Culturally Proficient Leadership

EDLA 626 Culture, Diversity & Human Rights Cultur every(prenominal)y Proficient lead The Personal expedition Begins Within Summary Part 1 leading as an Informed Personal Perspective Chapter 1 The lead Journey Begins Within Getting Centered reality many people in society still live segregated lives based on hightail it / ethnicity, class It is all-important(prenominal) that we look inward to ourselves in order to regard our reactions to people paganly disparate than us. Such understanding allows us to efficaciously teach early(a) peoples children Taking a Look at My impart and What I See (and Dont See) Schools and districts be influenced by social, political and economic forces not readily apparent. Underlying the visible elements of our nurture communities are unapparent forces that make flush more impact on our students, tames and us. These unperceivable historical forces contribute to the sense of privilege or deprivation experient in our schooltimes tha t impacts our students, parents and us. These forces are termed as equity abbreviates and serve as the nonliteral elephant in the room that many pretend not to satisfy. Are in that respect Equity Issues in Your School? Reaction to equity issues is dependent on atomic number 53s own hold ups as a student. Different experience produced for students of different cultural groups (past & present). Regardless of individualised experiences, a school leader and his/her vision benefits from knowledge of historical context of access and equity issues. ii ex touch values not fully realized are linguistic universal public education through High School and equitable educational opportunities (ex. Only 27 states have compulsory education requirements to age 16). get ahead toward universal education is linked with advancement in equitable interference and equal outcomes for students based on gender, race, ethnicity and ableness is also evolving. Prominent researchers have pressed the issue for equity in schools for 2 generations. Confronting the Gaps as a lead Issue Leaders faced with challenge of leading schools in ship canal that provide equitable opportunities irrespective of a students farming The mere composition of any school poses naturally challenges due to divergencys (culture, race, gender, socio-economic, achievement, etcetera ). Leaders need to address systemic access disparities of quality educational programs, experienced funding and equitable school funding otherwise the prop quo of to-dos will continue. More equitable funding alone does not even things out . . . must be accompanied by a win over in the way many students are educated. Important question for leadershiphip How do we meet the schoolman and social inescapably of students who come to school with a different establish of values, beliefs, socioeconomic experiences, behaviors, language and ability? NCLB as a leaders Tool NCLB can serve as a tool to support access an d equity efforts. NCLB has made public aware(predicate) of differential educational opportunity and achievement patterns that exist in our schools and communities. NCLB utilise as pretext to point out and address achievement gap issues. Such a gap is a multifaceted outcome ginmill of gaps in access to education. Achievement gaps differentiated by race, ethnicity, gender, class, etc. are being highlighted by the media. Definitions of Key Terms Culture The set of practices and beliefs share by members of a particular group that distinguish that group from other groups. pagan Informancy Reflects our experience of having cross cultural relationships that are authentic and bank which allow for mutual learning and feedback leading to personal growth. Demographic Groups practically used in schools in pace of subgroup. Dominant Culture A culture readily visible in a classroom and school which often benefits from treatment, attention and success while others may be unfathomable 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 whatsoever story physical appearance. National Origin A designation related to a persons country of birth and prior citizenship. Nativism The practice of valuing the rights of citizens born(p) in this country over those of immigrants (marginalization effort & attempt of immigrants). Race A concept developed by social scientists and misinterpreted and used by groups to measure up people by their physical features and to use those differences to justify suppression of any(prenominal) while promotion of others. Reflection careful consideration of ones behaviors, plans, values and assumptions in an effort to improve interpersonal and professional practice. inner Orientation An enduring, emotional, romantic, sexual or affectional attraction to another per son.It exists on a continuum and differs from sexual behavior because it refers to feelings and self-concept. Chapter 2 The heathen Proficiency leadership Lens Provides an overview of the tools of cultural advance. Such will provide one with an important lens system and knowledge for action. Getting Centered Educational gaps are our issue with at least 3 arguments being important prerequisites 1. We must live 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 protestation. 2. If gaps are to be closed, we must move forward to try on 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 in advance the needs of our own and that of the school system. Cultural proficiency is A change that begins with us, not with our stud ents or their communities A fight in thinking that moves us from viewing culture as troubleatic to embracing and esteeming culture. A lens through which we view our role as educators A concept comprised of a set of four interrelated tools to guide our practice. Cultural Proficiency Is an inside-out(predicate) Process Cultural proficiency is an inside-out process of personal and organisational change. It is who we are more than what we do. We are students of our assumptions about self, others and the context in which we lick with others Fundamental to addressing educational gap issues is ones willingness and ability to take apart 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 background . . . a worldview that carries explicit values, language and standards for effectual personal interactions and professional practices . . . is a 24/7 approach to twain our personal and professional lives . . . is not a set of independent strategies one learns to use with others. Educators who commit to culturally upright 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 development 1. head principles on which you can soma an ethical and professional frame 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 influence policies and practices of our profession. 3. Essential e lements expressed in price of standards of personal and professional conduct that serve as a cloth for responding to academic and social needs of the cultural groups in your school & community. 4. Barriers to this work framed in such a way that you are knowing in the use of the guiding 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 means 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 example philosophical framework to examine & under-stand beliefs about the education of students from cultural groups different from them. Guiding principles provide a framework of how the cultural diversity of students should inform professional practice when responding to student learning needs. A good place to look into 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 following 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 dont 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, engage, adapt and commit to social arbiter / equity The Fiv e Essential Elements of Cultural Competence These elements are standards for culturally competent values, behaviors, policies and practices I. Assessing Cultural Knowledge 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 spaced events. I. Resistance to Change II. Systems of Oppression III. A Sense of Privilege and Entitlement Cultural Proficiency is . . . An approach for surfacing 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.