1. Summer Symposium 2008 Culturally Responsive Leadership Culturally Responsive Leadership Workshop facilitators Ted Luck, Supervisor Education That Is Multicultural and Gifted and Talented Maria Whittemore, Minority Achievement Coordinator

2. EXPECTATIONS I n order to make this session a meaningful experience for you, please complete the following: D uring this workshop I expect to learn…… C ulturally responsive leadership means….. Admission Ticket

3. Objectives To define Culture To define Culture To analyze Culturally Responsive Leadership To analyze Culturally Responsive Leadership To identify Cultural Competency To identify Cultural Competency To provide an opportunity to self-assess leadership related to culture To provide an opportunity to self-assess leadership related to culture To examine the impact of developing cultural responsive leadership skills To examine the impact of developing cultural responsive leadership skills

4. Surface/Deep Iceberg Model of Culture

5. Culture: Learned behaviors, traditions, beliefs, and way of life created by a group of people Elements of Culture Values and Beliefs Communication Patterns (Language/Dialect) Social Relationships Diet and Food Preparation Dress and Other Body Decoration Religion and Religious Practice Family (Structure) Traditions and Customs View of Time Recreation/Leisure

6. Self-Assessment Knowledge, Skills and Attributes of A Culturally Competent School Leader Rate Your Leadership (on a scale of 1 to 5, with 5 as the highest / strongest)

7. Life is lived from the inside out The greater clarity you have on the inside, the more precise your actions on the outside.

8. Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations- The Institute for Educational Leadership Key Points: Key Points: School leaders need to understand and value the demographic realities of the children they serve. School leaders need to understand and value the demographic realities of the children they serve. School leaders must search for ways to work more successfully with students from diverse backgrounds School leaders must search for ways to work more successfully with students from diverse backgrounds

9. Key Points: Key Points: There are numerous competencies and strategies required of school leaders to meet the needs of the growing diversity in our schools. There are numerous competencies and strategies required of school leaders to meet the needs of the growing diversity in our schools. Courageous conversations are required in order to prepare school leaders to serve all of the children enrolled in our schools Courageous conversations are required in order to prepare school leaders to serve all of the children enrolled in our schools Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations- The Institute for Educational Leadership

10. Key Points: Key Points: Educational leaders who are not culturally competent cannot be fully effective. Educational leaders who are not culturally competent cannot be fully effective. Culturally competent leaders work to understand their own biases as well as patterns of discrimination. Culturally competent leaders work to understand their own biases as well as patterns of discrimination. Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations- The Institute for Educational Leadership

11. Key Points: Key Points: Much of what culturally competent leaders must know and be able to do is learned in relationships with families and communities. Much of what culturally competent leaders must know and be able to do is learned in relationships with families and communities. Culturally competent leadership develops overtime and needs to be supported from preparation through practice. Culturally competent leadership develops overtime and needs to be supported from preparation through practice. Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations- The Institute for Educational Leadership

12. Key Points: We need to build a sense of urgency about preparing culturally competent leaders in order to eliminate achievement gaps. We need to build a sense of urgency about preparing culturally competent leaders in order to eliminate achievement gaps.

13. Definition of Cultural Competence Cultural Competence” refers to a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enable them to work effectively in cross- cultural situations. Cultural Competence” refers to a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enable them to work effectively in cross- cultural situations. The word “cultural” is used because it implies the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group. The word “cultural” is used because it implies the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group. The word “competence” is used because it implies having the capacity to function effectively. The word “competence” is used because it implies having the capacity to function effectively.

14. Definition of Cultural Competence Continued A culturally competent “System of Care” acknowledges and incorporates at all levels the importance of culture, the assessment of cross-cultural relations, vigilance towards the dynamics that result from cultural differences and the expansion of cultural knowledge and the adaptation of services to meet culturally-unique needs. A culturally competent “System of Care” acknowledges and incorporates at all levels the importance of culture, the assessment of cross-cultural relations, vigilance towards the dynamics that result from cultural differences and the expansion of cultural knowledge and the adaptation of services to meet culturally-unique needs.

15. “Them and Us” produced by Learning Seed “Them and Us” produced by Learning Seed 1. What did you see from a new angle? 2. What squared (agreed) with something you already believed? 3. What did you learn that was new, that completed a circle of knowledge? 4. What personal connections can you make?

16. Three Essential Ingredients of Cultural Competency Self-Knowledge Self-Knowledge Experience Experience Positive Change Positive Change

17. Three Essential Ingredients of Cultural Competency The most important ingredient of Cultural Competence is Self- Knowledge at “Deep Thought” levels. “Deep thought is similar to the iceberg concept of deep culture in that the thoughtful analysis and understanding of the idea goes beyond the superficial level to that of introspection and self- understanding”. Wade Nobles The most important ingredient of Cultural Competence is Self- Knowledge at “Deep Thought” levels. “Deep thought is similar to the iceberg concept of deep culture in that the thoughtful analysis and understanding of the idea goes beyond the superficial level to that of introspection and self- understanding”. Wade Nobles

18. Examining our Cultural and Class Knapsack In Order to Be Culturally and Interculturally Competent—Cultural Assessment or Cultural Therapy Assumptions about the Self and the “Other” Perceptions and Predilections of the “Other” Images of the “Other” Stereotyping and Beliefs of the “Other” Engaging in Some “Courageous Conversations” a la Glen Singleton and C. Linton, 2006. Stereotyping and Cultural Imagination

19. Three Essential Ingredients of Cultural Competency—Number Two The second critical ingredient of cultural competency is Experience. The second critical ingredient of cultural competency is Experience. Engaging in unmediated experiences with different cultural groups. Engaging in unmediated experiences with different cultural groups. Gathering “Insider” and “Outsider” cultural insights. Gathering “Insider” and “Outsider” cultural insights. a la James Banks

20. Three Essential Ingredients of Cultural Competency—Number Three The third essential ingredient of Cultural Competency is Positive Change. The third essential ingredient of Cultural Competency is Positive Change. Cultural Competency does not exist without demonstrated positive change both in the educational setting and the real-life world in which the student must function. Cultural Competency does not exist without demonstrated positive change both in the educational setting and the real-life world in which the student must function. Cultural Competence replaces the earlier ideas of cultural sensitivity and awareness that were often embraced without a corresponding change in behavior. Cultural Competence replaces the earlier ideas of cultural sensitivity and awareness that were often embraced without a corresponding change in behavior.

21. The Road to Cultural Competency — A Lifelong Journey… Cultural Knowledge: Familiarization with selected cultural characteristics, histories, values, belief systems, and behaviors of members of another cultural group Cultural Awareness: Developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others. Cultural Competency: Developing behaviors, attitudes, practices, and policies that reflect the integration and transformation of cultural knowledge, skills, and awareness about individuals and groups of people into standards, policies, practices to increase the quality of interactions and outcomes

22. Putting It All Together With a Partner, Discuss the Following Questions: With a Partner, Discuss the Following Questions: What is culture? What is culture? What is the connection between cultural competence and culturally responsive leadership? What is the connection between cultural competence and culturally responsive leadership? What are your next steps? What are your next steps?

23. Culturally Responsive Leadership is V alidating V alidating C omprehensive C omprehensive M ultidimensional M ultidimensional E mpowering E mpowering

24. Y our Q uestions? C omments?