Enhancing Cultural Proficiency-

Making Schools Better for Everyone

NTAP - August, 2014

The more we understand each other, the more we appreciate our differences.

Diana McIntoshLynne Partridge

I. OpeningsII. Perceptions CountIII. What is Culture ?IV. The Cultural Proficiency Continuum

Agenda

Define culture and its impact on our daily lives.

Gain a better understanding of Cultural Proficiency and the Cultural Proficiency Continuum and how it affects our lives.

To ensure a common language and common

understanding of this work.

Goals

◦Stay engaged. Observe the quiet signal Cell phones on vibrate and laptops away

◦Experience discomfort.◦Speak your truth (and allow others to

speak theirs)

◦Expect/accept non-closure.

Four Agreements

It is important in conversations where race/ diversity are discussed that we practice our best active listening techniques.

Pause Probe Paraphrase Acknowledge

3Ps and an A of active listening

… 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

1. What is culture and why does it matter in schools and life?

2. How do we create environments that allow individuals and organizations to interact effectively with people who differ from them?

The Big Questions for Today

First Impressions

◦Partner with someone you know little about- personally

◦Guess about them from the following list:

II. Perceptions Count

Country of family origin and heritage Languages spoken Interests or hobbies Favorite food Type of movies ,TV preferred Type of music preferred Pets, if any, or favorite animals

Write your guess

How close were you?

We make judgments about people all the time, just by looking at them- it’s human nature.

To move to a place of cultural proficiency we first must examine our own beliefs and ideas and then get to know our students, their families, beliefs and their expectations.

Perceptions

Jot down words and/or phrases that describe your definition and ideas about “culture”

Turn to a new partner and share ideas. Add to yours.

Let’s hear a few.

III. Culture- What is it?

“The integrated pattern of human behavior that includes thoughts, communication, action, customs, beliefs, values and

instructions of a racial, ethnic, religious, or social group”.

Culture Is:

“The way we do things ‘round here.” – Asa Hilliard

Cultural Groups Besides ethnic/racial cultures…you can

belong to◦Schools◦Community/Neighborhood◦Professions◦Gender◦Age◦Religion◦Others?

Please take a moment to put your new ideas about culture down on the page.

Talk to someone about your new learning.

Let’s hear a few.

Culture is………….

Culture- Redefined

IV. The Cultural Proficiency Tools

The Continuum

◦ Language for describing both healthy and non-productive policies, practices and individual behaviors

The Essential Elements◦ Behavioral standards for measuring, and

planning for growth toward cultural proficiency The Barriers

◦ Caveats that assist in responding effectively to resistance to change

The Guiding Principles◦ Underlying values of the approach

The Cultural Proficiency Continuum

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Society today… We live and work in an increasingly diverse

world. Interacting effectively with cultures different

than ours is a critical skill today. If organizations or people are to interact

effectively in a culturally diverse setting, ◦ an organization must examine its policies and

practices; ◦ an individual must examine his/her values, beliefs

and behaviors.

https://www.youtube.com/watch?v=InCdx8g1zYQ

Why Cultural Proficiency

Schools today…

◦ The student population is becoming more diverse.◦ Achievement requirements are higher for all

children. ◦ There is attention being paid to the gap in

achievement for African American and Hispanic students

https://www.youtube.com/watch?v=Mgouex0WSJw

Why Become Culturally Proficient?

Building Cultural Proficiency in Schools

Building cultural proficiency requires: informed and dedicated staff, committed and involved leadership, and time

People cannot attend a one-day training and be expected to return to work with solutions to all the equity and racial/cultural issues in their environment.

Cultural Proficiency ContinuumJigsaw Task

At your table number off 1-4- read to be able to teach the point to your teammates- make sure you give the definition and one example from the text and one of your own.

1’s Read- Destructiveness 2’s Read Incapacity 3’s Read Blindness 4’s Read Pre-competence

When I call the number – begin teaching- Please do not move on to the next number until I call it.◦ Make sure that your teammates are looking at the

text you read as you teach.- jot down your new example

◦ Have them underline or highlight the parts you feel are important

◦ Have them dialogue a minute about it.

Number 1’s begin…..

Teach

Cultural destructiveness See the difference, stomp it out

The Continuum

Cultural incapacity See the difference, make it wrong

The Continuum

Cultural blindness See the difference;

dismiss it

The Continuum

Cultural precompetence See the difference, respond

inadequately

The Continuum

Cultural competence See the difference, understand the

difference that difference makes

The Continuum

Cultural proficiency See the difference and respond

effectively in a variety of environments

The Continuum

Cultural Proficiency is defined as having the knowledge, skills, and attitudes/beliefs to work with individuals from cross cultural settings with the ability to respond to their needs in a positive and effective way.

Culture makes a difference,and that difference matters!

Definition of Cultural Proficiency

Be the change

you expect in others.