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Learning Agreements
Tech check – phones, etc.,
Hand signals,
Be 100% present,
Participate and collaborate to seek and understand,
Learn about self and others and
Enjoy the two days!
Lindseys Marin CoE, Feb, 2014 2
Intended Outcomes
Participants to deepen their understanding of Cultural Proficiency as a shared priority reflected in teamwork at school sites.
Participants to be guided in use of Culturally Proficient Learning Communities.
Participants to develop and assess Culturally Proficient Action plans for on-going PD work at their schools with a particular focus on 2014-15.
Lindseys Marin CoE, Feb, 2014 3
Agenda
Getting centered
Using Cultural Proficiency as a lens for Adapting
Starting with the end in mind
Developing your Plan
Presenting your Plans
Requesting and Receiving Feedback
Planning Next Action Steps
Lindseys Marin CoE, Feb, 2014 4
Getting Centered: Most Important Points – MIPs
Scaffolding for dialogue
In your Table Group read and discuss Chapter 8, Adapting to Diversity Through Supportive and Shared Conditions
Take 10 minutes to read the Chapter and to locate 2-3 Most Important Points.
Then, individually share a MIP– the most important finding, or key idea from the reading. (15 min)
As a group discuss themes or commonalities or differences that emerge from your reading. (5 minutes)
In what ways might the information from the reading apply to quality teaching and learning at your school?
Lindseys Marin CoE, Feb, 2014 5
Using the Lens of Cultural Proficiency
Is an inside-out approach and the theme for our sessions Is about being aware of how we - as
individuals and as organizations - work with others
Is about being aware of how we respond to those different from us
Is about visible and not so visible differences Is about preparing to live in a world of
differences
Is a worldview, a mindset; it is the manner in which we lead our lives
Cannot be mandated; it can be nurtured
Lindseys Marin CoE, Feb, 2014 7
Cultural Proficiency functions as
A worldview,A perspective,A mindset,A mental model,A lens, through which
to view your work
The manner in which we lead our lives.
Lindseys Marin CoE, Feb, 2014 8
The Barriers Caveats that assist in responding
effectively to resistance to change
The Guiding Principles Underlying values of the approach
The Continuum Language for describing both healthy
and non-productive policies, practices and individual behaviors
The Essential Elements Five behavioral standards for
measuring, and planning for, growth toward cultural proficiency
Lindseys Marin CoE, Feb, 2014 9
The Framework for Cultural Proficiency Uses Four Unique Tools –
A Quick Review
4 Corners – The Tools
Around the room are 4 sheets of poster paper, each titled with one of the Tools of Cultural Proficiency.
Your group has 10 minutes to write notes or draw pictures to describe that tool.
Your group proceeds, in turn, to visit each of the 3 remaining tools and to add and modify as you deem appropriate. 5 minutes per tool.
Group discussion, comment.
Lindseys Marin CoE, Feb, 2014 10
Reflection and Dialogue
Reflection and Dialogue are essential processes for individuals and organizations engaged in a journey toward Cultural Proficiency: Reflection is the discussion we have
with ourselves to understand our values and behaviors
Dialogue is the discussion we have with others to understand their values and behaviors
Reflection and Dialogue are fundamental to probing and understanding organizations’ policies and practices
Lindseys Marin CoE, Feb, 2014 11
Unpacking the Rubrics:‘Verbs & Adjectives’ or ‘Assumptions’ Tasks
Deepens Learning
Group A:
Study your rubric beginning with ‘Destructiveness’ and proceeding to ‘Proficiency’ for each of the 5 Essential Elements to study changes in verbs and adjectives.
Group B:
Study your rubric by examining 2 columns – ‘Informed by Barriers’ and ‘Informed by Guiding Principles’ to summarize assumptions about students.
Lindseys Marin CoE, Feb, 2014 12
Characteristics of Breakthrough Questions
Deepens Learning
Uses the essence of one or more Essential Elements for Cultural Proficiency to shape the action in the question;
Uses exploratory, plural, and inclusive language;
Uses positive intentionality;
Uses language to mediate thinking and/or action toward goals; and
Uses language that redirects thinking from certainty to curiosity and possibility.
Lindseys Marin CoE, Feb, 2014 14
Questions Derived from the Tools
What barriers to student learning exist within the district, our schools, and us?
What are your, your school’s, and the board/district’s core values that support equitable learning outcomes for students?
What examples do you have for unhealthy and healthy language, behaviors, policies and practices used by you and your board/district and school colleagues?
What standards does yor district/school use to ensure equitable learning outcomes for students?
To what extent are you satisfied with student learning outcomes in your school and in your board/district?
Lindseys Marin CoE, Feb, 2014 15
Cultural Proficiency is attainable when. . .
We believe all students deserve high-level education
We believe students’ cultures are foundations upon which to build their educational experiences
We believe that we can educate each and all of our students
Lindseys Marin CoE, Feb, 2014 16
What have we done or not done to cause the patterns that persist?
How can we recognize what is going on in order to effectively intervene?
How can we recognize and change our behaviors to get the results we want?
What is it about my thinking and beliefs that allow the results to persist?
Lindseys Marin CoE, Feb, 2014 17
What It Will take to be Culturally Proficient
Focus on moral purpose of the work.
Develop and manage support structures and practices.
Invite, require, and value multiple perspectives.
Focus on student achievement and results.
Develop a critical mass ofeducator leaders.
Lindseys Marin CoE, Feb, 2014 18
Our Desired Outcome
What is it we want to accomplish for our students and ourselves as educators as a result of this grant and professional development opportunities?
What’s important for us to accomplish?
What really matters to us? What will help us achieve our vision?
Lindseys Marin CoE, Feb, 2014 20
Questions about our School
Who are we as a faculty, staff, community?
Use Table 8.1 to guide your discussions.
Lindseys Marin CoE, Feb, 2014 21
Progress to Date
As you think about the progress you have made since joining this team effort, what stands out for you as “lessons learned” thus far? As an educator? As a team member?
Share theses learnings with your team.
Now, as a team, in what ways might you a apply these learning to the “new” planning process and the new plan of action?
Lindseys Marin CoE, Feb, 2014 22
Culturally Proficient Action Planning
Review your Outcome.
Use Cultural Proficiency to support your SMART Goals.
In what ways will Cultural Proficiency support you in achieving your Goals?
In what ways will Cultural Proficiency support you as you Benchmark and measure for success?
Lindseys Marin CoE, Feb, 2014 23
The Action Plan
What was your current reality from your Action Plan developed during our fall session? Recent benchmarks (new data)?
Goal statements reflect the target you want to reach to achieve your outcome. How will you measure progress toward these goals?
What might be some barriers toward progress?
Action Steps start with “action verbs”!!
Lindseys Marin CoE, Feb, 2014 24
Planning & Implementing
Team Action Planning – In what ways might Cultural Proficiency inform and influence your work at your school?
Your task is to continue to develop your Action Plan based on your benchmarks and other monitoring/data.
Lindseys Marin CoE, Feb, 2014 25
Prepare a Presentation for Feedback
What feedback will you want from your Consultants?
8-10 minute team presentation which includes: Your overall Outcome
One or Two Goals
Ideas of how you will measure success
3 or 4 action steps you plan to take to reach your goals
Support systems and/or Barriers you anticipate that might be in place to help you achieve your goals or impede reaching your goals.
Lindseys Marin CoE, Feb, 2014 28
Types of Feedback
Red Flags: Cautions, what are we missing?
Forward thinking: Help us think creatively and collaboratively.
Challenge us: What are we missing? What’s possible?
Lindseys Marin CoE, Feb, 2014 29
Feedback
WARM: Comment on what worked well.
COOL: Summarize and paraphrase what you heard that will move the tem forward. Ask breakthrough questions to help the team “think” about their Plan.
HARD: Ask the group to questions that will mediate their thinking to a higher level of engagement with their outcomes and actions. Use metaphors and breakthrough questions to help move the group forward in their thinking.
AVOID: Judgmental responses and “why” questions.
Lindseys Marin CoE, Feb, 2014 30
Suggested Next Steps
Read a Cultural Proficiency book and use it as a journal when responding to Reflections and Going Deeper prompts.
Engage with colleagues in a book study of a Cultural Proficiency book and share responses to the prompts throughout the book. (Corwin offers E-Learning courses and Read-a-book credit.)
Lindseys Marin CoE, Feb, 2014 31
Cultural Proficiency Institute 2014
June 29 – July 1, 2014
Southern California
Registration: www.corwin.com/learning/events
Hotel Information: at Corwin website
Sponsored by the Authors and Corwin
Contact us – dblindsey@aol.com; randallblindsey@gmail.com
Lindseys Marin CoE, Feb, 2014 32
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