1. Cultural Competency and the Inclusive Classroom Professional Development Session Kalyn Estep

2. Focus and Goals:  Define cultural competence  Explore culturally competent strategies  Differentiate between inclusive and non-inclusive classrooms  Develop a plan to create an inclusive class environment  Promote further development of cultural competency

3. Who are YOU?  List some characteristics that define “you”  (physical characteristics, cultural background, etc.)  When you hear the alarm, share your list with someone close to you. What are your similarities and differences?

4. What is Cultural Competence?  Cultural Competence is an educators ability to apply practices which ensure effective teaching of diverse students.  Cultural competence involves self- reflection and awareness of one’s own background, a knowledge base of various student cultures, and an understanding of effective strategies to implement with diverse students.

5. Why be Culturally Competent?  Schools and classrooms across the U.S. are more diverse than ever before.  Diversity among students is projected to continue to increase.  Culture is an extremely important factor in student learning and success.  Cultural competency can help close the achievement gaps currently experienced in U.S. classrooms.  Understanding various cultures can improve family and community involvement.

6. Key Factors in an Inclusive Classroom  Self-reflection  A safe and encouraging environment  Differentiation of teaching  Effective communication and collaboration with students, families, and other educators.

7. Self-Reflection is REFLECTED in TEACHING  Educators who understand their own cultural background and perceptions of different cultures have an increased ability to teach students of diverse cultures.  Completing a self-reflection can provide insight into an educator’s perceptions, assumptions, and knowledge of cultures other than their own.

8. Example Self-Reflection 1.What is your cultural background? 2.What cultures are present in your classroom? 3.How does culture affect the way your students learn? 4.What is your definition of diversity? 5.How do you gain more information about the cultures of your students? 6.What are your perceptions of different cultures? 7.Do you develop strong relationships with students from cultures other than your own? 8.Do you make your room inviting for students of all cultures?

9. Provide an Encouraging Environment  Model respect and expectations for all students.  Give immediate feedback and provide opportunities to receive student feedback.  Recognize the value of all cultures and the strengths each student offers.  Make the room pleasant for all students:  Provide culturally relevant information and artwork.  Offer a variety of literature.

10. Be Different...DIFFERENTIATE  Survey students to determine individual learning styles.  Offer cooperative learning activities.  Utilize a variety of assessment methods to determine student learning levels.  Develop activities that incorporate different cultures.  Allow expression of information through a variety of languages.  Provide opportunities for class or group discussions.  Allow students to reflect regularly on learning.

11. Communicate and Collaborate  Clear and effective communication with students, families, the community, and other educators is necessary in culturally responsive classrooms.  Consider obstacles to parent involvement and communication.  Provide a variety of ways to receive important information (i.e. newsletters, email, text software).  Use language that is easily understood by the listener.  Utilize surveys and develop programs to receive family and community feedback.  Collaborate with fellow educators on successful strategies for diverse learners.

12. Develop a Culturally Competent Plan 1.Complete a self-reflection 2.How is your classroom environment inclusive of all students? 3.What strategies do you utilize to offer learning opportunities for students of varying cultures? 4.How do you communicate with families, educators, and the community in regards to the needs of each of your students?

13. Reflection: Have you ever been in an environment where you felt out of place or excluded? What could have improved the situation?

14. Inclusive or Not?  Ms. Smith has been teaching for ten years and has served as Teacher of the Year at her school. She takes pride in her teaching styles and believes she knows what is best in her classroom. Ms. Smith feels that students have the ability to learn no matter what obstacles are present. She sticks to the same strategies she has used for years, and sees no purpose in learning new methods of teaching. She also does not agree with group work, and believes these activities only add to distractions. She does not see how culture and education are related.

15. Inclusive or Not?  Ms. Thomas has been teaching for five years. She surveys her students every year to determine their backgrounds and what they enjoy. She tries to establish a strong relationship with each student, and takes pride in gaining insight into their cultures. Ms. Thomas utilizes a variety of strategies, including group work, to provide learning opportunities for each of her students. She also allows student to apply their cultural backgrounds to enhance class activities.

16. Next Steps: Promote Culturally Competent Strategies  Provide professional development that promotes cultural competency to new teachers.  Discuss successful culturally competent strategies once a month at faculty meetings.  Create teams which collaborate to determine learning patterns and the most effective strategies to implement with diverse students.  Develop methods and programs to gain input from families and the community.

17. Exit  List 2 ways you plan on implementing cultural competent practices within your classroom.  List one way to encourage cultural competency in the school.

18. References  Kikanza, N.R. (2006). Culturally Proficient Instruction: A Guide for People Who Teach (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.  Montgomery, W. (2001). Creating Culturally Responsive, Inclusive Classrooms. Teaching Exceptional Children, 33(4), 4.