Summit on School Climate and Culture Culturally Proficient Educational Practice: Barriers and Guiding Principles Summit on School Climate and Culture Randall Lindsey August 8 & 9, 2016 DMPS

Learning Agreements Tech check – use appropriately, Hand signals, Be 100% present, Participate to seek and understand, Learn about self and others and Enjoy the day! DMPS

Intended Outcomes Participants to view Cultural Proficiency as a shared priority; Participants to experience Cultural Proficiency as personal and professional work; Participants know how Guiding Principles support Overcoming Barriers to Culturally Proficient practice in addressing access and achievement gap issues; and Participants to use Tools of Cultural Proficiency to build professional capital for changing conversations. DMPS

In Appreciation Terry Cross DMPS

Our ‘Community of Practice’ Raymond Terrell, Kikanza Nuri, Delores B. Lindsey, Randall B. Lindsey, Brenda CampbellJones, Franklin CampbellJones, Laraine Roberts, Richard S. Martinez, Stephanie Graham, R. Chris Westphal, Jr., Cynthia Jew, Linda Jungwirth, Jarvis Pahl, Keith Myatt, Michelle Karns, Diana Stephens, Carmella Franco, Maria Ott, Darline Robles, Reyes Quezada, Richard Diaz, Karen Kearney, Delia Estrada, Trudy Arriaga, Lewis Bundy, Tracey DuEst, Ian Jones, John Krownapple, and Fernando Rodriguez-Valls. CHANGED: Added space between point and name - grazzi DMPS

Cultural Proficiency Framework Uses Four Unique Tools The Barriers Caveats that assist in responding effectively to resistance to change The Guiding Principles Underlying values of the approach The Continuum Language for describing both healthy and non-productive policies, practices and individual behaviors The Essential Elements Five behavioral standards for measuring, and planning for growth toward cultural proficiency • Shortened title: From “The Framework for Cultural Proficiency Uses...” (opened visual space) • Eliminated comma (in last point) • Differentiated points from text w/ italics (and bold) (and underline) • Indented second line of description to add white space – another THANK YOU! DMPS

Cultural Proficiency An inside-out approach that is about... Being aware of how we - as individuals and as schools - work with others Being aware of how we respond to those different from us Visible and not so visible differences Preparing to live in a world of differences Is a worldview, a mindset; it is the manner in which we lead our lives Can NOT be mandated, but can be nurtured CHANGED: text and font size to increase visual space Consider: ”An inside-out approach and today’s theme” Consider: eliminating “Is about” from slides, but not from verbal; “A worldview, a mindset; the manner in which... – We kept your edited slide and deleted origjnal slide. Thank you. DMPS

Cultural Proficiency functions as… A lens, through which to view your work The manner in which we lead our lives. CHANGE: Added space after point DMPS

Questions that Guide Our Work What barriers to student learning exist within the district, our schools, and us? What are your, your school’s, and the board’s core values that support equitable learning outcomes for students? What examples do you have for unhealthy and healthy language, behaviors, policies and practices used by you and your board and school colleagues? What standards do you, district/school use to ensure equitable learning outcomes for students? To what extent are you satisfied with student learning outcomes in your school and in your board? DMPS

Tool #1 – Overcoming Barriers to Cultural Proficiency The barriers to cultural proficiency are systemic privilege, oppression, and resistance to change The presumption of entitlement Systems of oppression Unawareness of the need to adapt Resistance to change Watch and/or wallet; Left hand -; right hand; DMPS

Privilege & Entitlement 5 Minutes with Jackson Katz • Changed spacing to have name on one line - grazzi DMPS

Do you want this symbol on slide 17 or as is on two different slides Do you want this symbol on slide 17 or as is on two different slides? Do you have a url/link you want to include w/ the symbol? DMPS

Tool # 2: Guiding Principles Recognize that culture is a predominant force in life Understand that people are served in varying degrees by the dominant culture Acknowledge group identities View diversity within cultures as being important Respect unique cultural needs The Guiding Principles are the core values, the foundation upon which the approach is built • Consider: text on left is not parallel, e.g. 1, 2, 4 are sentences; 3, 5 are not. Next page (cont) has all sentences. Possible to edit for brevity for slides? Do you need worksheet pages for the Tools? Edited; worksheet not needed • Consider: moving left text down for balance? Done; Thanks DMPS

Guiding Principles, con’t Embrace the best of both worlds as enhancing the capacity of all View the family, as defined by the culture, to be the primary system of support in the education of children Lead school systems to recognize that marginalized groups have to be at least bicultural ‘Community-centric’ vs ‘School-centric’ Understand that schools must recognize and adjust to effects of historical oppression – (e.g., over representation in special education and under representation in gifted/talented programs) DMPS

Guiding Principles: Focus on Assets Deepening Learning Organize into trios to read article: Focus on Assets; Overcome Barriers Divide the 9 Guiding Principles among the 3 participants Take 8 minutes to read your portion of the essay and to locate 2-3 Most Important Points. • Changed spacing to keep title on one line; moved “3” to next line to keep w/ “participants” – Thanks! • Added one line of space between major points • Do you (also) want worksheet for directions (both pages) or is “as is” OK? As is is OK – thanks! DMPS

Focus on Assets . . . Then, individually share a MIP– the most important point, or key idea from the reading As a group, discuss themes or commonalities or differences that emerge from your reading. • Added a comma to point 2 DMPS

Systemic Tension – Conceptual Framework The Barriers are the demonstration of beliefs held by people who explicitly or implicitly resist change and foster a sense of privilege and entitlement that inform Destructiveness, Incapacity & Blindness The Guiding Principles are explicit or implicit demonstrations of core values and beliefs held by people, the foundation upon which the approach is built, that inform Precompetence, Competence & Proficiency This slide may be a pictorial representation of where we are in our schools. – Amen!! NCLB is the most recent effort to close achievement disparities. Consider: Placing “Conceptual Framework” together on the second line to add clarity/coherence DMPS

failed attempts at being you: Other Cultures The world in which you were born is just one model of reality. Other cultures are not failed attempts at being you: They are unique manifestations of the human spirit Wade Davis, Anthropologist DMPS

What It Will take to be Culturally Proficient Focus on moral purpose of the work. Develop and manage support structures and practices. Invite, require, and value multiple perspectives. Focus on student achievement and results. Develop a critical mass of educator leaders. DMPS

Randy – randallblindsey@gmail.com Contact Info Randy – randallblindsey@gmail.com DMPS