environments
Adapt to Diversity: modify and adopt new policies and practices to support diversity
and inclusion
Institutionalize Cultural Knowledge: establish support, build capacity, and
display cultural changes into the system of the organization
For a deeper look at how to apply these essential elements in practice, refer to the following
section, Applied Essential Elements.
1 Interculture: the inclusion and interaction of different cultural groups 2 Transformation toward Equity: the higher points on the Cultural Proficiency Continuum: Tolerance, Competence,Proficiency; see Proactive behaviors
-
8/16/2019 Dmps Cp Guidance Handbook Final
34/78
NOTES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
-
8/16/2019 Dmps Cp Guidance Handbook Final
35/78
27
SECTION III
APPLIED
ESSENTIAL
ELEMENTS
The Essential Elements of
Cultural Proficiency provide the
appropriate responses to
individual behavior and
organizational practices when
dealing with cultural differences.
This section will look deeper at
the essential elements and
include methods to aid in
organizational and practical
application.
Take the time to engage with the
tables and exercises. Make note
of the ones that would best serve
to facilitate transformation
according to classroom and
building needs.
-
8/16/2019 Dmps Cp Guidance Handbook Final
36/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
37/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
38/78
III ASSESS CULTURE
30
Assessing culture begins with the individual or organization first assessing their own culturein order to understand the impact it has in a variety of exchanges. This self-reflective and
consciousness-developing process serves to enable an understanding of where one’s cultureintersects with another in order to provide insight to perceptions and potential areas of conflict.
Figure 3.1 FOUR LAYERS OF DIVERSITY
*Internal Dimensions and External Dimensions are adapted from Marilyn
Loden and Judy Rosener, Workforce America! (Business One Irwin, 1991)
From Diverse Teams at Work, Gardenswartz & Rowe (2nd Edition,
SHRM, 2003)
In the classroom, taking the time to assess one’s own culture develops an awareness of how it
can affect the teaching style. Evaluate how classroom culture, instructional practices and
curriculum may actually be suited to the instructor’s own environmental lens rather than thestudents’. It is important to appreciate and understand the complexity of a diverse classroomenvironment (cultures, attitudes, behaviors, habits, feelings, actions, needs) to develop anddemonstrate instructional strategies that support those differences.
Individual : By developing a deepened understanding of the relationship betweenknowledge of one’s culture and appropriate responses to differences, an individual recognizes
how culture is expressed through their behaviors. When individuals know their own culturalnarrative, they are better able to manage differences and similarities effectively.
How do you describe your culture?
Do you know the heritage and meaning of your name?
How does your name reflect your personal history?
How do people respond when they see or hear your name for the first time?
What defines who you are as an instructor? How does this differ about what you want
others to know about you as a person?
What aspect of your culture are you comfortable sharing openly or does it require
invitation?
1. Personality: an individual’s likes and dislikes,
values, and beliefs. Shaped early in life and
influenced by 3 outer layers.
2. Internal dimensions: aspects of diversity over which
we have no personal control. Include the first things
that form assumptions and judgments: race and
gender.
3. External Dimensions: aspects that we have somecontrol over and change over time. Informs the basis
for decisions on career, work styles, and even
friendships.
4. Organizational Dimensions: aspects of culture
found in a work setting. Reveals issues of preferential
treatment and opportunities for development.
-
8/16/2019 Dmps Cp Guidance Handbook Final
39/78
III ASSESS CULTURE ESSENTIALELEMENTS
31
In what ways have you noticed that members of a similar culture react and relate to you
differently than members from another culture?
Organizational : Knowing about and understanding the culture of an organization will
enhance communication, conflict management, and enable effective interactions andinterventions that will aid in establishing diversity as a norm.
How do you learn the cultural expectations of the District and school?
How is the District as a whole supportive of learning?
How do employees of the District value and affirm colleagues from diverse cultures?
What do you share about your values and beliefs with colleagues? How do you choose to
share them?
What do you do to learn about the people in your school? How does that inform and
influence instructional and management practices?
Think of a time when you violated an unwritten rule. How did you know you had broken
the rule? How were you expected to know the rule?
Figure 3.2 CULTURAL ICEBERG
Beyond Culture (1976) by Edward T. Hall
People think of culture as the
observable characteristics of a group.
However, culture is deeper than these
surface components and is based on
complex ideas, attitudes, and values.
Deep Culture refers to a culture’s core
values. These learned ideas of good,right, desirable, and acceptable, differ
between cultural groups and are often
interpreted and incorporated in
unique ways. These underlying core
values manifest in use of language,
actions, laws, and communication
styles.
-
8/16/2019 Dmps Cp Guidance Handbook Final
40/78
III ASSESS CULTURE ESSENTIALELEMENTS
32
TABLE 3.3 QUESTIONS TO GUIDE TEACHERS’ SELF-REFLECTION ABOUT CULTURE1
Critical Questions Reflective Purpose and Significance
How does my culture
influence my works as aneducator with my students,especially my students ofcolor?
This question challenges you to reflect on the culture-based
privileges and/or the lack thereof that you experience insideand outside of the classroom. Then consider how yourculture connects with or diverges from your students toeither hinder or enable learning opportunities.
As an educator, what is theeffect of culture on mythinking, beliefs, actions,and decision-making?
This question challenges you to reflect on your conceptualand cognitive positions and positioning that may have beenhidden previously. Beliefs and ideas may become morevisible through such conscious deliberation. Then, connectyour cultural beliefs with your practices and think about howit shapes the kinds of examples you use to elucidate
curriculum content with students.
How do I, as an educator,situate myself in theeducation of s tudents, andhow do I negotiate thepower structure in my classto allow students to feel asense of worth regardless oftheir racial or culturalbackground?
With these questions comes reflection about therelationships between race, power, and actions. You arechallenged to think about whose voice matters in theclassroom and to recognize that students can feelmarginalized and insignificant when teachers do notrecognize the important contributions and assets that theypossess and bring into the classroom.
How do I situate andnegotiate students’knowledge, experiences,expertise, and backgroundwith my own?
This question challenges you to decide whether you arewilling to negotiate expertise and ways of knowing with yourstudents. Start by considering the important relationshipsbetween knowledge, experience, expertise, and culture.Then work to understand that you may need to learn fromyour students and others how to negotiate knowledge andexpertise in the classroom and how some groups ofstudents have been silenced because of their background.
1 Milner, H.R. (2010). S tart Where You Are, But Don’t Stay There. Cambridge, MA: Harvard Education Press.
-
8/16/2019 Dmps Cp Guidance Handbook Final
41/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
42/78
III MANAGE THE
DYNAMICS OF DIFFERENCE
34
When diversity is valued, it opens the door for a variety of perspectives and cultures to engage,
which unveils potential conflict rooted in differences. Managing the dynamics of difference is anecessary skill in developing healthy responses to conflict when cultures clash.
Many sources of conflict are rooted in power dynamics. When power is institutionalized, itcreates a hierarchy in the relationships between groups. Instructors exercise power bydetermining what is taught, how it is taught, how the learning will be assessed, where students
sit, when they can take breaks, etc. While there are circumstances in place that necessitate thepower of the instructor in a school environment, when misused or abused, power dynamics
undercut the need for effective communication and conflict management.
The following tables highlight some differences between groups. These can be used to assess the
cultures present and navigate the power dynamics that arise because of these differences.
Table 3.5 refers to problem solving for a solution in a conflict between groups or individuals.
Table 3.6 expresses the behavioral differences between members of minoritized groups and
dominant groups, and the impact of the power dynamics between the two. Table 3.7distinguishes between “Good” Leadership and Social Justice Leadership and can be used by
individuals who want to enhance and strengthen equitable practices.
Table 3.5 CULTURALLY PROFICIENT CONFLICT MANAGEMENT STRATEGIES1:
1. Get the facts Determine what the facts actually are
2. Clarify values Distinguish shared core values from strong opinions
3. Check perspectives Separate perceptions from facts. Ask questions to gain insight to
the other person’s perception.
4. Adjust to personalities
and methods
Understand different communication styles and methods of
resolution; then, adjust appropriately to focus on the issue
5. Seek to understand
cultural differences
Collaborate on an understanding of the differences creating
conflict and seek to work toward mutually acceptable goals.
1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
People Who Teach. Thousand Oaks, CA: Corwin Press.
-
8/16/2019 Dmps Cp Guidance Handbook Final
43/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
44/78
III MANAGE THE ESSENTIAL ELEMENTS
DYNAMICS OF DIFFERENCE
36
Scanlan, M & Theoharis. G. (2015). Leadership for Increasingly Diverse Schools. New York, NY: Routledge.
Table 3.7 DISTINCTIONS BETWEEN A “GOOD” LEADER AND A SOCIAL JUSTICE LEADER
“Good” Leader Social Justice Leader
Works with sub-publicsto connect withcommunity
Places significant value on diversity and extends cultural respectand understanding of that diversity
Speaks of success for allchildren
Ends separate and pull-out programs that block both emotionaland academic success for marginalized children
Supports variety ofprograms for diverselearners
Strengthens core teaching and curriculum and ensures thatdiverse students have access to that core
Facilitates professionaldevelopment in bestpractice
Embeds that professional development in collaborative structuresand a context that ties to make sense of race, class, gender,sexuality, and disability
Builds collective vision ofa great school
Knows that a school cannot be great until the students with thegreatest struggles are given the same rich academic,extracurricular, and social opportunities as those enjoyed by theirmore privileged peers
Empowers staff andworks collaboratively
Brings a personal vision of every child’s being successful, butcollaboratively addresses the problems of how to achieve thatsuccess
Networks and buildsalliances with keystakeholders
Builds and leads coalitions by bringing together various groups ofpeople to further agenda (families, community organizations, staff,students) and seeks out other activist administrators who can and
will sustain her/him
Acts as a positiveambassador for theschool
Builds a climate in which families, staff, and students belong andfeel welcome
Uses data to understandrealities of the school
Sees all data through a lens of equity
Understands childrenhave individual needs
Knows that building community, collaboration, and differentiationare tools for ensuring that all students achieve success together
Engages in schoolimprovement with avariety of stakeholders
Combines structures that promote inclusion and access toimproved teaching and curriculum within a climate of belonging
Works long and hard tocreate a great school
Beyond working hard, becomes intertwined with the school’ssuccess and life
-
8/16/2019 Dmps Cp Guidance Handbook Final
45/78
III ADAPT TO DIVERSITY
37
Becoming culturally proficient requires permanent changes in values and behaviors that reflectthe adaptation between diverse groups of people. This requires a deep examination of values,
biases, and behaviors while being vigilant for overt and subtle forms of discrimination inpractices.
Adaptations to diversity are easier to see at the organizational level of a school than inside a
classroom. Consider the following1:
Instructional materials
How are instructional materials relevant to the varying experiences of
the students?
Teaching style
How are instructional strategies supportive of cultural differences?
Awareness of student response to instructional material
How are students responding and engaging with the material? In
circumstances where engagement and understanding is low, is there an
overuse or inappropriate use of power hidden in the lesson plan?
Facilitating conversations with students
What voices are dominant in conversations? What voices might reflect a
different point of view?
Mediating conflicts
What values are being supported? Where do those values come from?
Are other values being minimized?
Taking advantage of teachable moments
How often are conversations marked by candor and compassion?
Developing a pedagogy that embraces diversity is a crucial step in adapting to the differencespresent in a classroom or building. The following table displays the impact of a diversity
pedagogy as experienced through the development of social interactions and interpersonalrelationships.
1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide forPeople Who Teach. Thousand Oaks, CA: Corwin Press.
-
8/16/2019 Dmps Cp Guidance Handbook Final
46/78
III ADAPT TO DIVERSITY ESSENTIALELEMENTS
38
Table 3.8 DIVERSITY PEDAGOGY: SOCIAL INTERACTIONS/INTERPERSONALRELATIONSHIPS
Social Interactions: Public and sharedcontact or communication in dyad or group
settings that provide participantsopportunities to evaluate, exchange, andshare resources.
Interpersonal Relationships : Familiar socialassociations among two or more individuals
involving reciprocity and variable degrees oftrust, support, companionship, duration, andintimacy.
Teacher Pedagogical Behaviors Student Cultural Displays
Creates multiple opportunities for students toexperience different social interactions
Honors students’ right to select
friends.
Provides classroom events to help
students develop peer relationships,
friendships, and a sense of social
belonging and group affiliation with
individuals and groups sharing
common attributes and with other
diverse individuals and groups.
Encourages, facilitates, and provides
opportunities for students to interact
socially with others in multiple diverse
settings.
Promotes the skills students need to functionas contributing members of own and othersocial groups, ethnic communities, and ascitizens of a pluralistic national and worldsociety
Understands the difference between
cooperative and collaborative group
skills and teaches related skills.
Provides opportunities for students to
develop leadership skills and
responsible group participation.
Demonstrations of social and culturalcompetence in diverse school settings
Initiates, maintains, and sustains
friendships
Shows behaviors promoting
respectful, responsible participation in
multiple cultural, academic and
recreational classroom events with
individuals and groups sharing
common attributes and with other
diverse individuals and groups.
Accepts, initiates, and sustains same-
race, same-gender, as well as cross-
race and cross-gender peer
acceptance.
Expressions of developing social skillsneeded as a contributing member of own andother social groups and ethnic communitiesand as a citizen of a pluralistic national andworld society
Interacts comfortably and responsibly
in pairs, small group, and whole group
in both classroom and school settings.
Exhibits growth in leadership and
group negotiation skills.
Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
-
8/16/2019 Dmps Cp Guidance Handbook Final
47/78
III INSTITUTIONALIZE
CULTURAL KNOWLEDGE
39
Institutionalizing cultural knowledge involves the process of teaching and learning about other
cultures, including that of the organization. It also involves learning how people experiencethose cultures and adapt to those differences.
Continuous examination of the organization’s policies and practices provide an ongoingopportunity to understand its culture and the culture of the people in it, allowing for culturally
proficient strategies and behaviors to be practiced consistently.
ENGAGEMENT THROUGH DOUBLE-LOOP LEARNING1
1. Study culture, individually and organizationally.2. Identify problems and alternative solutions.
3. Select alternatives based on the shared core values and beliefs of the organization.4. Implement and monitor solutions.
5. Gather data and compare with shared core values.
6. Modify solutions as needed and develop a high value for data-driven strategies and benchmarks aligned with shared core values.
The following are considerations to improve the effective engagement in a diverse schoolsetting2:
Learn about and understand students’ daily experiences within the context of their own
community.
Include the lives of the students within the scope of instruction. Encourage relatability
between students’ lives outside of the classroom and what they do or learn in the
classroom.
Engage in strategic, systematic training on culturally responsive3 behaviors. Develop a
consistent mentoring or coaching process with colleagues around cultural competence4.
Advance and support methods of professional development that prepare for the
facilitation of classroom discussions involving cultural differences.
Research best practice methods for integration of cultural issues (bias, injustice) within
the classroom.
Be comfortable fielding questions around culture even if solid answers are unknown.
Acknowledge mistakes, learn from mistakes, and actively evolve with actions that are
more effective.
1 Double-Loop Learning. Adapted from Chris Argyris, Overcoming Organizational Defenses. Boston:
Allyn & Bacon, 1990 2 Culturally Proficient Instruction, Lindsey, Lindsey, Nuri-Robins, Terrell, Corwin, 2012 3 The ability to learn from and relate respectfully with people of your own culture as well as those fromother cultures 4 A set of congruent behaviors, attitudes, and policies that come together to enable effective cross-
cultural communication between different groups of people.
-
8/16/2019 Dmps Cp Guidance Handbook Final
48/78
III INSTITUTIONALIZE CULTURAL KNOWLEDGE ESSENTIALELEMENTS
40
1 Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
Table 3.9 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-REGULATED LEARNING1
Culturally Safe Classroom Context: Aclassroom environment where students feel
emotionally secure; psychologicallyconsistent; and culturally, linguistically,academically, socially, and physicallycomfortable, both as individuals andmembers of the groups to which they belong.
Self-Regulated Learning: Demonstrations ofthe self-initiated, managed, directed,
contained, and restrained conduct required tomeet self-determined personal and groupgoals, to adapt to established classroomstandards, and to maintain self-dignity.
Teacher Pedagogical Behaviors Student Cultural Displays
Creates culturally inclusive, emotionally secure,academically rich, and comfortable spaceswhere students develop ownership andresponsibility for their cultural, academic, andsocial behavior:
Identifies the cultural nuances present instudent behavior and adapts contextual
element accordingly.
Observes how the physical and emotional
classroom context is experienced by
diverse students and makes necessary
changes.
Promotes self-control in classroom
management decisions and disciplinary
actions.
Is aware of personal style of authority
Views self equally responsible for
classroom disruptions and order.
Establishes culturally balanced
participation structures.
Signs of acquiring knowledge and developingskills to self-monitor, direct, guide, and controlcultural, social, and academic behavior in theclassroom where space and resources areshared:
Sets and meets personal conductstandards and classroom norms while
maintaining ethnic integrity.
Adapts individual and group behavior to
situational and contextual classroom
events and conditions and sustains
cultural norms.
Takes responsibility for personal and
group actions and respects teacher
behavioral expectations.
Monitors behavior and sets goals.
Takes responsibility for own actions and
responds responsibly with classroom
rules.
Understands and cooperates with
teacher ’s academic expectations.
-
8/16/2019 Dmps Cp Guidance Handbook Final
49/78
III INSTITUTIONALIZE CULTURAL KNOWLEDGE ESSENTIALELEMENTS
41
1Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
Table 3.10 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-REGULATED LEARNING1
Culturally Safe Classroom Context: Aclassroom environment where students feel
emotionally secure; psychologicallyconsistent; and culturally, linguistically,academically, socially, and physicallycomfortable, both as individuals andmembers of the groups to which they belong.
Self-Regulated Learning: Demonstrations ofthe self-initiated, managed, directed,
contained, and restrained conduct required tomeet self-determined personal and groupgoals, to adapt to established classroomstandards, and to maintain self-dignity.
Teacher Pedagogical Behaviors Student Cultural Displays
Recognizes, acknowledges, and responds to
students’ culturally diverse displays of
knowledge, initiative, perseverance, and
competence as individuals and as members of
particular groups:
Observes and identifies diverse patterns
of competency and acknowledges cultural
factors when judging behavior as
appropriate or inappropriate.
Allows students to make and to learn from
mistakes.
Is aware of the students’ social, cultural,
and academic classroom interactions.
Recognizes and evaluates group
achievement as well as individual efforts.
Acquires classroom management skills
and instructional strategies that help
students practice self-control.
Understands the reciprocal teacher-
student interpersonal process involved
when making disciplinary decisions.
Manifestations of behaviors indicating ability to
internalize and self-monitor personal, cultural,
social, and academic decisions to advance
cultural, academic, and social growth:
Uses particular strategies and resources
to compare individual and group
performance with expected social and
academic outcomes.
Is able to take risks and learn from
mistakes.
Negotiates effectively and handles
obstacles in diverse cultural situations.
Anticipates competence and monitors
social and academic choices. Directs motivational elements, examines
why one acts in certain ways, and
engages in self-evaluation.
Controls feelings generated by behavioral
choices, balances conflicting goals, and
evaluates consequences to choices.
-
8/16/2019 Dmps Cp Guidance Handbook Final
50/78
III INSTITUTIONALIZE CULTURAL KNOWLEDGE ESSENTIALELEMENTS
42
Table 3.11 SUMMARY OF BEST PRACTICES TO ADDRESS OPPORTUNITY GAPS
Milner, H.R. (2010). Start Where You Are, But Don’t Stay There. Cambridge, MA: Harvard Education Press
1. Dealt with the presence ofrace and culture:
Teachers rejected color-blind, culture-blind, and diversity-blind ideologies. They sawthemselves and their students as racial and cultural beings and used that knowledge inworking with students and in teaching them.
2. Perceived teaching as
mission andresponsibility:
Teachers cared deeply about their students and developed mission-minded approachesthat allowed students to reach their potential. They saw teaching as their calling and tookit personally when students did not succeed academically.
3. Developed criticalconsciousness:
Teachers critiqued the knowledge and information available. They consciously fought
against injustice; they spoke out against inequity both inside and outside of theclassroom and empowered students to do the same.
4. Rejected deficit notions:
Teachers concentrated on the assets that the students brought into the classroom andbuilt on those assets in the learning contexts. They also understood their own assets asteachers and used those as a foundation to bridge opportunity gaps in the classroom.
5. Did more with fewerresources
Teachers did not allow what they did not have to hinder their efforts, goals, and visionsfor their students. They did whatever it took to succeed and for their students tosucceed; they never gave up, even when resources were scarce.
6. Understood equity inpractice:
Teachers understood the difference between equality and equity. They worked to meetthe needs of individual students and realized that their curriculum and instruction mightnot be exactly that same among all students at all times but would depend on theparticular needs of each student.
7. Built and sustainedrelationships:
Teachers understood that students needed to get to know them and that they neededto get to know their students. They saw their teaching as members of a family affair andviewed their students as their own family. In other words, they in “other mothering” and“other fathering”.
8. Understood powerstructures amongstudents:
Teachers understood that there were power structures among the students. Theyrecruited popular students to embrace the vision of learning and engagement in theclassroom in order to get other students engaged and motivated to learn.
9. Understood the self inrelation to others:
Teachers assembled knowledge and understood points of intersection andconvergence between themselves and their students. They used this knowledge andunderstanding to build and sustain relationships in the classroom.
10. Granted students entryinto teachers’ world :
Teachers allow ed students to learn things about them and made connections todemonstrate the commonalities that existed between students and teachers. Theyshared stories with their students and allowed them to share theirs in order to buildcommunity, collective knowledge, and points of reference.
11. Conceived of school as acommunity with family:
Teachers conceived of school as a community that was established by all those in theenvironment. They allowed students to have voice and perspectives in how thecommunity would be defined. Teachers respected and cared about those in thecommunity as if they were family members
12. Stressed the value andimportance of learning:
Teachers explicitly conveyed the importance and value of education and learning tostudents. They helped students understand and embrace the reality that one can besmart and intelligent and, at the same time, cool and hip.
13. Immersed themselves instudents’ lifeworlds:
Teachers attempted to understand what it meant to live in the world of their studentsthrough music, sports, film, and pop culture. They incorporated this knowledge andunderstanding into the learning opportunities in the classroom.
14. Incorporated pop culture:
Teachers understood the multiple layers of popular culture that students wereinterested in outside of school. They incorporated this understanding in developingrelevant and responsive lessons for students.
-
8/16/2019 Dmps Cp Guidance Handbook Final
51/78
III INSTITUTIONALIZE CULTURAL KNOWLEDGE ESSENTIALELEMENTS
43
GROUP
DISCUSSION
How have you seen these five essential elements displayed in your buildingor classroom?How can the utilization of these essential elements be used to enhancestudent hope, engagement, and well-being?
NOTES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
-
8/16/2019 Dmps Cp Guidance Handbook Final
52/78
-
8/16/2019 Dmps Cp Guidance Handbook Final
53/78
III PROFESSIONAL DEVELOPMENT ESSENTIALELEMENTS
45
APPLIED TO DMPS CULTURAL COMMITMENTS
A. Equity of Access- ( Adapting to Diversity ) How does this training provide every student
with equitable access to a high quality curriculum, support, facilities and other educational
resources?
B. Equity Analysis- ( Assess Culture) Does this training review existing policies, programs
and procedures to ensure the promotion of equity?
C. Workforce Equity - (Managing the Dynamics of Difference) Does this training
actively reflect the diversity of the student body and ensure all students have access to high
quality instruction throughout their educational experience?
D. Professional Development- (Institutionalize Cultural Knowledge) How will this
training provide knowledge and skills for eliminating opportunity gaps and other disparities in
achievement?
E. Welcoming School Environments- ( Value Diversity ) How does this training create a
welcoming culture and inclusive environment that is reflective and supportive of the diversity of
the district’s student population, their families, and communities?
F. Partnerships- ( Adapt to Diversity ) Can this training include other partners who have
demonstrated culturally specific expertise – including families, government agencies, institutes
of higher learning, early childhood education organizations, community-based organizations,
businesses, and the community in general?
G. Multiple Pathways to Success- ( Value and Adapt to Diversity ) Does this training
provide knowledge that develops multiple pathways to success in order to meet the needs of the
diverse student body, and shall actively encourage, support and expect high academicachievement for all students?
Adapted from Ensuring Educational and Racial Equity, Seattle Public Schools, Council of Great City Schools, 2012
-
8/16/2019 Dmps Cp Guidance Handbook Final
54/78
III FRAMEWORKS ESSENTIALELEMENTS
46
Frameworks provide underlying ideas, guiding principles, and common agreements as aids tocultivating an equitable environment. Utilizing frameworks effectively can resolve issues
stemming from
the lack of common direction or shared sense of reality
the lack of agreement about the cause of racial and other disparities
the lack of skills to talk about race the lack of skills to analyze systems
the lack of leadership as an intervention to the systems
Refer to these frameworks as aids to navigating through the intersections of cultures.
1. Courageous Conversations Protocol (Conflict)
Glenn E. Singleton’s framework is used to facilitate and navigate conversations
emanating from conflict between cultural groups.
2. Equity Literacy (Poverty)Paul C. Gorski describes abilities and principles that aid in managing and understanding
poverty as it relates to inequity.
3. Multicultural Education (Curriculum)
James A. Banks delivered this model as a tool to implement diversity into classroom
curricula.
4. Biography-Driven Culturally Responsive Teaching (ELL)Socorro Herrera describes a teaching method for culturally and linguistically diverse
students through the engagement of student’s lives and personal narratives.
5. Intercultural Development Continuum
Used to measure intercultural competence, this continuum is used to describe personal
behaviors that lead to the development of a culturally integrated identity.
FOR MORE INFORMATION on each framework and the essential element that it can be
used in conjunction with to develop culturally proficient classroom and behavioral practices,
visit equity.dmschools.org/supplement.
http://equity.dmschools.org/courageous-conversations.htmlhttp://equity.dmschools.org/courageous-conversations.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/intercultural-development-continuum.htmlhttp://equity.dmschools.org/intercultural-development-continuum.htmlhttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttp://equity.dmschools.org/intercultural-development-continuum.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/courageous-conversations.html
-
8/16/2019 Dmps Cp Guidance Handbook Final
55/78
III CULTURAL PROFICIENCY ESSENTIAL
IMPLEMENTATION TOOLKIT ELEMENTS
47
This handbook was designed with the intention of taking the reader through an educational
process that would assist in the development of an awareness of the need for culturalproficiency.
The Cultural Proficiency Implementation Toolkit presents tools to sculpt a personal,interpersonal, and organizational cultural assessment to support the development of culturally
proficient practices in the classroom and building.
Use the following tools to elicit discussions and reveal insights to the school community thataddress issues of equity:
1. Personal Cultural Profile Everyone has a culture. Reflect on your identity in terms of race, gender, class, sexuality,
and religion. This profile considers the relationship between your personal culture and
that of the dominant group. This is a critical first step in managing, valuing, andadapting inclusive practices and policies. How does your identity cultivate power and
privilege?
2. Color Arc/Privilege Walk
Consider the benefits of inherited privileges. This exercise allows you to see and
recognize the impact that culture has on individuals within a system. Best done in a
group (PLC, BLT, class, etc.), this activity is intended to highlight the invisible ways that
privilege influences behaviors, perceptions, and experiences.
3. Equity Data Collection
Conduct a data dive into a school’s demographics and analyze the results as a window tothe needs of the student body. Though exhaustive, this exercise will help identify the
areas that reveal patterns of inequity as beginning points for transformative work.
4. Equity Walk Sharpen and focus the instructional leadership lens and allow the gathering of
observational data to confirm or challenge assumptions regarding school improvement
and equity in the building(s).
5. Culturally Responsive Interventions
Describes real, in-class scenarios that represent barriers to learning and includesmethods of resolution based on the Cultural Proficiency framework.
FOR MORE INFORMATION and downloadable templates to assess and develop culturally
proficient classroom and behavioral practices, visit equity.dmschools.org/implement.
http://equity.dmschools.org/personal-cultural-profile.htmlhttp://equity.dmschools.org/personal-cultural-profile.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/personal-cultural-profile.html
-
8/16/2019 Dmps Cp Guidance Handbook Final
56/78
III CULTURALLY RESPONSIVE ESSENTIAL
INTERVENTIONS ELEMENTS
48
Culturally Responsive Interventions1 are the culmination of the Implementation Toolkit. They
should be conducted after the Cultural Profile, Implicit Association Test, Color Arc, Equity Data
Collection, and Equity Walk. This is to ensure that the participants are prepared with theknowledge and disposi