1 Cultural Proficiency Tools for School Leaders

2 Your Facilitators Kikanza Nuri Robins, EdD Kikanza Nuri Robins, EdD Principal, The Robins Group Principal, The Robins Group Randall B. Lindsey, PhD Randall B. Lindsey, PhD Interim Dean, California Lutheran University Interim Dean, California Lutheran University Associate, The Robins Group Associate, The Robins Group Co-Authors of the Cultural Proficiency books (Corwin Press) Co-Authors of the Cultural Proficiency books (Corwin Press)

3 Cultural Proficiency A mind set; a way of being A mind set; a way of being The use of specific tools The use of specific tools Policies and practices within organizations Policies and practices within organizations Values and behaviors of individuals Values and behaviors of individuals The gift of Terry Cross The gift of Terry Cross A Culturally Competent System of Care, 1989 A Culturally Competent System of Care, 1989

4 An Inside-Out Approach Tied to your core values Tied to your core values Using your organizational structure and systems Using your organizational structure and systems Described with your language Described with your language Building on your organizational norms and traditions Building on your organizational norms and traditions Infused, transformed, and bolstered with the tools of Cultural Proficiency Infused, transformed, and bolstered with the tools of Cultural Proficiency

5 Cultural Proficiency Helps To create learning communities among and between educators and students To create learning communities among and between educators and students To align your values and educational philosophies with your daily practices To align your values and educational philosophies with your daily practices

6 A Moral Frame for Teaching A commitment to practice in an exemplary way A commitment to practice in an exemplary way A commitment to practice toward valued societal ends A commitment to practice toward valued societal ends A commitment not only to one’s own practice, but to the practice itself A commitment not only to one’s own practice, but to the practice itself A commitment to sharing knowledge and skills with other professionals A commitment to sharing knowledge and skills with other professionals A commitment to the ethic of caring A commitment to the ethic of caring Sergiovanni, 1994

7 Activity Why am I an educator? What do I stand for as an educational leader? What do I stand for as an educational leader? What difference do I make now? What difference do I make now? What legacy do I want to leave? What legacy do I want to leave? Why do I want to become culturally proficient? Why do I want to become culturally proficient?

8 Education in and for Democracy The best case for public education has always been that it is a common good. The best case for public education has always been that it is a common good. As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past. As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past. Michael Fullan, The Moral Imperative of School Leadership

9 Major Equity Events Mendez vs. Westminster Mendez vs. Westminster Brown vs. Topeka Board of Education Brown vs. Topeka Board of Education School desegregation cases School desegregation cases Public School Accountability Act Public School Accountability Act No Child Left Behind No Child Left Behind

10 The Tools of Cultural Proficiency The Continuum The Continuum Language for describing both healthy and non-productive policies, practices and individual behaviors Language for describing both healthy and non-productive policies, practices and individual behaviors The Essential Elements The Essential Elements Behavioral standards for measuring, and planning for, growth toward cultural proficiency Behavioral standards for measuring, and planning for, growth toward cultural proficiency The Barriers The Barriers Caveats that assist in responding effectively to resistance to change Caveats that assist in responding effectively to resistance to change The Guiding Principles The Guiding Principles Underlying values of the approach Underlying values of the approach

11 The Continuum There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences. Cultural destructiveness Cultural destructiveness Cultural incapacity Cultural incapacity Cultural blindness Cultural blindness Cultural pre-competence Cultural pre-competence Cultural competence Cultural competence Cultural proficiency Cultural proficiency

12 The Power of Context It is not the heroic actions of tackling complex societal problems that count; instead, “the power of context says that what really matters is the little things.” Fullan 2003

13 Activity Words often used to describe some groups and implied terms for others Inferior Inferior Culturally deprived Culturally deprived Culturally disadvantaged Culturally disadvantaged Deficient Deficient Different Different Diverse Diverse Third world Third world Minority Minority Underclass Underclass Poor Poor Unskilled workers Unskilled workers Superior Superior Privileged Privileged Advantaged Advantaged Normal Normal Similar Similar Uniform Uniform First world First world Majority Majority Upper class Upper class Middle class Middle class Leaders Leaders

14 Activity Examples along the Continuum Examples along the Continuum Reflect on comments you have heard, situations you have experienced, and events you have observed Reflect on comments you have heard, situations you have experienced, and events you have observed Where would you place them on the continuum? Where would you place them on the continuum?

15 Research-Based Pedagogy for Narrowing the Achievement Gap Teachers have a clear sense of their own cultural identities. Teachers have a clear sense of their own cultural identities. Teachers communicate high expectations for learning and a belief that all students can succeed. Teachers communicate high expectations for learning and a belief that all students can succeed. Teachers are committed to achieving equity for all students and believe they are capable of making a difference in students’ learning. Teachers are committed to achieving equity for all students and believe they are capable of making a difference in students’ learning.

16 Narrowing the Gap, continued Teachers cease seeing students as the other. Teachers cease seeing students as the other. Teachers provide academically challenging curriculum that includes the development of higher-level cognitive skills. Teachers provide academically challenging curriculum that includes the development of higher-level cognitive skills. Teachers guide students to create meaning about content in interactive, collaborative environments. Teachers guide students to create meaning about content in interactive, collaborative environments.

17 Narrowing the Gap, continued Teachers provide learning tasks that students see as meaningful. Teachers provide learning tasks that students see as meaningful. Teachers provide a curriculum with multiple perspectives. Teachers provide a curriculum with multiple perspectives. Teachers scaffold new and challenging curriculum to existing student resources and knowledge. Teachers scaffold new and challenging curriculum to existing student resources and knowledge.

18 Narrowing the Gap, continued Teachers explicitly teach students to know and maintain a sense of ethno-cultural pride and identity. Teachers explicitly teach students to know and maintain a sense of ethno-cultural pride and identity. Teachers encourage parents and community to become partners in students' education. Teachers encourage parents and community to become partners in students' education. Parents are given a significant voice in making decisions related to school programs and resources. Parents are given a significant voice in making decisions related to school programs and resources. B. Williams, Closing the Achievement Gap, 2003

19 The Essential Elements The Essential Elements of cultural proficiency provide the standards for individual behavior and organizational practices 1. Assessing Culture Naming the differences 2. Valuing Diversity Claiming the differences

20 The Essential Elements (cont.) 3. Managing the Dynamics of Difference – Reframing the differences 4. Adapting to Diversity - Training about the differences 5. Institutionalizing Cultural Knowledge – Changing for differences

21 Activity Making Room at the Table Making Room at the Table Examine a few of the tables at which you sit. Examine a few of the tables at which you sit. How did you get there? How did you get there? Do you have a voice? Do you have a voice? How do you help or hinder others who want to sit at the table? How do you help or hinder others who want to sit at the table?

22 The Barriers The barriers to cultural proficiency are systemic privilege and resistance to change The presumption of entitlement The presumption of entitlement Systems of oppression Systems of oppression Unawareness of the need to adapt Unawareness of the need to adapt

23 Activity Examples of Barriers Examples of Barriers There are many barriers that are out of your control There are many barriers that are out of your control List some of the barriers that are within your sphere of influence List some of the barriers that are within your sphere of influence

24 Activity Telling Your Stories Telling Your Stories Select a term and tell your colleagues of a time when you experienced that social phenomenon Select a term and tell your colleagues of a time when you experienced that social phenomenon Listen for the emotional content of the story Listen for the emotional content of the story

25 The Guiding Principles The Guiding Principles are the core values, the foundation upon which the approach is built Culture is a predominant force Culture is a predominant force People are served in varying degrees by the dominant culture People are served in varying degrees by the dominant culture Acknowledge group identities Acknowledge group identities Diversity within cultures is important Diversity within cultures is important Respect unique cultural needs Respect unique cultural needs

26 Courageous Leadership There are many persons ready to do what is right because in their hearts they know it is right. But they hesitate, waiting for the other [one] to make the first move – and [the other], in turn, waits for you. The minute a person whose word means a great deal dares to take the openhearted and courageous way, many others follow. Marian Anderson, 1956

27 The Moral Imperative 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. 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

28 A Culturally Proficient Vision Equity will be a reality when children from minority racial, cultural, socio-economic, and linguistic backgrounds experience statistically similar rates of meeting high standards as do children from the majority culture. Bay Area Educational Equity Task Force