CSTP - Cultural Competence Resource Slides

CSTP - Cultural Competence Resource Slides

CENTER FOR STRENGTHENING THE TEACHING PROFESSION 253-752-2082 www.cstp-wa.org Cultural Competence: Relationship over management St. Martins University July 27, 2010 9:00 12:00 Culturally Responsive These materials funded by the Grousemont Foundation.

Who is she? make a guess How old do you think she is? Where do you think she is from? What language(s) do you think she speaks? What do you think her greatest accomplishment has been? What do you think her professional aspirations are?

Getting Started Whos here? What are we doing today? Objectives Participants will develop a better understanding of their own personal cultural identity and how this impacts the way they develop classroom expectations. Participants will develop a basic understanding of the variety of cultures in the region and how the cultural practices impact students responses to an education system.

Participants will leave with a toolkit of usable activities and materials. Schedule for the day 1st hour Introductions Objectives Define terms

2nd hour Focus on Self What is my culture and worldview? How does this impact my decisions? 3rd hour Focus on others Who are the students I will be teaching? What are my attitudes about diversity?

What do I need to know about my students and their cultures to be an effective teacher? How can I communicate and interact more effectively? Modeling

Clear expectations regular activity/movement Reflection Interaction/relationship Options Hooks Greetings/gathering folks Getting into groups Session 1: Knowing yourself

Objective: You will be able to define culture and cultural competence. You will learn about your personal culture and the culture of the community in which you live. Activity 1: The Circle Get into a circle. For each statement you hear that is true, take a step forward and raise your hand. Debrief: How could you use this in your classroom?

Write and reflect. Define culture Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. Cultural Competence is Knowing the community where the school is located Understanding all people have a unique world view

Using curriculum that is respectful of and relevant to the cultures represented in its student body Being alert to the ways that culture affects who we are Placing the locus of responsibility on the professional and the institution Examining systems, structures, policies and practices for their impact on all students and families Cultural competence is not Good intentions Cultural celebrations at designated times of the year, in designated ways Kumbaya diversity

A list of stereotypes about what people from a particular cultural group do Assumptions that all students from one culture operate in similar ways and have had similar experiences The responsibility of children, their parents or the community Color-blindness (treating everybody the same) Simple tolerance What does this mean for me as a teacher? Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people (students and families) across cultures.

Who am I in all of this? Until you understand your own culture, you cannot understand anothers. Take out a scratch sheet of paper and respond to each of the questions you are about to see in the next slides. You will be sharing 4 of your answers (your choice) with a group of people. Personal Inventory A What is your favorite song? How do people in your family share important information and stories? How do outsiders learn the rules of your family (e.g. In

our family we dont share anything personal with outsiders; in our family we always wash our own dishes when we visit the grandparents, etc.)? Describe the common belief/faith system (or lack thereof) that is practiced by members of your family. Personal Inventory B Describe your familys favorite way to spend free-time/vacation time. If your house was burning down, what 3 items would you try to save? Why? What activities made you happiest as a child? What experience(s) made you sad or angry?

Think about your childhood. Describe the most common ways adults in your life communicated in public? Describe how members of your family deal with conflict. Activity 3: Breaking into teams Get yourself into order by birth date without talking or making any noise. Presenter will break you into teams of 3 4. Small group share-out Select 4 responses from the Personal Inventory to share with the other participants at your table (each person determine which four responses they are willing to share).

Each member share name and ONE response quickly with whole group. Move around the table until everyone has shared 4. Return to Seat Debrief Think-pair-share How could you use this in a content area or for professional development? Write and reflect. Activity 4: Walk it out

As you hear the statements, give yourself a point for each that is true for you. Total your points at the end of the activity and wait for further instructions Debrief reflect, discuss, write Share 40 Developmental Assets Session 2: Knowing those around you Objective:

You will understand how your culture colors your perceptions of others. You will be able to identify the dominant culture of the students in your classroom. You will learn the importance of valuing diversity You will learn to identify critical elements of culture You will be exposed to skills that will assist you in teaching students from diverse cultural backgrounds

Using Media There is much that can be learned by watching the experiences and responses of others. How early does race matter? Do children still see in black and white? A Girl Like Me Kiri Davis, 2005 http://www.mediathatmattersfest.org/watch/6/ Race and Data CEDARS

Requires racial self-identification If no self-identification by student or parent/family, teachers/school staff are REQUIRED to visually identify the students race COULD YOU IDENTIFY EACH OF YOUR STUDENTS RACE? What is the impact of race? Whats Race Got To Do With It http://www.pbs.org/race/005_MeMyRaceAndI/005_00-home.htm Does race

impact achievement or is it just poverty? What is the problem? Washington State 10 Year Student Picture Group 1998-99 2009-10

Net Change 999,616 1,040,750 + 41,134 White 759,708 (76%)

672,350 (64.8%) -87,358 (-11.2%) Am Indian/Alaska 27,989 (2.8%) 27,363 (2.6%) -626 (-0.2%) Latino

90,965 (9.1%) 158,612 (15.3%) +67,647 (+6.2%) African American 50,980 (5.1%) 56,790 (5.5%)

+5,810 (+0.4%) Asian Am/Pacific Is 70,973 (7.1%) 89,231 (8.6%) +18,258 (1.5%) 5.1% 8%

+2.9% All # Bilingual/ELL If nothing changes 4th Grade African American 2022

(12yrs) 2042 (32yrs) Latino African American Latino Native American

Reading 2017 (7yrs) 2017 (7yrs) 2018 (8yrs) Math

2064 (54yrs) 2056 (46yrs) 2058 (48yrs) Reading Math 10th Grade

2022 (12yrs) 2050 (40yrs) Native American 2029 (19yrs) 2049 (39yrs)

High school graduation rates 2007-08 American Indian Other Pacific Islander Black Latino All Students White Asian/Pacific Islander Asian 0% Extended

10% 20% Graduation 30% 40%Rate50% On-time Rate100% 60% 70%Graduation 80% 90% What is the

impact of race and/or culture on your students? Lets talk about YOUR kids! Personal Brainstorm: When you think about developing classroom expectations, what are the 3 most important expectations? What happens if these expectations are in conflict with your

students expectations or with your buildings expectations? Group brainstorm As a table group, have a conversation about the following: When your expectations and the schools expectations are different, what do you think happens to kids? How can you impact change in this area? Taking it a step further Respond based on your experiences as a student: Who were the students who were most successful in your school? Who were the students who experience the greatest

challenges? How was culture celebrated/ignored at your school? Describe the behaviors of students who were in conflict with the practices/expectations of your school building. What have you learned about these communities? What are the ways students/youth interact with adults/elders? What are the most effective methods of communicating with parents? Who are the community leaders? What important traditions/holidays need to be recognized/acknowledged?

Anything else? How can you learn more? Find an adult/parent with whom you can have coffee 1 2 times per month. Visit ethnic restaurants in your community and take notes about: How families interact. How adults and children share space. Noise levels. What you hear when you close your eyes. Foods you try that you have never eaten before. Visit religious sites/institutions where your students worship.

Commit to attending cultural events in the community Debrief/ wrap-up Questions and Answers Questions and Answers Free Trainings Communicating with parents from diverse backgrounds CISL and OEO Developing authentic school- family

community partnerships CISL Understanding Washington States achievement gap CISL Developing a strategic plan to address the achievement gap - CISL Understanding Civil Rights OSPI and WEA Cultural Competence for educators CISL and WEA Creating culturally competent systems - OSPI Cultural competence build relationships with your families and community!!! Websites with FREE resources www.yourlearningcenter.org (Center for the Improvement of Student Learning)

best practices research, translated materials, achievement gap studies, free training videos, interviews, power points, upcoming statewide events, Q & A, etc. www.governor.wa.gov/oeo/ (Office of the Education Ombudsman) information for parents, upcoming trainings; www.cstp-wa.org (Center for the Strengthening of the Teaching Profession) Research on teaching practice, state ELL study, teacher advocacy trainings;

www.edtrust.org (Education Trust) national best practice models and data on addressing the achievement gap, real stories!, upcoming conferences; www.teachingtolerance.org teaching strategies to address cultural awareness student-to-student and teacher-to-student, lesson plans, activity grants, free supplies

www.montgomeryschools.md.org sample district strategic plan to address the achievement gap (this district has done more than any other in the nation to address the achievement gap) MUST CHECK OUT!!! CISL resources Website: www.yourlearningcenter.org Achievement Gap Oversight and Accountability Committee recommendations and agendas Free training/support materials Achievement gap Cultural competence Authentic family/community/school partnerships Contact information:

[email protected] (360) 725 - 6503 Contact us: Erin Jones [email protected] Maria Flores [email protected] Center for the Improvement of Student Learning Assistant: Jessica Cole (360) 725 - 6503 [email protected]

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