TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS Developed by the ETMA Network, AIMMS

TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES

STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS

Developed by the ETMA Network, AIMMS & MSDE

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A PRACTICAL GUIDE

Outcomes2


What is the Practical Guide?

A response to an expressed need of teachers to have a resource that will assist them in becoming culturally responsive educators,

A desktop reference for administrators, teachers, students, and parents, and

A tool to increase educator competence in creating a culturally responsive learning environment.

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Goals of the Guide


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Getting Centered

Academically low performing students,

increase their chances of achieving, when placed with educators, who ensure the personal, cognitive and socio-emotional needs of their students are incorporated in their instruction.

Dr. Jennifer West

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Exploring the Core Competencies

Group Activity:

Final Word Protocol


What is Culture?


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Culture is the lens through which we view the world.

Culture does not determine ability but it shapes how it is processed and expressed.

Students do not enter schools as empty vessels.

Culture influences learning.

Iceberg Activity8


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Surface/Deep Iceberg Model of Culture


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Cultural Competence is


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The ability to work effectively across cultures in a way that acknowledges and respects the culture of the person or the organization being served.

Jerome Hanley, Beyond the Tip of the Iceberg Five Stages Toward Cultural Competence

Cultural Destructiveness

Cultural Incapacity

Cultural Blindness

Cultural Pre-Competency

Cultural Competency

Cultural Competency Continuum Model

11Developed by the ETMA Network, AIMMS & MSDE

Culturally Competent Individuals


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Acknowledge cultural differencesUnderstand their own cultureEngage in self assessmentAcquire cultural knowledge and skillsView learning and behavior within a cultural

context

The Road to Cultural Competency is a Lifelong Journey…


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Cultural KnowledgeFamiliarization with selected cultural characteristics, histories, values, belief systems, and behaviors of members of another cultural group.

Cultural Awareness Developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others.

Cultural CompetencyDeveloping behaviors, attitudes, practices, and policies that reflect the integration and transformation of cultural knowledge, skills, and awareness about individuals and groups of people into standards, policies, practices to increase the quality of interactions and outcomes.

Cultural Proficiency is


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. . . a way of being that allows individuals and organizations to interact effectively with people who differ from them. It is a developmental approach to addressing the issues that emerge in diverse environments.

Robins et al, 2006, p. 2

See the difference, make it wrong.

See the difference,

stomp it out.

See the

difference, understand

the difference

that difference

makes.

See the difference, act as if

you don’t.

See the difference,

respond inadequately

.

See the difference, respond positively

and affirmatively

.

Their culture

does not value

education.

Why won’t these

immigrants learn

English?

I treat all of

my students

the same.

Recruiting students

from populations

under represented

for extracurricu

lar activities.

African American

boys represent

the majority of office

referrals.

Cultural Incapacity


Cultural Blindness Cultural

Precompetence

Cultural Competence Cultural

ProficiencyCultural

Incapacity


Cultural Blindness Cultural

Precompetence

Cultural Competence Cultural

Proficiency

Their culture

does not value

education.

Why won’t these

immigrants learn

English?

I treat all of

my students

the same.

African American

boys represent

the majority of office

referrals.

Recruiting students

from populations

under represented

for extracurricu

lar activities.

We can’t all be fluent in Spanish, but

we could learn some basics for communicating with parents.

We can’t all be fluent in Spanish, but

we could learn some basics for communicating with parents.

See the difference,

stomp it out.

See the difference, respond positively

and affirmatively

.

See the difference, act as if

you don’t.

See the difference, make it wrong.

See the

difference, understand

the difference

that difference

makes.

See the difference,

respond inadequatel

y.

Cultural Proficiency

15Developed by the ETMA Network, AIMMS & MSDE

Essential Elements of Cultural Proficiency

The essential elements of cultural proficiency provide the standards for individual behavior and organizational practices.

Name the differences: Assess CultureClaim the differences: Value DiversityReframe the differences: Manage the Dynamics

of DifferenceTrain about differences: Adapt to DiversityChange for differences: Institutionalize

Cultural Knowledge

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The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching


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Key PointsCulture is a powerful yet often invisible factor

that influences student learning.

It’s important for educators to understand the ways race, ethnicity, language and social class interact and may influence a student’s achievement.


Key PointsSchools have to be organized in such a way

that the members of the community work collaboratively and create a caring environment for students.

Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom.

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Key PointsStudents from various cultures and diverse

backgrounds may have different experiences than those expected at school.

Educators must provide assistance for culturally and linguistically diverse students in order for them to access the curriculum and successfully achieve high standards.

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Key PointsSchools have to be organized in such a way

that the members of the community work collaboratively and create a caring environment for students.

Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom.

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Key PointsEducators must explore their own cultural

experiences and identify how they impact the learning environment for students.

Educators must model and articulate high expectations that result in high achievement for all students.

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Key Points Educators must demonstrate sensitivity to

cultural bias in instructional materials and texts.

Educators must demonstrate sensitivity to in classroom patterns of thinking, in modes of communication and in teaching/learning strategies.

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A Tour of The Guide 23


The Last Word

The most powerful thing that a teacher brings to school everyday is not curriculum, it’s themselves. To know how I’m looking at students. To know how I look at the world is the most critical piece of my teaching strategy. So then when students respond to me, I understand how they are connecting to me.

Glenn Singleton

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Thank You!25


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TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS Developed by the ETMA Network, AIMMS