dmps cp guidance handbook final

8/16/2019 Dmps Cp Guidance Handbook Final

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2016

DMPS District Wide

CULTURAL

PROFICIENCY FRAMEWORK

GUIDANCE HANDBOOK


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Think. Learn. Grow.

www.dmschools.org

MISSION STATEMENT The Des Moines Public Schools exist so that graduates possess the knowledge, skills, andabilities to be successful at the next stage of their lives.

VISION STATEMENT Des Moines Public Schools will be the model for urban education in the United States.

EQUITY STATEMENT It has long been a philosophical cornerstone of the Des Moines Community School District thatdiversity is a key component of a quality education. Young people are far better prepared for thefuture when they attend school in an educational setting that reflects society's diversity.

Diversity enriches the educational climate and strengthens the educational effectiveness of ourschools. All aspects of education are enhanced by different viewpoints and perspectives

introduced by economic, racial, and ethnic diversity.

We believe that it is in the best interests of the District to develop an employee culture reflective

of the greater society: doing so serves the student populations best and makes the greatest use ofavailable human resources. The world is ethnically and culturally diverse and students must be

equipped with a global perspective, which will allow them to interact with all people in varyingroles.

The Des Moines Community School District does not discriminate on the basis of race, color,

national origin, gender, disability, religion, creed, age (for employment), marital status (forprograms), sexual orientation, gender identity and socioeconomic status (for programs) in itseducational programs and its employment practices.

There is a grievance procedure for processing complaints of discrimination. If you havequestions or a grievance related to this policy, please contact Isaiah McGee, Equity Coordinator,2323 Grand Avenue, Des Moines, IA 50312; phone: 515-242-7662; email:

[email protected]. Complaints can also be directed to the Iowa Civil RightsCommission, 400 E. 14th Street, Des Moines, IA50319-1004, (515) 281-4121, or Region VII

Office for Civil Rights, Citigroup Center 500 W. Madison Street, Suite 1475 Chicago, IL 60661-4544

http://www.dmschools.org/http://www.dmschools.org/mailto:[email protected]:[email protected]:[email protected]://www.dmschools.org/http://www.dmschools.org/


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TABLE OF CONTENTS

I. INTRODUCTION__________________________________________________________

a. About this bookb. Rationale

c. Theory of action

II. COMPONENTS OF CULTURAL PROFICIENCY___________________________________

a. Cultural Proficiency Framework

1. The Guiding Principles

2. The Continuum

3. The Barriers

4. The Essential Elements

III. APPLIED ESSENTIAL ELEMENTS______________________________________________

a. DMPS Cultural Commitments

1. Assess Culture

2. Value Diversity

3. Manage the Dynamics of Difference

4. Adapt to Diversity

5. Institutionalize Cultural Knowledge

b. Culturally Proficient Professional Development

c. Frameworks

d. Implementation

IV. APPENDIX_______________________________________________________________

a. Figures and Tables

b. DMPS At-A-Glance

c. Cultural Proficiency Teams

d. Glossary

e. References and recommended reading


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1

SECTION I

INTRODUCTION

The Des Moines Public

Schools exist so that

graduates possess the

knowledge, skills and abilities

to be successful at the next

stage of their lives.


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I ABOUT THIS BOOK

3

In order to address ongoing disproportionate outcomes in an increasingly diverse studentpopulation, DMPS is engaged in a district-wide effort to speak with a common language and

understanding around Cultural Proficiency.

Cultural Proficiency is an inside-out approach to examining the practices and policies thataffect the varying cultures in a system. It requires a continuous self-assessment and growing

awareness of individuals as they relate to and within a diverse environment. It also requires thecontinuous examination of an organization’s practices and policies to ensure that diversity andinclusion are tenets of its framework.

This handbook is designed to support you and your colleagues in better understanding

and effectively applying the framework of cultural proficiency. It is a tool for creating a plan along with action steps for intervention and maintenance of a more accepting culture. This handbook ismeant to provide guidance and resources to support working through the impacts of a crisis within

the school, as well as creating intervention and maintenance plans outside of a crisis. This model

is community-based and relies on the participation and voices of the school community.

Research has pointed to the increasing promise of the effectiveness of Cultural

Proficiency in producing better student outcomes. Its purpose is to serve as one of manyresources, conversations, and training as part of a concerted effort to improve disproportionate

outcomes in student achievement, discipline, and program placement. Conversations aroundequity and culture can be difficult with undesirable outcomes often being misinterpreted as

intentional or even deliberate. However, neither this handbook nor the supplemental materialsare intended to promote this belief; instead, this handbook is designed to analyze why despitegood intentions, many urban districts deal with inequitable outcomes and how we can begin to

solve those problems, not overnight, but in methodical and deliberate ways.

This book has been designed to be used by both teachers and building leaders, withuseful tools and examples that include content considerations and handy tables

throughout. Utilize this handbook in planning meetings, school improvement planning,

coaching sessions, individual study, and professional development training.

The handbook is divided into four sections. The first two sections provide

a theoretical understanding of the Cultural Proficiency framework and include facilitationquestions for group usage in a professional development setting. The third section provides amore applied approach that can be used for specific coaching conversations, or school

improvement planning.

I. Introduction

An introduction to the handbook includes data about the District, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that willincorporate the growth mindset model.

II. The Components of Cultural Proficiency

A description of the framework of Cultural Proficiency, as adapted by DMPS, is dividedinto four parts: The Guiding Principles, The Continuum, The Barriers, and The EssentialElements. Included in each description of the components are practical examples that

help with understanding the concept, as well as considerations of how culturalproficiency ties into other primary district initiatives


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I ABOUT THIS BOOK INTRODUCTION

4

III. Applied Essential Elements A closer look at the Essential Elements of Cultural Proficiency allows the reader to review

specific concepts and ideas on how to ensure these elements are present in the classroomand school building. Included are brief descriptions of other equity frameworks and

implementation tools to support the work, available for download atequity.dmschools.org

IV. Appendix Includes rubrics, best practices, glossary, and a brief listing of research articles, books

and journals that support cultural proficiency.

Thank you for being a part of this important work. DMPS is committed to creating a

supportive equitable environment for its employees to best serve the diverse needs of our

student body.

For more information and downloadable templates and toolkits, please visit our websiteequity.dmschools.org

https://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.orghttp://equity.dmschools.org/http://equity.dmschools.org/http://equity.dmschools.org/https://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/http/equity.dmschools.org


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I RATIONALE

5

As a district, we exist so that graduates possess the knowledge, skills, and abilities to be

successful in the next stage of their lives. Implied in that mission is that ALL students who pass through

the halls of our more than sixty buildings will graduate—and when they do, they will have everything

they need to be productive members of society. Regulatory laws have made it clear that educationalexcellence and equity are obligations we must adhere to and our professional standards evaluate uson meeting those obligations.

This moral imperative is nothing new to DMPS. It is why many of us choose to work for Iowa’s

largest school district. Diversity was a philosophical cornerstone of this district long before we had a

majority of students of color in our student population. We boast hundreds of languages and dialects

spoken in the district and we see our percentage of English language learners is growing. The majority

of families we serve qualify for free or reduced-priced lunch, an indicator of low socioeconomic status.

We understand that all aspects of education are enhanced by different viewpoints and perspectivesintroduced by economic, racial and ethnic diversity. The plethora of different life experiences andcircumstances that walks through the doors every morning is what makes working at DMPS rewarding.

However, despite the best of intents, the cultural differences between our staff and our

students often leave many of us relying on invalid assumptions, beliefs, and attitudes based on limited

shared experiences with our students and their families. These different perspectives have often led toa lack of appropriate responses that impact student achievement. The academic achievement gaps for

a number of subpopulations persist. We continue to see students of color removed from classes and

suspended. There is an imbalance by race and ethnicity in our exceptional student categoriescompared to our general populations.

While many factors contribute to these disproportionate outcomes, we simply cannot regardthese outcomes as outside our control. Research suggests that the focus on student deficits prevent

school employees from examining the forces within their control that contribute to unequaleducational outcomes that often happen without ill intent. Many of our students of color have negative

interactions with employees whom they believe have limited knowledge of different cultural

backgrounds. Students often wish there was a broader understanding of culture that goes beyond food,music, or language.

Research is clear that the most effective intervention affecting student achievement is quality

teaching supported by strong building leadership. The strongest indicator of quality teaching andeffective leadership is engagement. A district with as much diverse life experience as we see requires

that students be engaged through their own environmental lens. Understanding the cultural diversityof students is linked to higher student engagement and academic success. Education systems better

serve students of color and other marginalized populations when they examine the impact culture has

on teaching and learning.

A more comprehensive understanding of culture and the ability to work effectively in cross-

cultural situations can play a critical role in helping to close the achievement gap, particularly with our

increasing diversity. Cultural Proficiency is a framework that examines the values, beliefs, policies and

practices of how people interact with varying cultures. As we continue to enhance skills and attitudesthat equip us to be more effective in relating to students in multicultural settings, we will make

instructional and assessment decisions that identify cultural differences as assets rather than deficitsor impediments. This will support DMPS in reaching our vision of being the model of urban education

in the United States, which starts by taking a closer look at and systematically addressing whereoutcomes do not always meet with our intentions of equipping all students for success.


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I THEORY OF ACTION

6

A theory of action links cause and effect. If a specific action is taken, then a particulareffect or result is expected. In this instance, the theory of action connects the behaviors of teachers

with the consequences of those behaviors – the learning and achievement of students.

DMPS has developed the following theory of action in order to address gaps in student

achievement:

If our goal is to ensure that students graduate and possess the knowledge,skills, and abilities for success at the next stage of their lives

And our challenge is that certain student populations aren’t reaching this

intended outcome

And research concludes that the most effective way to improve studentoutcomes is via a systemic approach where students are engaged through

their own environmental lenses

Then the utilization of a cultural proficiency framework will assist infostering an effective learning environment for students

By developing the capacity of school leaders and teachers to engage with,

create meaning for, and set high expectations for students of all culturalexperiences.

Figure 1.1 THE GOLDEN CIRCLE

WHY

HOW

WHAT

WHAT

Every organization on the planetknows WHAT they do.

School leaders and teachers engage with,

create meaning for, and set highexpectations for students of all cultural

experiences.

HOW

Some organizations know HOW

they do it.

DMPS will utilize a cultural proficiency

framework to foster an effective learning

environment.

WHY

Very few organizations know WHYthey do what they do. It is a purpose,

cause or belief.

DMPS graduates will possess theknowledge, skills, and abilities for success

at the next stage of their lives.

Simon Sinek, Inc. 2013


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NOTES

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9

SECTION II

THE COMPONENTS

OF

CULTURAL PROFICIENCY

Cultural Proficiency is the

way a person or organization

effectively engages with and

plans for issues that arise in

diverse environments. It is a

paradigm shift from viewing

cultural differences as

problematic to learning how to

interact effectively with other

cultures. It focuses on learning

about oneself and recognizing

how one’s culture and identity

may affect others.


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COMPONENTS OF CULTURAL PROFICIENCY

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Cultural Proficiency is the way a person or organization effectively engages with and plansfor issues that arise in diverse environments. It is a paradigm shift from viewing culturaldifferences as problematic to learning how to interact effectively with other cultures. It focuses

on learning about oneself and recognizing how one’s culture and identity may affect others.

There are four components to the Cultural Proficiency framework (see page 11). Eachcomponent is numbered as follows:

1. The Guiding Principles

The underlying, core values of the approach.

2. The Continuum

The language to help describe how individual values and behaviors as well as

organizational policies and practices impact cross-cultural interactions.

3. The Barriers

The obstacles that undermine effective responses to the guiding principles of culture.

4. The Essential Elements

The behavioral standards for measuring, planning, and responding proficiently to the

guiding principles of culture.

These components are broken down in the following chapters. As you navigate the framework,

reference each chapter for a more in-depth understanding of each component. Keep in mind

that the objective of the framework is to learn the skills necessary to navigate and interacteffectively in a diverse environment.


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12

Figure 2.1 THE DMPS CULTURAL PROFICIENCY FRAMEWORK

Adapted from: Nuri-Robins, Lindsey, Lindsey, and Terrell. Culturally Proficient Instruction (3rd ed) Corwin 2012;

*Adapted from M.R Hammer Intercultural Development Inventory, 2012; Updated for DMPS use December, 2015

1. THE GUIDING PRINCIPLES – Core Values Regarding Culture

• Culture is a predominant force • People are served in varying degrees by the dominant culture

• There is diversity within and between cultures

• Every group has unique culturally-defined needs• People have personal identities and group identities

• Marginalized populations have to be at least bicultural

• Families are the primary systems of support • The diverse thought patterns of cultural groups influence how problems are defined and solved

• The absence of cultural competence anywhere is a threat to competent services everywhere

2. CULTURAL PROFICIENCY CONTINUUM

DESTRUCTION INTOLERANCE(INCAPACITY)

REDUCTION(BLINDNESS)

TOLERANCE(PRECOMPETENCE)

COMPETENCE PROFICIENCY

*DENIAL *POLARIZATION *MINIMIZATION *ACCEPTANCE *ADAPTATION *INTEGRATION

Eliminate differences

The elimination ofother people'scultures

Demean differences

Belief in thesuperiority ofone's culture &behavior thatdisempowersanother's culture

Dismiss differences

Acting as if thecultural differencesyou see do notmatter or notrecognizing thatthere aredifferences among& between cultures

Respond inadequately to the

dynamics ofdifference

Awareness ofthe limitations ofone's skills or anorganization'spractices wheninteracting withother culturalgroups

Engage withdifferences using

the essentialelements asstandards

Use the fiveessential elementsof culturalproficiency as thestandard forindividual behavior& organizationalpractices

Esteem & learn frodifferences as a

lifelong practice

Knowing how tolearn about & fromindividual &organizationalculture; interactineffectively in avariety of culturalenvironments

OPPOSITION TO DIVERSITY (MONOCULTURAL) TRANSFORMATION TOWARD EQUITY (INTERCULTURAL) MACRO AGGRESSIONS MICRO AGGRESSIONS CULTURAL RESPONSIVENESS

■ Focuses on “them” being problems ■ Tolerates, excludes, separates ■ Diversity is a problem to be solved ■ Prevent, mitigate, avoid cultural dissonance & conflict■ Stakeholders expect or help others assimilate ■ Information added to existing policies & procedures

■ Focuses on “us” and “our practices” ■ Esteems, respects, includes ■ Diversity and inclusion are goals to be attained■ Manage, leverage, facilitate conflict■ Stakeholders adapt to meet needs of others ■ Existing policies, procedures, practices examined and

adapted to changing environment

3. Reactive Behaviors, Shaped by the BARRIERS 4. Proactive Behaviors shaped by ESSENTIAL ELEMENTS

Unawareness of the Need to Adapt: Difficulty in

recognizing the need to make changes in response to diversity

within the environment

Resistance to Change: Hesitance to commit changes

in practices and perceptions influenced by culture Systems of Oppression & Privilege: Disparities

based in legal separation, cultural norms, and limited access

A Sense of Entitl ement: Beneficiaries of inequitable

privileges

Misuse & Abuse of Power & Privilege: Unequal

power dynamic that maintains the status quo

Assess Culture: The self-assessment of one’s own culture

its impact on the environment, and identifying the cultural

groups present in the system

Value Diversity: Develop an appreciation for the difference

among & between groups Manage the Dynamics of Difference: Learn to respond

appropriately to the issues that arise in diverse environments

Adapt to Divers it y: Modify and adopt new policies and

practices to support diversity and inclusion

Institutionalize Cultural Knowledge: Establish support,

build capacity, and display cultural changes in the organizatio


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II THE GUIDING PRINCIPLES COMPONENTS

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People have personal identities and group identities.

The dignity of the individual is not guaranteed unless the dignity of the group is also preserved. 3 Although it is important to treat all people as individuals, it is also important to acknowledge that

individuals have group identities as well. Attempts to distance people from their group areoffensive because they deny that person’s identity with other members of that group. Making

negative comments or reinforcing stereotypes about a group insult its members. Thesemicroaggressions4 are subtle and are often dismissed as inconsequential or the targeted personcan be dismissed as “overly sensitive.”

Maurice is an openly gay, black student. He participates in LGBTQ

advocacy and is an active member of his church choir. Mauricerecognizes and affirms his identity as a gay male while maintaining the

connection with his religious and cultural heritage.

Marginalized populations have to be at least bicultural.

Members of the dominant culture often fail to recognize the requirements placed upon membersof marginalized communities5. English language learners, immigrant students, students frompoverty-stricken communities or marginalized ethnic groups must know the norms, values andexpectations of their own cultures while navigating and learning the expectations of the schoolculture. Success for the student is more likely when the system supports this dichotomy.Educators must be able to manage conflict that arises when the norms and expectations of theschool culture differ from that of students’ communities.

A student speaks formal English when addressing teachers and otherstaff at school, but code switches6 to African American Vernacular

English when socializing and connecting with some members and peersof their cultural community in order to feel a sense of belonging to both

groups.

Families are the primary system of support.

The institution of family has different configurations for different cultures—single parent, same-

sex parents, foster care, etc. The family, as defined by each culture, is the primary system ofsupport in the education of children. Pursuing meaningful partnerships between families and

schools will help to learn about the culture of the community, its challenges, and its positiveopportunities. Work with parents and guardians to understand economic, historical, and political

barriers that have impeded progress in school-community relations. Understanding barriers and

recognizing the positive aspects of the parents’ culture builds respect and trust.

3 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide forPeople Who Teach. Thousand Oaks, CA: Corwin Press. 4 Microaggressions: offensive practices or behaviors that are subtle and often treated as isolated incidents. Usuallydismissed as “inconsequential” or “overly sensitive” 5 Marginality: identifying with two groups but being rejected by both and relegated to the margins (see Other) 6 Code switch: alternating between two or more languages or language varieties, depending on the culturalexpectations of the group


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A student from an immigrant family may have a greater command ofthe culture of the school than their parents. Immigrant parents want tobe involved but may encounter barriers such as a difference in language,

conflicts with schedules, and the impact of district policies that may detertheir ability to participate in school activities.

The diverse thought patterns of cultural groups influence how problems are

defined and solved.

Family and community are defined by culture and serve as the primary point of intervention and

mechanism for support. They differ within groups as well as between groups. Family andcommunity priorities may differ from those of the school or classroom. Recognizing thesedifferences make it easier to engage in meaningful conversations with families and community

members.

A family that traditionally shows respect to authority figures is deeply

troubled when their student receives a suspension for advocating againstinjustices in the classroom. A family that historically values social justiceactivism supports their student’s advocacy against injustice andchallenges the suspension.

The absence of cultural competence anywhere is a threat to competentservices everywhere.

To create an environment that supports and fosters the achievement of all students, considereverything that affects that environment. These principles establish guidelines for engaging with

colleagues, students, and the communities from which the students come. Continuing to ignore

or deny the impact of culture will render all efforts towards equity7 as inadequate to the needs ofstudents and their communities.

If the United States had in recent years closed the achievement gapbetween black and Latino student performance and white student

performance had been similarly narrowed, GDP would have beenbetween $310 billion and $525 billion higher.8

7 Equity: recognizing that people are different and accommodating practices for equal outcomes: eliminatingsystematic barriers based on race, gender, economic status, etc. 8 McKinsey & Company, Social Sector Office. The Economic Impact of the Achievement Gap in America’s Schools.2009


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17

GROUP

DISCUSSION

Consider the ways culture is present in a classroom or building. Which guiding principles are the most prevalent? Which guiding principles need the most support?

NOTES

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2. THE CONTINUUM

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The Cultural Proficiency Continuum provides a context, or frame of reference, which can

describe organizations and individuals. Using the continuum to study singular events in theclassroom or organization helps to examine specific policies or behaviors. The range of pointsprovide starting places and benchmarks by which to assess progress and direction. Movement

along the continuum will not always be a fluid progression towards cultural proficiency, but may

create discussions that challenge accepted policies and practices.

Figure 2.2 THE CULTURAL PROFICIENCY CONTINUUM

Proficiency

Competence

Tolerance

Reduction

Intolerance

Destructiveness

On the lower end of the continuum are destructiveness, intolerance, and reduction. Thesepoints correlate with reactive behaviors1, indicative of the barriers to cultural proficiency. Atthe upper end of the continuum are tolerance, competence, and cultural proficiency. These

points correlate with proactive behaviors2, indicative of the essential elements that embodycultural proficiency.

1 Reactive behaviors: behaviors that resist growth and maintain an opposition to diversity 2 Proactive behaviors: behaviors that encourage growth and transformation towards equity

GROUP

DISCUSSION

Think of situations that have taken place in the classroom or building. Writedown poignant points, attitudes, and behaviors that led to a positive ornegative outcome.


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II THE CONTINUUM COMPONENTS

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practice cultural reduction, they unintentionally contribute to the sense of invisibility experienced by marginalized groups.

A teacher that professes, “I treat all students the same” or “I don’t seecolor” creates a disconnect between the student, teacher, and behavior in

class. Certain student behavior is directly related to experiences in the

world that are characterized by the intersections of culture. A studentwith excessive absences may come from an immigrant community thatis the target of deportation threats and therefore struggles to succeed.

Cultural Tolerance

Cultural tolerance7 can’t understand the need for the development of attitudes and skills

necessary for responding to differences, and has not demonstrated a full commitment toadequately or appropriately responding to issues that arise from diversity. More information,assistance, and greater capacity can yield more effective cross-cultural communication.

A building wants to host a Culture Day to celebrate the richness anddiversity of its student population, and gives sole responsibility to its onlystaff member of color.

Cultural Competence

Cultural competence uses set of congruent behaviors, attitudes, and policies that come

together in a set that enables effective cross-cultural communication. This involves assessingculture, valuing diversity, managing the dynamics of difference, adapting to diversity, and

institutionalizing cultural knowledge. Practicing cultural competence requires a continual

observation of the self and the organization.

A P.E teacher considers the five Essential Elements in developing lesson plans and instructional strategies by asking these questions: What

cultures are present? Do I know and affirm the varying experiences andviews present in the classroom? How will I manage conflict when it

arises due to varying experiences? How will I meet the instructionalneeds of my most marginalized student populations?

Cultural Proficiency

Cultural proficiency focuses on learning about oneself and recognizing how one’s cultureand identity may affect others, relieving those who have been marginalized from the responsibilityof doing all of the adapting. It manifests in organizations and people who value culture; know how

to learn about individual and organizational cultures and interact effectively in diverseenvironments. Cultural proficiency is an ongoing and unfolding lifelong learning process that

recognizes that differences and similarities between cultures are important.

7 formerly cultural pre-competence


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II THE CONTINUUM COMPONENTS

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The Des Moines Public School District has committed to building anethical and professional environment for effective cross-culturalcommunication and problem solving; to identifying values and behaviorthat influence the policies and practices of the buildings; to expressingindividual and organizational behaviors and practices that serve as a

framework for intentionally responding to the academic and social needs

of all cultural groups in the school and community; and to developing acoherent approach to educating all students in ways that honor and buildon who they are as individual members of complex and sometimescontradictory societies.

GROUP

DISCUSSION

Refer to the situations noted at the beginning of this section. Where do these scenarios fall on the continuum?If reactive, how can they be moved along the continuum?If proactive, how do they reflect cultural proficiency?

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II THE BARRIERS COMPONENTS

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Systemic Oppression and Privilege

Oppression1 is best understood as a systemic issue. Over time, structures reinforced a set ofprivileges that remained exclusive to members of the dominant race2. These privileges3 have beeninherited by descendants of the dominant group, though members often remain completelyunaware that they benefit from systemic oppression. Members of non-dominant groups

experience alienation4

, marginalization, and discrimination5

through institutionalized practices(often considered cultural norms established by the dominant group) that go as far as racism6,sexism7, ableism8, and heterosexism9. Systemic practices are distinct from personal behaviors,however, the behaviors of the dominant group establish acceptable norms. Any group that doesnot align with these culturally accepted practices is often pushed to the margins and "othered."10

A Sense of Entitlement

Beneficiaries of inequitable privileges experience change towards equity and culturalproficiency as a loss. Without recognizing that they benefit from systems of oppression,

beneficiaries develop a resentment towards marginalized groups for receiving advantagespreviously exclusive to the dominant group. Developing an awareness of privileges and attitudesof entitlement is helpful when confronting and changing systemic inequities.

Misuse and Abuse of Power and Privilege

Power11 operates on both overt and invisible levels, which creates an unequal powerdynamic used to maintain the status quo of an organization or society. Systemic discriminatorypractices, policies, and behaviors interrupt both teaching and learning. Power dynamics12 arereflected in patterns of authority and resistance, struggles about expertise and experience, controlover access to knowledge, and the evaluation of student learning. Power is also reflected in thestructure and organization in the classroom, the style, and manner of conversations, preferredpatterns of classroom speaking, etc. When unconsciously misused or consciously abused, powerdynamics perpetuate marginalization, exclusion, disempowerment, and silencing.

1 Oppression: the systematic exclusion and/or disempowering of others on the basis of ethnicity, gender, language,physical and intellectual ability, race, religion, sexual orientation, class, etc. 2 Race: a political and social construct meant to divide humans according to physical traits and characteristics;historically used to justify the enslavement, extermination, and marginalization of specific groups of people 3 Privilege: the experience of freedoms, rights, benefits, advantages, access and/or opportunities based onmembership in a dominant group: often denied or withheld to members of non-dominant groups 4 Alienation: feeling out of place: not belonging to any group 5 Discrimination: the unfair treatment of individuals or groups on the basis of race, ethnic group, gender, religion,sexual orientation, physical or mental ability, etc., such that it prevents or limits access to opportunities, benefits, oradvantages available to other members of society 6 Racism: the belief in the superiority of one race over another; social, political, and/or economic power exhibited bya dominant race over another racial group. Prejudice + Power = Racism 7

Sexism: prejudice, stereotyping, or discrimination, historically against women, based on gender 8 Ableism: discrimination in favor of able-bodied people; prejudice against physical or mental handicaps 9 Heterosexism: discrimination or prejudice against homosexuals based on the belief in the superiority ofheterosexuality 10 Other: the marginalization of a person or group based on differences in dominant cultural norms 11 Power: influence or control through the acquisition of capital (political, social, financial and cultural) stock; physicalstrength12 Power dynamics: the relationship between groups in which one group dominates and defines the other groups anddetermines differential treatment as a result


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4. THE ESSENTIAL ELEMENTS

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The essential elements serve as the standard with which to address differences and apply

culturally proficient practices. These practices are rooted in an Intercultural 1 lens that manifestsas Transformation toward Equity2:

Assess Culture: the self-assessment of one’s own culture and its impact on the

environment, and identifying the cultural groups present in a system

Value Diversity: develop an appreciation for the differences among and between

groups

Manage the Dynamics of Difference: learn to respond appropriately to the issues

that arise in diverse environments

Adapt to Diversity: modify and adopt new policies and practices to support diversity

and inclusion

Institutionalize Cultural Knowledge: establish support, build capacity, and

display cultural changes into the system of the organization

For a deeper look at how to apply these essential elements in practice, refer to the following

section, Applied Essential Elements.

1 Interculture: the inclusion and interaction of different cultural groups 2 Transformation toward Equity: the higher points on the Cultural Proficiency Continuum: Tolerance, Competence,Proficiency; see Proactive behaviors


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27

SECTION III

APPLIED

ESSENTIAL

ELEMENTS

The Essential Elements of

Cultural Proficiency provide the

appropriate responses to

individual behavior and

organizational practices when

dealing with cultural differences.

This section will look deeper at

the essential elements and

include methods to aid in

organizational and practical

application.

Take the time to engage with the

tables and exercises. Make note

of the ones that would best serve

to facilitate transformation

according to classroom and

building needs.


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III ASSESS CULTURE

30

Assessing culture begins with the individual or organization first assessing their own culturein order to understand the impact it has in a variety of exchanges. This self-reflective and

consciousness-developing process serves to enable an understanding of where one’s cultureintersects with another in order to provide insight to perceptions and potential areas of conflict.

Figure 3.1 FOUR LAYERS OF DIVERSITY

*Internal Dimensions and External Dimensions are adapted from Marilyn

Loden and Judy Rosener, Workforce America! (Business One Irwin, 1991)

From Diverse Teams at Work, Gardenswartz & Rowe (2nd Edition,

SHRM, 2003)

In the classroom, taking the time to assess one’s own culture develops an awareness of how it

can affect the teaching style. Evaluate how classroom culture, instructional practices and

curriculum may actually be suited to the instructor’s own environmental lens rather than thestudents’. It is important to appreciate and understand the complexity of a diverse classroomenvironment (cultures, attitudes, behaviors, habits, feelings, actions, needs) to develop anddemonstrate instructional strategies that support those differences.

Individual : By developing a deepened understanding of the relationship betweenknowledge of one’s culture and appropriate responses to differences, an individual recognizes

how culture is expressed through their behaviors. When individuals know their own culturalnarrative, they are better able to manage differences and similarities effectively.

How do you describe your culture?

Do you know the heritage and meaning of your name?

How does your name reflect your personal history?

How do people respond when they see or hear your name for the first time?

What defines who you are as an instructor? How does this differ about what you want

others to know about you as a person?

What aspect of your culture are you comfortable sharing openly or does it require

invitation?

1. Personality: an individual’s likes and dislikes,

values, and beliefs. Shaped early in life and

influenced by 3 outer layers.

2. Internal dimensions: aspects of diversity over which

we have no personal control. Include the first things

that form assumptions and judgments: race and

gender.

3. External Dimensions: aspects that we have somecontrol over and change over time. Informs the basis

for decisions on career, work styles, and even

friendships.

4. Organizational Dimensions: aspects of culture

found in a work setting. Reveals issues of preferential

treatment and opportunities for development.


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III ASSESS CULTURE ESSENTIALELEMENTS

31

In what ways have you noticed that members of a similar culture react and relate to you

differently than members from another culture?

Organizational : Knowing about and understanding the culture of an organization will

enhance communication, conflict management, and enable effective interactions andinterventions that will aid in establishing diversity as a norm.

How do you learn the cultural expectations of the District and school?

How is the District as a whole supportive of learning?

How do employees of the District value and affirm colleagues from diverse cultures?

What do you share about your values and beliefs with colleagues? How do you choose to

share them?

What do you do to learn about the people in your school? How does that inform and

influence instructional and management practices?

Think of a time when you violated an unwritten rule. How did you know you had broken

the rule? How were you expected to know the rule?

Figure 3.2 CULTURAL ICEBERG

Beyond Culture (1976) by Edward T. Hall

People think of culture as the

observable characteristics of a group.

However, culture is deeper than these

surface components and is based on

complex ideas, attitudes, and values.

Deep Culture refers to a culture’s core

values. These learned ideas of good,right, desirable, and acceptable, differ

between cultural groups and are often

interpreted and incorporated in

unique ways. These underlying core

values manifest in use of language,

actions, laws, and communication

styles.


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III ASSESS CULTURE ESSENTIALELEMENTS

32

TABLE 3.3 QUESTIONS TO GUIDE TEACHERS’ SELF-REFLECTION ABOUT CULTURE1

Critical Questions Reflective Purpose and Significance

How does my culture

influence my works as aneducator with my students,especially my students ofcolor?

This question challenges you to reflect on the culture-based

privileges and/or the lack thereof that you experience insideand outside of the classroom. Then consider how yourculture connects with or diverges from your students toeither hinder or enable learning opportunities.

As an educator, what is theeffect of culture on mythinking, beliefs, actions,and decision-making?

This question challenges you to reflect on your conceptualand cognitive positions and positioning that may have beenhidden previously. Beliefs and ideas may become morevisible through such conscious deliberation. Then, connectyour cultural beliefs with your practices and think about howit shapes the kinds of examples you use to elucidate

curriculum content with students.

How do I, as an educator,situate myself in theeducation of s tudents, andhow do I negotiate thepower structure in my classto allow students to feel asense of worth regardless oftheir racial or culturalbackground?

With these questions comes reflection about therelationships between race, power, and actions. You arechallenged to think about whose voice matters in theclassroom and to recognize that students can feelmarginalized and insignificant when teachers do notrecognize the important contributions and assets that theypossess and bring into the classroom.

How do I situate andnegotiate students’knowledge, experiences,expertise, and backgroundwith my own?

This question challenges you to decide whether you arewilling to negotiate expertise and ways of knowing with yourstudents. Start by considering the important relationshipsbetween knowledge, experience, expertise, and culture.Then work to understand that you may need to learn fromyour students and others how to negotiate knowledge andexpertise in the classroom and how some groups ofstudents have been silenced because of their background.

1 Milner, H.R. (2010). S tart Where You Are, But Don’t Stay There. Cambridge, MA: Harvard Education Press.


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III MANAGE THE

DYNAMICS OF DIFFERENCE

34

When diversity is valued, it opens the door for a variety of perspectives and cultures to engage,

which unveils potential conflict rooted in differences. Managing the dynamics of difference is anecessary skill in developing healthy responses to conflict when cultures clash.

Many sources of conflict are rooted in power dynamics. When power is institutionalized, itcreates a hierarchy in the relationships between groups. Instructors exercise power bydetermining what is taught, how it is taught, how the learning will be assessed, where students

sit, when they can take breaks, etc. While there are circumstances in place that necessitate thepower of the instructor in a school environment, when misused or abused, power dynamics

undercut the need for effective communication and conflict management.

The following tables highlight some differences between groups. These can be used to assess the

cultures present and navigate the power dynamics that arise because of these differences.

Table 3.5 refers to problem solving for a solution in a conflict between groups or individuals.

Table 3.6 expresses the behavioral differences between members of minoritized groups and

dominant groups, and the impact of the power dynamics between the two. Table 3.7distinguishes between “Good” Leadership and Social Justice Leadership and can be used by

individuals who want to enhance and strengthen equitable practices.

Table 3.5 CULTURALLY PROFICIENT CONFLICT MANAGEMENT STRATEGIES1:

1. Get the facts Determine what the facts actually are

2. Clarify values Distinguish shared core values from strong opinions

3. Check perspectives Separate perceptions from facts. Ask questions to gain insight to

the other person’s perception.

4. Adjust to personalities

and methods

Understand different communication styles and methods of

resolution; then, adjust appropriately to focus on the issue

5. Seek to understand

cultural differences

Collaborate on an understanding of the differences creating

conflict and seek to work toward mutually acceptable goals.

1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for

People Who Teach. Thousand Oaks, CA: Corwin Press.


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III MANAGE THE ESSENTIAL ELEMENTS

DYNAMICS OF DIFFERENCE

36

Scanlan, M & Theoharis. G. (2015). Leadership for Increasingly Diverse Schools. New York, NY: Routledge.

Table 3.7 DISTINCTIONS BETWEEN A “GOOD” LEADER AND A SOCIAL JUSTICE LEADER

“Good” Leader Social Justice Leader

Works with sub-publicsto connect withcommunity

Places significant value on diversity and extends cultural respectand understanding of that diversity

Speaks of success for allchildren

Ends separate and pull-out programs that block both emotionaland academic success for marginalized children

Supports variety ofprograms for diverselearners

Strengthens core teaching and curriculum and ensures thatdiverse students have access to that core

Facilitates professionaldevelopment in bestpractice

Embeds that professional development in collaborative structuresand a context that ties to make sense of race, class, gender,sexuality, and disability

Builds collective vision ofa great school

Knows that a school cannot be great until the students with thegreatest struggles are given the same rich academic,extracurricular, and social opportunities as those enjoyed by theirmore privileged peers

Empowers staff andworks collaboratively

Brings a personal vision of every child’s being successful, butcollaboratively addresses the problems of how to achieve thatsuccess

Networks and buildsalliances with keystakeholders

Builds and leads coalitions by bringing together various groups ofpeople to further agenda (families, community organizations, staff,students) and seeks out other activist administrators who can and

will sustain her/him

Acts as a positiveambassador for theschool

Builds a climate in which families, staff, and students belong andfeel welcome

Uses data to understandrealities of the school

Sees all data through a lens of equity

Understands childrenhave individual needs

Knows that building community, collaboration, and differentiationare tools for ensuring that all students achieve success together

Engages in schoolimprovement with avariety of stakeholders

Combines structures that promote inclusion and access toimproved teaching and curriculum within a climate of belonging

Works long and hard tocreate a great school

Beyond working hard, becomes intertwined with the school’ssuccess and life


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III ADAPT TO DIVERSITY

37

Becoming culturally proficient requires permanent changes in values and behaviors that reflectthe adaptation between diverse groups of people. This requires a deep examination of values,

biases, and behaviors while being vigilant for overt and subtle forms of discrimination inpractices.

Adaptations to diversity are easier to see at the organizational level of a school than inside a

classroom. Consider the following1:

Instructional materials

How are instructional materials relevant to the varying experiences of

the students?

Teaching style

How are instructional strategies supportive of cultural differences?

Awareness of student response to instructional material

How are students responding and engaging with the material? In

circumstances where engagement and understanding is low, is there an

overuse or inappropriate use of power hidden in the lesson plan?

Facilitating conversations with students

What voices are dominant in conversations? What voices might reflect a

different point of view?

Mediating conflicts

What values are being supported? Where do those values come from?

Are other values being minimized?

Taking advantage of teachable moments

How often are conversations marked by candor and compassion?

Developing a pedagogy that embraces diversity is a crucial step in adapting to the differencespresent in a classroom or building. The following table displays the impact of a diversity

pedagogy as experienced through the development of social interactions and interpersonalrelationships.

1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide forPeople Who Teach. Thousand Oaks, CA: Corwin Press.


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III ADAPT TO DIVERSITY ESSENTIALELEMENTS

38

Table 3.8 DIVERSITY PEDAGOGY: SOCIAL INTERACTIONS/INTERPERSONALRELATIONSHIPS

Social Interactions: Public and sharedcontact or communication in dyad or group

settings that provide participantsopportunities to evaluate, exchange, andshare resources.

Interpersonal Relationships : Familiar socialassociations among two or more individuals

involving reciprocity and variable degrees oftrust, support, companionship, duration, andintimacy.

Teacher Pedagogical Behaviors Student Cultural Displays

Creates multiple opportunities for students toexperience different social interactions

Honors students’ right to select

friends.

Provides classroom events to help

students develop peer relationships,

friendships, and a sense of social

belonging and group affiliation with

individuals and groups sharing

common attributes and with other

diverse individuals and groups.

Encourages, facilitates, and provides

opportunities for students to interact

socially with others in multiple diverse

settings.

Promotes the skills students need to functionas contributing members of own and othersocial groups, ethnic communities, and ascitizens of a pluralistic national and worldsociety

Understands the difference between

cooperative and collaborative group

skills and teaches related skills.

Provides opportunities for students to

develop leadership skills and

responsible group participation.

Demonstrations of social and culturalcompetence in diverse school settings

Initiates, maintains, and sustains

friendships

Shows behaviors promoting

respectful, responsible participation in

multiple cultural, academic and

recreational classroom events with

individuals and groups sharing

common attributes and with other

diverse individuals and groups.

Accepts, initiates, and sustains same-

race, same-gender, as well as cross-

race and cross-gender peer

acceptance.

Expressions of developing social skillsneeded as a contributing member of own andother social groups and ethnic communitiesand as a citizen of a pluralistic national andworld society

Interacts comfortably and responsibly

in pairs, small group, and whole group

in both classroom and school settings.

Exhibits growth in leadership and

group negotiation skills.

Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education


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III INSTITUTIONALIZE

CULTURAL KNOWLEDGE

39

Institutionalizing cultural knowledge involves the process of teaching and learning about other

cultures, including that of the organization. It also involves learning how people experiencethose cultures and adapt to those differences.

Continuous examination of the organization’s policies and practices provide an ongoingopportunity to understand its culture and the culture of the people in it, allowing for culturally

proficient strategies and behaviors to be practiced consistently.

ENGAGEMENT THROUGH DOUBLE-LOOP LEARNING1

1. Study culture, individually and organizationally.2. Identify problems and alternative solutions.

3. Select alternatives based on the shared core values and beliefs of the organization.4. Implement and monitor solutions.

5. Gather data and compare with shared core values.

6. Modify solutions as needed and develop a high value for data-driven strategies and benchmarks aligned with shared core values.

The following are considerations to improve the effective engagement in a diverse schoolsetting2:

Learn about and understand students’ daily experiences within the context of their own

community.

Include the lives of the students within the scope of instruction. Encourage relatability

between students’ lives outside of the classroom and what they do or learn in the

classroom.

Engage in strategic, systematic training on culturally responsive3 behaviors. Develop a

consistent mentoring or coaching process with colleagues around cultural competence4.

Advance and support methods of professional development that prepare for the

facilitation of classroom discussions involving cultural differences.

Research best practice methods for integration of cultural issues (bias, injustice) within

the classroom.

Be comfortable fielding questions around culture even if solid answers are unknown.

Acknowledge mistakes, learn from mistakes, and actively evolve with actions that are

more effective.

1 Double-Loop Learning. Adapted from Chris Argyris, Overcoming Organizational Defenses. Boston:

Allyn & Bacon, 1990 2 Culturally Proficient Instruction, Lindsey, Lindsey, Nuri-Robins, Terrell, Corwin, 2012 3 The ability to learn from and relate respectfully with people of your own culture as well as those fromother cultures 4 A set of congruent behaviors, attitudes, and policies that come together to enable effective cross-

cultural communication between different groups of people.


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III INSTITUTIONALIZE CULTURAL KNOWLEDGE ESSENTIALELEMENTS

40

1 Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

Table 3.9 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-REGULATED LEARNING1

Culturally Safe Classroom Context: Aclassroom environment where students feel

emotionally secure; psychologicallyconsistent; and culturally, linguistically,academically, socially, and physicallycomfortable, both as individuals andmembers of the groups to which they belong.

Self-Regulated Learning: Demonstrations ofthe self-initiated, managed, directed,

contained, and restrained conduct required tomeet self-determined personal and groupgoals, to adapt to established classroomstandards, and to maintain self-dignity.


Creates culturally inclusive, emotionally secure,academically rich, and comfortable spaceswhere students develop ownership andresponsibility for their cultural, academic, andsocial behavior:

Identifies the cultural nuances present instudent behavior and adapts contextual

element accordingly.

Observes how the physical and emotional

classroom context is experienced by

diverse students and makes necessary

changes.

Promotes self-control in classroom

management decisions and disciplinary

actions.

Is aware of personal style of authority

Views self equally responsible for

classroom disruptions and order.

Establishes culturally balanced

participation structures.

Signs of acquiring knowledge and developingskills to self-monitor, direct, guide, and controlcultural, social, and academic behavior in theclassroom where space and resources areshared:

Sets and meets personal conductstandards and classroom norms while

maintaining ethnic integrity.

Adapts individual and group behavior to

situational and contextual classroom

events and conditions and sustains

cultural norms.

Takes responsibility for personal and

group actions and respects teacher

behavioral expectations.

Monitors behavior and sets goals.

Takes responsibility for own actions and

responds responsibly with classroom

rules.

Understands and cooperates with

teacher ’s academic expectations.


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41

1Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

Table 3.10 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-REGULATED LEARNING1

Culturally Safe Classroom Context: Aclassroom environment where students feel

emotionally secure; psychologicallyconsistent; and culturally, linguistically,academically, socially, and physicallycomfortable, both as individuals andmembers of the groups to which they belong.

Self-Regulated Learning: Demonstrations ofthe self-initiated, managed, directed,

contained, and restrained conduct required tomeet self-determined personal and groupgoals, to adapt to established classroomstandards, and to maintain self-dignity.


Recognizes, acknowledges, and responds to

students’ culturally diverse displays of

knowledge, initiative, perseverance, and

competence as individuals and as members of

particular groups:

Observes and identifies diverse patterns

of competency and acknowledges cultural

factors when judging behavior as

appropriate or inappropriate.

Allows students to make and to learn from

mistakes.

Is aware of the students’ social, cultural,

and academic classroom interactions.

Recognizes and evaluates group

achievement as well as individual efforts.

Acquires classroom management skills

and instructional strategies that help

students practice self-control.

Understands the reciprocal teacher-

student interpersonal process involved

when making disciplinary decisions.

Manifestations of behaviors indicating ability to

internalize and self-monitor personal, cultural,

social, and academic decisions to advance

cultural, academic, and social growth:

Uses particular strategies and resources

to compare individual and group

performance with expected social and

academic outcomes.

Is able to take risks and learn from

mistakes.

Negotiates effectively and handles

obstacles in diverse cultural situations.

Anticipates competence and monitors

social and academic choices. Directs motivational elements, examines

why one acts in certain ways, and

engages in self-evaluation.

Controls feelings generated by behavioral

choices, balances conflicting goals, and

evaluates consequences to choices.


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42

Table 3.11 SUMMARY OF BEST PRACTICES TO ADDRESS OPPORTUNITY GAPS

Milner, H.R. (2010). Start Where You Are, But Don’t Stay There. Cambridge, MA: Harvard Education Press

1. Dealt with the presence ofrace and culture:

Teachers rejected color-blind, culture-blind, and diversity-blind ideologies. They sawthemselves and their students as racial and cultural beings and used that knowledge inworking with students and in teaching them.

2. Perceived teaching as

mission andresponsibility:

Teachers cared deeply about their students and developed mission-minded approachesthat allowed students to reach their potential. They saw teaching as their calling and tookit personally when students did not succeed academically.

3. Developed criticalconsciousness:

Teachers critiqued the knowledge and information available. They consciously fought

against injustice; they spoke out against inequity both inside and outside of theclassroom and empowered students to do the same.

4. Rejected deficit notions:

Teachers concentrated on the assets that the students brought into the classroom andbuilt on those assets in the learning contexts. They also understood their own assets asteachers and used those as a foundation to bridge opportunity gaps in the classroom.

5. Did more with fewerresources

Teachers did not allow what they did not have to hinder their efforts, goals, and visionsfor their students. They did whatever it took to succeed and for their students tosucceed; they never gave up, even when resources were scarce.

6. Understood equity inpractice:

Teachers understood the difference between equality and equity. They worked to meetthe needs of individual students and realized that their curriculum and instruction mightnot be exactly that same among all students at all times but would depend on theparticular needs of each student.

7. Built and sustainedrelationships:

Teachers understood that students needed to get to know them and that they neededto get to know their students. They saw their teaching as members of a family affair andviewed their students as their own family. In other words, they in “other mothering” and“other fathering”.

8. Understood powerstructures amongstudents:

Teachers understood that there were power structures among the students. Theyrecruited popular students to embrace the vision of learning and engagement in theclassroom in order to get other students engaged and motivated to learn.

9. Understood the self inrelation to others:

Teachers assembled knowledge and understood points of intersection andconvergence between themselves and their students. They used this knowledge andunderstanding to build and sustain relationships in the classroom.

10. Granted students entryinto teachers’ world :

Teachers allow ed students to learn things about them and made connections todemonstrate the commonalities that existed between students and teachers. Theyshared stories with their students and allowed them to share theirs in order to buildcommunity, collective knowledge, and points of reference.

11. Conceived of school as acommunity with family:

Teachers conceived of school as a community that was established by all those in theenvironment. They allowed students to have voice and perspectives in how thecommunity would be defined. Teachers respected and cared about those in thecommunity as if they were family members

12. Stressed the value andimportance of learning:

Teachers explicitly conveyed the importance and value of education and learning tostudents. They helped students understand and embrace the reality that one can besmart and intelligent and, at the same time, cool and hip.

13. Immersed themselves instudents’ lifeworlds:

Teachers attempted to understand what it meant to live in the world of their studentsthrough music, sports, film, and pop culture. They incorporated this knowledge andunderstanding into the learning opportunities in the classroom.

14. Incorporated pop culture:

Teachers understood the multiple layers of popular culture that students wereinterested in outside of school. They incorporated this understanding in developingrelevant and responsive lessons for students.


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43

GROUP

DISCUSSION

How have you seen these five essential elements displayed in your buildingor classroom?How can the utilization of these essential elements be used to enhancestudent hope, engagement, and well-being?

NOTES

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III PROFESSIONAL DEVELOPMENT ESSENTIALELEMENTS

45

APPLIED TO DMPS CULTURAL COMMITMENTS

A. Equity of Access- ( Adapting to Diversity ) How does this training provide every student

with equitable access to a high quality curriculum, support, facilities and other educational

resources?

B. Equity Analysis- ( Assess Culture) Does this training review existing policies, programs

and procedures to ensure the promotion of equity?

C. Workforce Equity - (Managing the Dynamics of Difference) Does this training

actively reflect the diversity of the student body and ensure all students have access to high

quality instruction throughout their educational experience?

D. Professional Development- (Institutionalize Cultural Knowledge) How will this

training provide knowledge and skills for eliminating opportunity gaps and other disparities in

achievement?

E. Welcoming School Environments- ( Value Diversity ) How does this training create a

welcoming culture and inclusive environment that is reflective and supportive of the diversity of

the district’s student population, their families, and communities?

F. Partnerships- ( Adapt to Diversity ) Can this training include other partners who have

demonstrated culturally specific expertise – including families, government agencies, institutes

of higher learning, early childhood education organizations, community-based organizations,

businesses, and the community in general?

G. Multiple Pathways to Success- ( Value and Adapt to Diversity ) Does this training

provide knowledge that develops multiple pathways to success in order to meet the needs of the

diverse student body, and shall actively encourage, support and expect high academicachievement for all students?

Adapted from Ensuring Educational and Racial Equity, Seattle Public Schools, Council of Great City Schools, 2012


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III FRAMEWORKS ESSENTIALELEMENTS

46

Frameworks provide underlying ideas, guiding principles, and common agreements as aids tocultivating an equitable environment. Utilizing frameworks effectively can resolve issues

stemming from

the lack of common direction or shared sense of reality

the lack of agreement about the cause of racial and other disparities

the lack of skills to talk about race the lack of skills to analyze systems

the lack of leadership as an intervention to the systems

Refer to these frameworks as aids to navigating through the intersections of cultures.

1. Courageous Conversations Protocol (Conflict)

Glenn E. Singleton’s framework is used to facilitate and navigate conversations

emanating from conflict between cultural groups.

2. Equity Literacy (Poverty)Paul C. Gorski describes abilities and principles that aid in managing and understanding

poverty as it relates to inequity.

3. Multicultural Education (Curriculum)

James A. Banks delivered this model as a tool to implement diversity into classroom

curricula.

4. Biography-Driven Culturally Responsive Teaching (ELL)Socorro Herrera describes a teaching method for culturally and linguistically diverse

students through the engagement of student’s lives and personal narratives.

5. Intercultural Development Continuum

Used to measure intercultural competence, this continuum is used to describe personal

behaviors that lead to the development of a culturally integrated identity.

FOR MORE INFORMATION on each framework and the essential element that it can be

used in conjunction with to develop culturally proficient classroom and behavioral practices,

visit equity.dmschools.org/supplement.

http://equity.dmschools.org/courageous-conversations.htmlhttp://equity.dmschools.org/courageous-conversations.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/intercultural-development-continuum.htmlhttp://equity.dmschools.org/intercultural-development-continuum.htmlhttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttps://livedmpsk12ia-my.sharepoint.com/personal/monserrat_iniguez_dmschools_org/Documents/guidebookwork/equity.dmschools.orghttp://equity.dmschools.org/intercultural-development-continuum.htmlhttp://equity.dmschools.org/biography-driven-culturally-responsive-teaching.htmlhttp://equity.dmschools.org/multicultural-education.htmlhttp://equity.dmschools.org/equity-literacy.htmlhttp://equity.dmschools.org/courageous-conversations.html


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III CULTURAL PROFICIENCY ESSENTIAL

IMPLEMENTATION TOOLKIT ELEMENTS

47

This handbook was designed with the intention of taking the reader through an educational

process that would assist in the development of an awareness of the need for culturalproficiency.

The Cultural Proficiency Implementation Toolkit presents tools to sculpt a personal,interpersonal, and organizational cultural assessment to support the development of culturally

proficient practices in the classroom and building.

Use the following tools to elicit discussions and reveal insights to the school community thataddress issues of equity:

1. Personal Cultural Profile Everyone has a culture. Reflect on your identity in terms of race, gender, class, sexuality,

and religion. This profile considers the relationship between your personal culture and

that of the dominant group. This is a critical first step in managing, valuing, andadapting inclusive practices and policies. How does your identity cultivate power and

privilege?

2. Color Arc/Privilege Walk

Consider the benefits of inherited privileges. This exercise allows you to see and

recognize the impact that culture has on individuals within a system. Best done in a

group (PLC, BLT, class, etc.), this activity is intended to highlight the invisible ways that

privilege influences behaviors, perceptions, and experiences.

3. Equity Data Collection

Conduct a data dive into a school’s demographics and analyze the results as a window tothe needs of the student body. Though exhaustive, this exercise will help identify the

areas that reveal patterns of inequity as beginning points for transformative work.

4. Equity Walk Sharpen and focus the instructional leadership lens and allow the gathering of

observational data to confirm or challenge assumptions regarding school improvement

and equity in the building(s).

5. Culturally Responsive Interventions

Describes real, in-class scenarios that represent barriers to learning and includesmethods of resolution based on the Cultural Proficiency framework.

FOR MORE INFORMATION and downloadable templates to assess and develop culturally

proficient classroom and behavioral practices, visit equity.dmschools.org/implement.

http://equity.dmschools.org/personal-cultural-profile.htmlhttp://equity.dmschools.org/personal-cultural-profile.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/implement.htmlhttp://equity.dmschools.org/culturally-responsive-interventions.htmlhttp://equity.dmschools.org/equity-walk.htmlhttp://equity.dmschools.org/equity-data-collection.htmlhttp://equity.dmschools.org/the-color-arc--privilege-walk.htmlhttp://equity.dmschools.org/personal-cultural-profile.html


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III CULTURALLY RESPONSIVE ESSENTIAL

INTERVENTIONS ELEMENTS

48

Culturally Responsive Interventions1 are the culmination of the Implementation Toolkit. They

should be conducted after the Cultural Profile, Implicit Association Test, Color Arc, Equity Data

Collection, and Equity Walk. This is to ensure that the participants are prepared with theknowledge and disposi