cultural proficiency

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


  • *Cultural ProficiencyTools for School Leaders

  • *Your FacilitatorsKikanza Nuri Robins, EdDPrincipal, The Robins Group Randall B. Lindsey, PhDInterim Dean, California Lutheran University Associate, The Robins Group

    Co-Authors of the Cultural Proficiency books (Corwin Press)

  • *Cultural ProficiencyA mind set; a way of being The use of specific tools Policies and practices within organizations Values and behaviors of individuals The gift of Terry CrossA Culturally Competent System of Care, 1989

  • *An Inside-Out ApproachTied to your core valuesUsing your organizational structure and systemsDescribed with your languageBuilding on your organizational norms and traditionsInfused, transformed, and bolstered with the tools of Cultural Proficiency

  • *Cultural Proficiency HelpsTo create learning communities among and between educators and students

    To align your values and educational philosophies with your daily practices

  • *A Moral Frame for Teaching A commitment to practice in an exemplary wayA commitment to practice toward valued societal endsA commitment not only to ones own practice, but to the practice itselfA commitment to sharing knowledge and skills with other professionalsA commitment to the ethic of caringSergiovanni, 1994

  • *Activity Why am I an educator?

    What do I stand for as an educational leader?

    What difference do I make now? What legacy do I want to leave?

    Why do I want to become culturally proficient?

  • *Education in and for DemocracyThe 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.

    Michael Fullan, The Moral Imperative of School Leadership

  • *Major Equity EventsMendez vs. Westminster - 1947Brown vs. Topeka Board of Education - 1954School desegregation casesPublic School Accountability Act - 1999No Child Left Behind - 2002

  • *The Tools of Cultural ProficiencyThe ContinuumLanguage for describing both healthy and non-productive policies, practices and individual behaviorsThe Essential ElementsBehavioral standards for measuring, and planning for, growth toward cultural proficiencyThe BarriersCaveats that assist in responding effectively to resistance to change The Guiding PrinciplesUnderlying values of the approach

  • *The Continuum

    There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences.

    Cultural destructivenessCultural incapacityCultural blindnessCultural pre-competenceCultural competenceCultural proficiency

  • *The Power of ContextIt 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

  • *ActivityWords often used to describe some groups and implied terms for others

    InferiorCulturally deprivedCulturally disadvantagedDeficientDifferentDiverseThird worldMinorityUnderclassPoorUnskilled workersSuperiorPrivilegedAdvantagedNormalSimilarUniformFirst worldMajorityUpper classMiddle classLeaders

  • *ActivityExamples along the ContinuumReflect on comments you have heard, situations you have experienced, and events you have observed Where would you place them on the continuum?

  • *Research-Based Pedagogy for Narrowing the Achievement GapTeachers have a clear sense of their own cultural identities.

    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.

  • *Narrowing the Gap, continuedTeachers cease seeing students as the other. 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.

  • *Narrowing the Gap, continuedTeachers provide learning tasks that students see as meaningful.

    Teachers provide a curriculum with multiple perspectives.

    Teachers scaffold new and challenging curriculum to existing student resources and knowledge.

  • *Narrowing the Gap, continuedTeachers 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.Parents are given a significant voice in making decisions related to school programs and resources.

    B. Williams, Closing the Achievement Gap, 2003

  • *The Essential Elements

    The Essential Elements of cultural proficiency provide the standards for individual behavior and organizational practices

    Assessing Culture Naming the differences Valuing Diversity Claiming the differences

  • *The Essential Elements (cont.)Managing the Dynamics of Difference Reframing the differences Adapting to Diversity - Training about the differences Institutionalizing Cultural Knowledge Changing for differences

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

  • *The Barriers

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

  • *ActivityExamples of Barriers There are many barriers that are out of your control List some of the barriers that are within your sphere of influence

  • *ActivityTelling Your Stories Select a term and tell your colleagues of a time when you experienced that social phenomenon Listen for the emotional content of the story

  • *The Guiding Principles

    The Guiding Principles are the core values, the foundation upon which the approach is built

    Culture is a predominant forcePeople are served in varying degrees by the dominant cultureAcknowledge group identitiesDiversity within cultures is importantRespect unique cultural needs

  • *Courageous LeadershipThere 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

  • *The Moral ImperativeListening . . . 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

  • *A Culturally Proficient VisionEquity 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

    Cultural Proficiency, Tools for School LeadersCultural Proficiency, Tools for School The Robins Group* The Robins GroupCultural Proficiency, Tools for School LeadersCultural Proficiency, Tools for School The Robins Group* The Robins Group


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