TILS Standard G - Diversity

1. TILS Standard G - Diversity Eric L. Majors, EDAS 6900 February 24, 2014

2. Standard G says… • An effective instructional leader responds to and influences the larger personal, political, social, economic, legal and cultural context in the classroom, school, and the local community while addressing diverse student needs to ensure the success of all students.

3. Local Context • Hamilton County Schools 58.4% White 31.2 % Black 7.7% Hispanic *2013 Data retrieved from https://www.tn.gov/education/reportcard/2013.shtml

4. National Trends On Our Horizon • 1970 Public Schools 80% White, 2012 <54% • Majority of public schools in the South & West are now minority and multiracial • According to 2011 Census white <50% of births in the U.S. (Retrieved from http://www.schooldiversity.org/pdf/DiversityResearchBriefNo8.pdf)

5. Indicator 1 • Develops and implements an appropriate diversity policy involving the school community and stakeholders which encompasses program planning and assessment efforts.

6. “districts should ensure that diversity-related policies and strategies are pursued as tools that promote core educational benefits -- not to achieve diversity for its own sake. By doing so, they can ensure that they are on solid footing” From Achieving Educational Excellence for All: A Guide to Diversity-Related Policy Strategies for School Districts. (Coleman, Negron Jr., Lipper, 2011)

7. Some “Look Fors” • Enlist the input and support of parents and community leaders • Diversity-related policies should be pursued to advance larger educational goals • Policies aim to reap the academic and educational benefits for all students, not to correct past wrongs (Coleman, et al., 2011)

8. The policy in action • “Practices at the school complement and reinforce the policy through curricular and extracurricular offerings and student services that acknowledge and celebrate student differences” From: Achieving Educational Excellence for All: A Guide to Diversity-Related Policy Strategies for School Districts. (Coleman, et al., 2011)

9. Indicator 2 • Recruits, hires and retains a diverse staff.

10. Why it is important • All of our students live in an increasingly diverse world (remember slide #4?) • Increase cultural awareness and sensitivity among non-minority students • Support and relate to minority students in real and meaningful ways (Retrieved from: http://www.aisne.org/services_resources/AISNE%20Guide%20to%20Hiring%20and%20Retaining%20Teachers%20of%20Color%20(2:02)%20By%20Michael%20Brosnan.pdf)

11. A 2011 report from the Center for American Progress identified 6 barriers to recruiting and retaining African-American and Latino teachers. A few of them are:

12. It is time and labor intensive • engage in very aggressive recruitment and relationship-building activities • candidates who didn’t initially consider teaching will need a tremendous amount of support through the process (From: http://www.americanprogress.org/issues/2011/11/pdf/chait_diversity.pdf)

13. Teaching “lacks prestige” • Candidates who are the best fit for teaching and have strong academic credentials often have a plethora of other opportunities available • Teaching is also perceived as a less prestigious career than other professions such as law or medicine (Retrieved from: http://www.americanprogress.org/issues/2011/11/pdf/chait_diversity.pdf)

14. The cost and time of becoming a teacher • The licensure process can quickly become expensive for potential teachers • High-achieving minority candidates often choose alternative certification programs that promise a shorter commitment to teaching and allow them to pursue other post-teaching careers (Retrieved from: http://www.americanprogress.org/issues/2011/11/pdf/chait_diversity.pdf)

15. Indicator 3 • Interacts effectively with diverse individuals and groups using a variety of interpersonal skills in any given situation

16. When communicating - do • Make personal contact whenever possible • Keep the listener in mind • Keep the message clear (Gorton & Alston, 2009)

17. When communicating – do not • Use ethnic stories, risqué humor, belittling jokes • Pretend to listen/be dismissive • Be distracted (Gorton & Alston, 2009)

18. To be considered in Cross-Cultural Communication • Eye contact • Physical proximity • Speed of speech • Volume of speech (Gorton & Alston, 2009)

19. Avoid… • The use of slang • Talking more than you listen • Pre-judging based on appearance/accent • Interrupting (Gorton & Alston, 2009)

20. Indicator 4 • Recognizes and addresses cultural, learning and personal differences as a basis for academic decision making.

21. To consider • What does your diversity policy say? Remember Indicator #1 – this is part of the reason why you have a diversity policy. • Decisions must be data driven • Research shows that teachers and leaders must know their students on some personal level to understand their cultural background (Jones, 2005 and also Meidl, 2011)

22. Indicator 5 • Leads the faculty in engaging families/parents in the education of their children.

23. What does the research tell us? • 95% of black and Hispanic parents said that they should be sure their elementary school children do their homework and that they want to spend time helping them get the best education • In a survey in the U.S. southwest, low-income parents were as interested as higher income parents in being involved in evaluating their child’s progress, selecting methods of classroom discipline, and deciding how much homework is assigned (Retrieved from: http://www.storyplus.com/Stories/Content/%7BC4CD95E0-B359-11D5-8357-00D0B7B50BCC%7D.pdf)

24. How do schools lead this change? • Have a formal, written policy • Administrative support • Training for staff, parents and community members (Retrieved from: http://www.storyplus.com/Stories/Content/%7BC4CD95E0-B359-11D5-8357-00D0B7B50BCC%7D.pdf)

25. How do schools lead this change-continued • Have a partnership approach • Frequent and regular two-way communication • Networking • Evaluation (Retrieved from: http://www.storyplus.com/Stories/Content/%7BC4CD95E0-B359-11D5-8357-00D0B7B50BCC%7D.pdf)

26. References Bireda, S., & Chait, R. (2011). Increasing teacher diversity: Strategies to improve the teacher workforce. Retrieved from http://www.americanprogress.org/issues/2011/11/pdf/chait_diversity.pdf Brosnan, M. (2001). The aisne guide to hiring and retaining teachers of color: The why and how of it. Retrieved from http://www.aisne.org/services_resources/AISNE%20Guide%20to%20Hiring%20and%20Retaining%20Teachers%20of%20Color%20(2:02)%20By%20Michael%20Brosnan.pdf Coleman, A. L., Negron Jr., F. M., & Lipper, K. E. (2011). Promoting Diversity in Your Schools. Alexandria, VA: National School Boards Association. Gorton, R. & Alston, J.A. (2009). School leadership and administration: Important concepts, case studies, & simulations. New York, NY: McGraw-Hill

27. References Huffman, K. (2013). Report card on Tennessee Schools. Retrieved from https://www.tn.gov/education/reportcard/2013.shtml Jones, L. A. (2005) . The cultural identity of students: what teachers should know.Retrieved from http://www.redorbit.com/news/education/246708/the_cultural_identity_of_students_what_teachers_should_know/#AD0YrepbubAoeJeG.99 Meidl, T. D., & Meidl, C. (2011). Curriculum integration and adaptation: individualizing pedagogy for linguistically and culturally diverse students. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/579/148 Siegel-Hawley, G. (2012). How non-minority students also benefit from racially diverse schools.Retrieved from http://www.schooldiversity.org/pdf/DiversityResearchBriefNo8.pdf

28. References Wherry, J. H. (1997). Selected parent involvement research: A summary of selected research compiled by John H. Wherry, Ed.D. Retrieved from http://www.storyplus.com/Stories/Content/%7BC4CD95E0-B359-11D5-8357-00D0B7B50BCC%7D.pdf