1. Session 12 Support Systems and Resources Culturally Proficient Teaching

2.  Understand how cultural proficiency is based on an asset, not deficit, model.  Understand what actions and behaviors yield success by exploring 40 Developmental Assets.  Identify school, community and state resources for supporting student achievement to address specific school issues. 2

3. From Session 1: “Culturally proficient instructors open the minds and hearts of learners, affirming that differences are not deficits.” A culturally proficient teacher recognizes what the learner brings to the instructional content and acknowledges those contributions and perspectives in two ways: How the instructional material is delivered. How the instructor engages with the learners. 3

4. Created by Dr. Jacqueline Brown March 2001 HCPSS 4

5. Research reveals strong and consistent relationships between the number of assets present in young people’s lives and the degree to which they develop in positive and healthful ways. 5

6.  Research based on Search Institute’s Surveys of approximately 150,000 students in grades 6-12 in public and alternative US schools in 2003.  Research shows that the more assets young people experience, the less likely they are to engage in risky behaviors and the more likely they will engage in positive behaviors. The Asset Approach: Giving Kids What They Need to Succeed- Search Institute 2006 6

7. Youth with Different Levels of Assets (Grades 6 - 12) 31-40 Assets (9%) 21-30 Assets (35%) 0-10 Assets (15%) 11-20 Assets (41%)

8. The Power of Assets to Prevent

9. The Power of Assets to Protect

10. The Power of Assets to Protect for All Kids

11. The Power of Assets to Promote

12.  Discover  Recognize  Utilize  Enhance  Reflect Jacqueline Brown 12

13. An example - # 33 Interpersonal Competence:  Discover: Young person has empathy, sensitivity, and friendship skills.  Recognize: I’m a leader.  Utilize: Work with, teach, and learn from others.  Enhance: Participate in school clubs and activities. 13

14. With students...  Which asset would you like your instructor to discover about you? Draw a picture.  What thing would you like your instructor to recognize about you? Answer with a short phrase.  How are you going to use your asset in the classroom? Answer with a short phrase.  What do you think you can do to enhance your asset? Answer with a short phrase. 14

15.  Think and, in the Discussion tab, jot down ways you can get to know the assets of your learners.  Why is knowing the assets of your learner important to planning and instruction?  Why is knowing your students’ assets important to building relationships with them? 15

16.  Complete An Asset Checklist –For Youth on a student you would like to know more about.  Think about how this information can help you understand your student?  With a partner, brainstorm ways you can develop the student’s assets based on the survey you completed. 16

17. Let’s explore how we can develop assets in our students through support systems and resources. 17

18. Developmental Assets External Assets SupportEmpowermentBoundaries and ExpectationsConstructive Use of Time Epstein’s Framework of Six Types of Involvement ParentingCommunicatingVolunteeringLearning at homeDecision MakingCollaborating with Community 18

19. “ No significant learning takes place without a significant relationship.” James Comer

20.  Parenting  Communicating  Volunteering  Learning at home  Decision making  Collaborating with community 20

21. “…service providers must take the initiative in building a bridge between the cultures of diverse families and the culture of schools.” Cynthia Warger, 2001 21

22.  Get rid of any negative mental baggage you have about African- American parents.  Face your fears.  Don’t wait until a situation has reached the point of no return before you contact the parent.  Present the parent with a balanced picture of his/her child.  Try not to be defensive.  Do not talk down to parents.  Try to put yourself in the parent’s shoes.  Use mistakes as teachable–moment opportunities.  Read the book Beyond the Bake Sale: The Essential Guide to Family –School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies.  Have a list of resources available as reference tools for parents with weak skills. Thompson,G. (2010) The Power of One: How You Can Help or Hurt African-American Students. 22

23. 1. Identify the cultural values that are embedded in the professional interpretation of a student’s difficulties or in the recommendation for service. 23

24. 2. Find out whether the family being served recognizes and values these assumptions; if not, explore how their view differs from that of the professional. 24

25. 3. Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of the professional assumptions. 25

26. 4. Through discussion and collaboration, set about determining the most effective way of adapting professional interpretations or recommendations to the value system of the family. 26

27.  Identify an issue in your school and the student or group of students in the school being impacted.  What resources could staff tap into that would help to support this group of students or an individual student?  How can supporting the student address your school or school system’s goal of providing a safe and nurturing environment?  What resources would you use to address the lack of some of the developmental assets? 27