1. The School-Wide Cultural Competence Observation Checklist for Professional School Counselors An Assessment Tool for Leading Culturally and Linguistically Diverse Schools Judith A. Nelson, Ph.D. Rebecca M. Bustamante, Ph.D.

2. Objectives 1. Acquire a framework for understanding how school culture can integrate subcultures to enhance student achievement and promote positive school climate. 2. Learn how to assess school-wide cultural competence to inform strategic planning for continuous improvement of the Comprehensive Guidance Plan.

3. So what is Cultural Competence anyway? Ability of individuals and organizations to: Assess attitudes, values, and behavior toward diverse cultures. Assess attitudes, values, and behavior toward diverse cultures. Learn from the multiple cultural experiences and perspectives (“expert knowledge”) that people bring to situations. Learn from the multiple cultural experiences and perspectives (“expert knowledge”) that people bring to situations. Communicate effectively and appropriately with others who do not share the same culture, ethnicity, gender, etc. Communicate effectively and appropriately with others who do not share the same culture, ethnicity, gender, etc. Acknowledge inevitable intercultural conflicts and have proactive strategies in place to mediate conflict. Acknowledge inevitable intercultural conflicts and have proactive strategies in place to mediate conflict.

4. The Cultural Proficiency Continuum Cultural DestructivenessCultural BlindnessCultural Competence Cultural IncapacityCultural Pre-competenceCultural Proficiency

5. …A framework for individual and organizational change that enables people and organizations to interact effectively in culturally diverse environments. (Lindsey, Robins, & Terrell, 2003) Cultural Proficiency is…

6. What is Culture?

7. Individuals and organizations are defined by culture. Culture involves values, beliefs, and behaviors which are passed through generations and shared by a group. Culture is informed by race, ethnicity, region, nationality, and other factors such as gender, age, sexual orientation, and physical ability. What do we mean by “Culture?”

8. Guiding Principles of Cultural Proficiency  Culture is a predominant force (You cannot NOT have culture)  We all have personal and group identities.  There is significant diversity WITHIN cultures.  The dominant culture serves people in varying ways.  Individuals and groups have unique needs. (Lindsey, Robins, & Terrell, 2003)

9. What a culturally competent school is NOT…… A program A program A curriculum A curriculum A one-time training A one-time training

10. So what is Cultural Competence anyway? Ability of individuals and organizations to: Assess attitudes, values, and behavior toward diverse cultures. Assess attitudes, values, and behavior toward diverse cultures. Learn from the multiple cultural experiences and perspectives (“expert knowledge”) that people bring to situations. Learn from the multiple cultural experiences and perspectives (“expert knowledge”) that people bring to situations. Communicate effectively and appropriately with others who do not share the same culture, ethnicity, gender, etc. Communicate effectively and appropriately with others who do not share the same culture, ethnicity, gender, etc. Acknowledge inevitable intercultural conflicts and have proactive strategies in place to mediate conflict. Acknowledge inevitable intercultural conflicts and have proactive strategies in place to mediate conflict.

11. Cultural competence is….. A WAY OF BEING A WAY OF BEING A WAY OF OPERATING A WAY OF OPERATING A FRAMEWORK FOR CONTINUOUS IMPROVEMENT in the way we learn and interact with others A FRAMEWORK FOR CONTINUOUS IMPROVEMENT in the way we learn and interact with others

12. Transformation REACTIVE: Tolerance for mandated equity Transformation for Desired Equity PROACTIVE: Transformation for Desired Equity Focuses on “them” being problems. Focuses on “them” being problems. Tolerates, excludes, separates. Tolerates, excludes, separates. Diversity is a problem to be solved. Diversity is a problem to be solved. Prevent, ignore, avoid conflict. Prevent, ignore, avoid conflict. Information is only added to existing policies and procedures. Information is only added to existing policies and procedures.   Focuses on “us” and “our “ practices.   Esteems, respects, includes.   Diversity and inclusion are goals.   Manage, leverage, facilitate conflict.   Stakeholders adapt to others’ needs.   Existing policies and practices adapted to the changing needs of the environment. From: Principal Leadership (Robins, et al, 2007)

13. What does the idea of Cultural Competence do for schools? Provides a framework for schools to approach the challenges and opportunities of diversity. Provides a framework for schools to approach the challenges and opportunities of diversity. Includes the adoption of policies, programs, and practices that enhance a school’s ability to be responsive to the unique cultural characteristics of its students, teachers, parents, and the outer community. Includes the adoption of policies, programs, and practices that enhance a school’s ability to be responsive to the unique cultural characteristics of its students, teachers, parents, and the outer community. Is a developmental learning process that involves assessment of school culture to determine attitudes, values, and behaviors toward diverse cultures. Is a developmental learning process that involves assessment of school culture to determine attitudes, values, and behaviors toward diverse cultures.

14. The 21 st century realities of globalization and increasingly diverse institutions… require people and organizations to be increasingly culturally proficient. Schools have a key role in preparing people to interact in the world. Why is Cultural Competence Important?

15. What does school-wide cultural competence have to do with professional school counselors?

16. How does the concept of cultural competence apply to schools and counselors as school leaders? Culturally proficient education involves: Integration of curriculum content from different cultures and groups. Integration of curriculum content from different cultures and groups. Assessment and monitoring of attitudes, values, and behaviors in the school culture. Assessment and monitoring of attitudes, values, and behaviors in the school culture. Strategies for conflict resolution. Strategies for conflict resolution. Awareness, knowledge, and skill-building to strengthen promote intercultural interactions among educators, parents, students, and community members. Awareness, knowledge, and skill-building to strengthen promote intercultural interactions among educators, parents, students, and community members. Continual awareness of and learning about culture. Continual awareness of and learning about culture. (Lindsey, Robins, & Terrell, 2003) (Lindsey, Robins, & Terrell, 2003)

17. Professional School Counselors: School Leaders Re-defining advocates for all students advocates for all students leaders in the educational reform movement leaders in the educational reform movement historically the field of mental health has attended to diversity issues historically the field of mental health has attended to diversity issues

18. The New Vision focusing on improving student achievement; collaborating with students, staff, and parents focusing on improving student achievement; collaborating with students, staff, and parents using advocacy skills to challenge social inequities using advocacy skills to challenge social inequities using data to advocate for minority and impoverished students using data to advocate for minority and impoverished students becoming an expert in organizational change becoming an expert in organizational change becoming a competent user of technology becoming a competent user of technology using counselor competencies such as group facilitation skills to seek systemic change using counselor competencies such as group facilitation skills to seek systemic change developing the competencies to operate in a diverse community (Martin, 2002, p. 152). developing the competencies to operate in a diverse community (Martin, 2002, p. 152).

19. What guides our behaviors regarding cultural competence? ASCA Position Statements ASCA Position Statements cultural diversity (2004)cultural diversity (2004) gay, lesbian, bisexual, transgendered, and questioning youth (2005)gay, lesbian, bisexual, transgendered, and questioning youth (2005) and equity for all students (2006)and equity for all students (2006) ASCA Code of Ethics (2004) ASCA Code of Ethics (2004) http://www.schoolcounselor.org/files/positions.pdf http://www.schoolcounselor.org/files/ethical%20standards.pdf

20. ASCA Position Statements The Professional School Counselor’s Role Professional school counselors assist in creating a school climate where cultural diversity is celebrated; curriculum, textbooks, pedagogy, and classroom management methods are inclusive; and cultural relations within the school are encouraged and embraced. Professional school counselors are actively involved in the community through advocacy, networking and utilization of resources, and ensure a welcoming school environment. School counselors also seek to enhance their own cultural competence, and facilitate the cultural awareness, knowledge, and skills of all school

21. ASCA CODE OF ETHICS E.2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and strives to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination and stereotyping affects her/him personally and professionally. d. Acquires educational, consultation and training experiences to improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.

22. Ideal vs Real Although these position statements are clearly stated, one study of 24 state developmental guidance programs revealed almost non- existent attention to ethnic developmental issues (MacDonald & Sink, 1999).

23. What do professional school counselors have to do with cultural competence? Individual cultural competence Vs School-wide cultural competence

24. Individual Cultural Competence multicultural counseling multicultural counseling multicultural consultation multicultural consultation understanding racism and student resistance understanding racism and student resistance multicultural assessment multicultural assessment understanding racial identity development understanding racial identity development multicultural family counseling multicultural family counseling social advocacy social advocacy developing school-family-community developing school-family-community partnerships partnerships understanding cross-cultural interpersonal interactions (Holcomb-McCoy, 2004) understanding cross-cultural interpersonal interactions (Holcomb-McCoy, 2004) http://j.b5z.net/i/u/2135872/i/MCCTS-R.doc

25. School Professional Organizational Awareness Policies KnowledgePrograms SkillsPractices School Leaders

26. The Cultural Proficiency Continuum Cultural DestructivenessCultural BlindnessCultural Competence Cultural IncapacityCultural Pre-competenceCultural Proficiency

27. What is Cultural Proficiency? Six-Stage Model Cultural Proficiency Cultural Competence Cultural Precompetence Cultural Blindness Cultural Incapacity Cultural Destruction The Cultural Proficiency Continuum (Lindsey, et al, 2003 adapted from Cross, et al., 1989)

28. Examples of how attitudes may play out in schools… Cultural destructiveness: elimination or denial of other cultures Cultural destructiveness: elimination or denial of other cultures “They need to adapt to our way of doing things to make it here.” Cultural incapacity: belief in the superiority of one culture over another along with disempowering behavior. Cultural incapacity: belief in the superiority of one culture over another along with disempowering behavior. “African-American teachers just don’t have the right profile to be promoted to principal positions.” Cultural blindness: no recognition of cultural differences among and between cultures or behaving as if they do not matter. Cultural blindness: no recognition of cultural differences among and between cultures or behaving as if they do not matter. “As I walk around the school, I do not see color or different nationalities; I only see children.”

29. Examples of how attitudes may play out in schools… Cultural pre-competence: awareness of the limitations of an organization’s practices in interacting with various cultural groups. Cultural pre-competence: awareness of the limitations of an organization’s practices in interacting with various cultural groups. “We really need a Spanish-speaking counselor to help us out with the adjustment of our Latino students.” Cultural competence: standards for individual and organizational practices reflect attention to the dynamics of cultural differences and the adaptation of values, behaviors, policies, and practices. Cultural competence: standards for individual and organizational practices reflect attention to the dynamics of cultural differences and the adaptation of values, behaviors, policies, and practices. “For our new teacher orientation, let’s create culturally diverse work teams to have teachers explore their beliefs about and experiences with the teaching and learning needs of diverse students.” Cultural proficiency: respond positively and affirming to differences; esteeming culture, knowing how to learn about individual and organizational culture, and interacting effectively in a variety of cultural environments. Cultural proficiency: respond positively and affirming to differences; esteeming culture, knowing how to learn about individual and organizational culture, and interacting effectively in a variety of cultural environments. “Conflict is normal and I’m glad we are looking for ways to approach conflicts and tensions when they occur.”

30. Practices of Culturally Proficient Schools Practices of Culturally Proficient Schools Include: Assessing Culture Assessing Culture Valuing Diversity Valuing Diversity Managing the Dynamics of Difference Managing the Dynamics of Difference Adapting to Diversity Adapting to Diversity Institutionalizing Cultural Knowledge Institutionalizing Cultural Knowledge Based on work by Lindsey, Robins, & Terrell (2003).

31. Assess our school cultures through culture audits. Assess our school cultures through culture audits. Create continuous improvement action plans based on culture audit data. Create continuous improvement action plans based on culture audit data. Increase awareness and learning in ourselves and others. Increase awareness and learning in ourselves and others. Manage the change process. Manage the change process.

32. Culture Audits   More comprehensive way to assess school culture.   Focuses on revealing values and assumptions of school culture to determine inclusiveness.   Obtains perspectives from various school community members (stakeholders).   Includes equity audit data.

33. Culture Audits involve collecting data from multiple sources Surveys Observations Focus Groups Artifacts/ documents Aggregated data

34. The SCCOC is one tool for use in an overall Culture Audit Surveys SCCOC Focus Groups Artifacts/ documents Aggregated data

35. SAMPLE Completed SCCOC E:\2010\UH-Bilingual Counselors Program\Sample- Completed Culture Audit Checklist-Bust.doc E:\2010\UH-Bilingual Counselors Program\Sample- Completed Culture Audit Checklist-Bust.doc E:\2010\UH-Bilingual Counselors Program\Sample- Completed Culture Audit Checklist-Bust.doc E:\2010\UH-Bilingual Counselors Program\Sample- Completed Culture Audit Checklist-Bust.doc

36. Sample Completed CP Action Plan Cultural_Proficiency_Action_Plan- PD.ppt Cultural_Proficiency_Action_Plan- PD.ppt Cultural_Proficiency_Action_Plan- PD.ppt Cultural_Proficiency_Action_Plan- PD.ppt

37. Integrating School-Wide Cultural Competence in Comprehensive Guidance Programs How can school counselors create programs consistent with their comprehensive guidance plans that also address the organizational cultural competence of their settings?

38. Using the Texas Model to Create Culturally Responsive Programs Guidance curriculum Guidance curriculum Responsive services Responsive services Individual planning Individual planning System support System support

39. The Process of Assessing Cultural Competence SCCOC Implementation SCCOC Implementation 1.Organizing the team 2.Individual assessments 3.Collapsing the data 4.Identifying strength areas and challenges 5.Creating an action plan ***Complement SCCOC with other data collection (survey, focus group, interviews) to obtain insider perspectives.