Culturally Proficient Leadership

EDLA 626 Culture, renewing &038 Human Rights heathenishly Proficient Leadership The excite got(prenominal) Journey Begins in spite of turn outance Summary Part 1 Leadership as an Informed Personal Perspective Chapter 1 The Leadership Journey Begins Within getting counselling on reality mevery a nonher(prenominal) people in society still represent segregated lives based on race / ethnicity, class It is important that we look for inward to ourselves in order to understand our reactions to people ethnically several(predicate) than us. such(prenominal) understanding allows us to effectively teach other peoples children pickings a Look at My indoctrinate and What I See (and taket See) Schools and districts be moldd by social, political and economic forces non quickly apparent. Underlying the transparent elements of our drill communities are unapparent forces that make detail more impact on our educatees, schools and us. These in discernible historic forces contri stille to the common sense of privilege or deprivation experienced in our schools that impacts our students, parents and us. These forces are termed as equity issues and serve as the metaphorical elephant in the room that legion(predicate) pretend not to see. Are there justice Issues in Your School? Reaction to equity issues is dependent on ones own experiences as a student. Different experience produced for students of different cultural groups (past &038 present). regardless of personal experiences, a school leader and his/her vision benefits from knowledge of diachronic context of coming and equity issues. Two expressed determine not fully realized are universal public education with High School and impartial educational opportunities (ex. Only 27 states have compulsory education requirements to age 16). Progress toward universal education is tie in with advancement in faithful treatment and equal outcomes for students based on gender, race, ethnicity and a bleness is also evolving. Prominent researchers have pressed the issue for equity in schools for 2 generations. Confronting the Gaps as a Leadership Issue Leaders confront with challenge of leading schools in ways that provide equitable opportunities no matter of a students culture The mere composition of any school poses naturally challenges due to distinctions (culture, race, gender, socio-economic, achievement, etc. ). Leaders need to anticipate systemic access disparities of quality educational programs, experienced funding and equitable school funding otherwise the military position quo of violates will continue. More equitable funding alone does not even things out . . . must be accompanied by a change in the way many students are educated. Important question for leaders How do we meet the schoolman and social necessarily of students who come to school with a different come out of values, beliefs, socioeconomic experiences, demeanors, language and ability? NCLB as a Leadership scape NCLB can serve as a tool to support access and equity attacks. NCLB has made public aware of differential educational opportunity and achievement patterns that exist in our schools and communities. NCLB used as pretext to point out and address achievement crack cocaine issues. Such a gap is a multifaceted outcome measure of gaps in access to education. proceeding gaps differentiated by race, ethnicity, gender, class, etc. are being highlighted by the media. Definitions of bring out Terms Culture The set of practices and beliefs shared by members of a busy group that distinguish that group from other groups. ethnical Informancy Reflects our experience of having regulate cultural relationships that are authentic and trusting which allow for mutual discipline and feedback leading to personal growth. Demographic Groups Often used in schools in pace of subgroup. Dominant Culture A culture readily visible in a classroom and school which often benefits fr om treatment, attention and achievement while others may be hidden and not apparent and not receive equitable treatment or attain equal levels of success.. Equity Access to material and human resources in proportion to needs. Ethnicity Ancestral heritage and geography, common history and to some degree somatic appearance. National stemma A designation related to a persons rural area of birth and prior citizenship. Nativism The practice of valuing the rights of citizens born in this country oer those of immigrants (marginalization effort &038 attempt of immigrants). Race A concept developed by social scientists and misinterpreted and used by groups to characterize people by their physical features and to use those dissimilaritys to justify suppression of some while promotion of others. objurgation careful consideration of ones deportments, plans, values and assumptions in an effort to improve interpersonal and professional practice. Sexual Orientation An enduring, emot ional, romantic, sexual or affectional attraction to another person.It exists along a continuum and differs from sexual behavior because it refers to feelings and self-concept. Chapter 2 The Cultural advancement Leadership Lens Provides an overview of the tools of cultural advancement. Such will provide one with an important electron lens and knowledge for action. Getting Centered Educational gaps are our issue with at least 3 arguments being important prerequisites 1. We must acknowledge that educational gaps are historical and persistent. Although we inherited them, they cannot be ignored.The issue of academic underperformance of children of poverty and some visible minorities is not new information. 2. If gaps are to be closed, we must move fore to go out our values, behaviors, policies and practices of our schools. 3. We can make a difference when we pay attention to who students say they are and their needs before the needs of our own and that of the school system. Cult ural proficiency is A process that begins with us, not with our students or their communities A shift in thinking that moves us from viewing culture as problematic to embracing and esteeming culture. A lens through which we view our reference as educators A concept comprised of a set of quaternary relate tools to guide our practice. Cultural advance Is an Inside-Out Process Cultural proficiency is an inside-out process of personal and organizational change. It is who we are more than what we do. We are students of our assumptions well-nigh self, others and the context in which we work with others Fundamental to addressing educational gap issues is ones willingness and ability to examine yourself and your organization. Cultural proficiency provides leaders with a comprehensive, systemic structure to identify, examine and discuss educational issues in our schools. Cultural Proficiency Represents a Leadership Paradigm Cultural proficiency . . . a mindset for how we interact with all people regardless of primer . . . a worldview that carries explicit values, language and standards for effective personal interactions and professional practices . . . is a 24/7 approach to both our personal and professional lives . . . is not a set of independent strategies one learns to use with others. Educators who commit to culturally proficient practices represent a paradigmatic shift away from the status quo dominant group view. The paradigmatic shift moves from tolerating diversity to transformational commitment to equity. Cultural Proficiency as an Educational Leadership Lens The following four tools of cultural proficiency can be used as a template for a leaders personal and professional schooling 1. maneuver principles on which you can build an ethical and professional put up for effective cross-cultural communication and problem solving. 2.A continuum of behaviors that enables you to diagnose your values and behavior in such a way that you can better influ ence policies and practices of our profession. 3. inbred elements expressed in terms of standards of personal and professional take that serve as a framework for moveing to academic and social needs of the cultural groups in your school &038 community. 4. Barriers to this work framed in such a way that you are intentional in the use of the maneuver principles and essential elements. Effective educational leaders are clear about themselves relative to working with and leading culturally diverse communities.The Cultural Proficiency Toolkit Cultural proficiency is comprised of an interrelated set of 4 tools which provide the path for a leader to guide his personal and professional development in a cultural proficient manner. The Guiding Principles of Cultural Proficiency Guiding principles provide one with a moral philosophical framework to examine &038 under-stand beliefs about the education of students from cultural groups different from them. Guiding principles provide a f ramework of how the cultural diversity of students should inform professional practice when responding to student learning needs. A good place to see if school values align with predominant behaviors in the school is the mission / vision statement. The Cultural Proficiency Continuum Consists of 6 points. The first 3 (cultural destructiveness, cultural incapacity, cultural blindness) points focus on them as being problematic. The next 3 (cultural precompetence, cultural competence, cultural proficiency) focus on your practice as transformational leadership. 1. cultural destructiveness see the difference and eliminate it 2. cultural incapacity see the difference and make it appear wrong 3. ultural blindness see the difference and act like you wear offt see it 4. cultural precompetence see the difference and act but inconsistently in appropriateness 5. cultural competence see the difference and be inclusive 6. cultural proficiency see the difference and respond positively, eng age, adapt and commit to social justice / equity The Five Essential Elements of Cultural Competence These elements are standards for culturally competent values, behaviors, policies and practices I. Assessing Cultural noesis II. Valuing Diversity III. Managing the Dynamic of DifferenceIV. Adapting to Diversity V. Institutionalizing Cultural Knowledge Overcoming Barriers to Cultural Proficiency There are barriers to achieving culturally proficient actions. They exist together in combination not as isolated events. I. Resistance to Change II. Systems of burdensomeness III. A Sense of Privilege and Entitlement Cultural Proficiency is . . . An approach for ascend educators assumptions and values that undermine the success of some student groups A lens for examining how we include and honour the cultures and learning needs of all students in the educational process.