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Sunday, April 10, 2016

Teaching Well: Cultural Proficiency

Our staff will devote this week's faculty meeting to cultural proficiency. Consultants will come to guide our work.

First, as I embark on this meeting, I am mindful of language and these articles:
I am also mindful of the number of constructs in our own work that impact what we do for each child.

Then I'm positively challenged by the conversation points, Benchmarks of a Culturally Proficient Teacher,  we'll discuss. I've added those points below and some initial response as I prepare for the meeting. There is so much we can do to better our work in this area, and Tuesday's conversation will certainly serve as a positive start. 
  • Study their students and spend time learning who they are.
    • How do we learn about our students?
    • What informal and formal assessments provide that knowledge?
    • Are there things we can do to better know our students and their families such as a different kind of orientation process at the start of the year, different use of lunch time/duties, roles, groups, and structures?
    • How might we survey students and families in this regard to forward our efforts?
  • See their students as individuals AND members of different identity groups, and recognize that both influence their students ability to engage, connect and succeed with their academics.
    • How can we use heart maps, mind maps, self stories, and other introductory projects to begin to identify students' multiple identity groups and help educators with regard to creating and supporting collaboration and a sense of team in their classrooms.
    • Explicit discussion of what culture is and work with that concept can help in this regard. 
    • Can we use a birthday slideshow where every child says their name correctly and we match a name and a face during our birthday recognition time at school assembly?
    • In what other ways can we be sensitive to students' diversity in our schoos?
  • Self reflect on their values, their culture and their teaching styles and recognize how these values impact how students engage and learn.
    • Do we spend enough time getting to know about the values of our students' cultures via conversations with students and family members.
    • How do we best share knowledge amongst educators and the learning community so that we are sensitive to each other?
    • Have we made the purposeful time to learn about the multiple cultures that make up our school community?
    • Do we explicitly think about our own values and how those values impact our work with regard to success or lack of success for students?
    • How can we break this topic down for greater understanding and more targeted, successful, and positive work. 
  • Keep in mind that students come to us with a fully formed cultural background/knowledge and find ways to connect these strengths to "school" knowledge.
    • How can we specifically start the math year with survey work that identifies our many similarities and differences and create infographics to demonstrate this and discuss this.
    • How do we make space in our classroom to demonstrate what's important to each child and what they identify with?
    • How can we use early year infographics to inform future work, investigation, discussion, and collaboration?
    • How do we explicitly discuss this topic as teams, school, classes, etc. . .?
  • Design and create instruction that knows, honors, acknowledges, and respects a student's culture. 
    • Where in the curriculum can we better design teaching/learning unit to be inclusive our the multiple cultures in our classroom?
    • What trends are occurring now that support this work?
    • What units specifically can we begin to rethink in this regard? 
    • What are we doing already to meet this call, and what can we do more?
    • Is there too much redundancy in what we do? Can we look at this systematically and make sure that we are covering a broad and deep range with regard to the teaching/learning we do in this regard?
    • How can we creatively use WPSF funds, professional learning time, RTI, and PLCs to support this work?
  • Provide the emotional ego strength to challenge racist societal view of the competence and worthiness of students and their families. 
    • What is "ego strength?" What does this look like and how is it encouraged and developed? 
    • How do you explicitly and respectfully acknowledge gaps in opportunity, freedom, recognition, wealth, and inclusion?
    • Flocabulary's "Week in Review" is a good catalyst for this kind of discussion in the intermediate grades. Students love these discussions. What other programs, films, activities, and efforts positively promote this kind of discussion?
  • Recognize and challenge inequities in access and opportunity to programs, curriculum that encourages academic engagement and achievement.
    • How do we readily and sensitively deal with the inequity with regard to access to WIFI and technology?
    • How can we better schedule family nights, special events, and conferences so that all families are included? (We do this quite well now, but there is probably more room for growth)
    • How do we provide equitable access to extracurricular events and opportunities?
  • Constantly look for ways to differentiate their instruction so that it validates and invites more of the students' culture into the classroom.
    • Boaler's collaboration study is a good place to start with regard to this. The study demonstrated that by explicitly teaching collaborative skill and encouraging greater collaboration, students' collective academic performance improved.
    • What other studies out there provide us with avenues of differentiation that work with regard to leading all students to success?
  • Never give up on students or on their ability as an educator to teach every student.
    • How do we talk about students' learning? What language do we use?
    • Do we teach in ways that students like best or feel most comfortable with? Do we query students and families about this? 
    • How can we begin to look at new structures to support this work? Where do we find that our students who don't succeed fall down most, could it be that what we are asking for is not what is most important and sets students up for failure?
  • Support a growth mindset and empower students to see and understand themselves as successful learners.
    • How do we focus  progression and growth rather than current knowledge, content, and skill with regard to the way we teach, discuss student effort/success, and promote better learning mindsets and progress?
    • How can we provide greater choice with regard to learning paths and process?
    • Do we teach the brain science and growth mindset truths to children--the science that supports the fact that all children are capable of learning well?
  • Create a sense of family and caring in the service of academic engagement and achievement.
    • In what ways do we support positive relationships within and amongst the learning team?
    • How do you promote a positive, inclusive community within your classroom and school?
  • Acknowledge that this is a work in progress and it will take time to reach all the benchmarks.
    • How do we take this work seriously and give it thoughtful time? Perhaps this could becomes a once-a-month focus of PLC work and endeavor?
    • How do we readily share the ideas and practice that work with each other on a regular basis? Perhaps we could have a 10-minute share at the start of the faculty meeting that poses questions in this regard and shares positive actions and stories?
We can't just talk about this issue in isolation as the educators. We have to broaden this issue to the entire learning community by providing time to talk with family members, students, and community members as to how we can do this better. All of our students will be living, learning, and working in diverse environments. The positive work we do in this regard will well prepare them for their future.