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PEER OBSERVER TRAINING: CULTURALLY RESPONSIVE FOUNDATIONS

EQUITY IS THE PLATE!. PEER OBSERVER TRAINING: CULTURALLY RESPONSIVE FOUNDATIONS. OUR AGENDA 2-19-13. Let’s Practice LE.1 (Linda Alston) Supporting The Culturally Responsive Toolbox via sample resources: The African American Boys Checklist (Tonia & Prudence)

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PEER OBSERVER TRAINING: CULTURALLY RESPONSIVE FOUNDATIONS

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  1. EQUITY IS THE PLATE! PEER OBSERVER TRAINING: CULTURALLY RESPONSIVE FOUNDATIONS

  2. OUR AGENDA 2-19-13 Let’s Practice LE.1 (Linda Alston) Supporting The Culturally Responsive Toolbox via sample resources: The African American Boys Checklist (Tonia & Prudence) LE.1 Scripting: “Precious Knowledge” Wrap-up/Pulse Check (Shirley Smith) • Re-Connecting to the CR/Equity Work & CR Journey/Tonia & Prudence • Re-visiting our Ground Rules/Tonia & Prudence • Reflection: The Six Traits (Dr. Sampson) • The Foundations of Culturally Responsive Pedagogy (Dr. Sampson/Shirley Smith)

  3. OUR WORK Our Commitment Our Goals Increase understanding of the lives of Children of Color/Difference Increase Culturally Responsive Consciousness and knowledge of Culturally Responsive Pedagogy Increase our “cultural eye” to better support principals, teachers, and ultimately-our Students • Develop critical self-reflection skills and recognition of privilege/bias inherent in educational systems • Develop an interpersonal Culturally Responsive Toolbox • Increased Pedagogical Skills

  4. OUR GROUND RULES • Truly discussing EQUITY/CULTURAL RESPONSIVENESS can be intrusive and raw. • Conscious reflection is the key to working through the process. • Our commitment, shared values, and love for our students is the anchor. • Remember that the very issue we are afraid of talking about or addressing is the main issue we must dissect, name, label, and aggressively pursue.

  5. GROUND RULES CONT.. • We all have negative thoughts/feelings/biases that we bring to the workplace that can impact our work and perceptions. • Give yourself permission to feel uncomfortable, and to know that tackling challenges of inequities/difference is a daunting task. • Everyone will proceed at different stages…we must be kind to ourselves and others when pushing. • Be present and in the moment-limiting technology and other distractions. • Assume positive intentions.

  6. SIX TRAITS REFLECTION Dr. Sampson WHO ARE YOU? WHAT MAKES YOU WHO YOU ARE?

  7. THE CULTURALLY RESPONSIVE PEDAGOGICAL JOURNEY Consciousness Self-Reflection Anchors Practice Sustainability

  8. THE FOUNDATIONS • WHAT IS CULTURALLY RESPONSIVE PEDAGOGY? • WHO DOES IT BENEFIT? • WHY IS IT NECESSARY?

  9. THE THEORETICAL ANCHORS • Critical Race Theory: Acknowledges the power, privilege, and inequities inherent in society; and, specifically in school settings that impact the (Mis)Education of Children of Color. • Racial Identity Development: Assists in understanding the self-esteem and identity components which impact how Children of Color learn and perceive their world.

  10. SOME DEFINITIONS ANCHORED IN EQUITY Equity Equality Culture Culturally Responsive Teaching Culturally Responsive Curriculum Guardians of Equity/Climate Watcher

  11. THE EQUITY/EQUALITY EXERCISE

  12. WHAT IS CULTURE? WHO HAS CULTURE? EVERYONE! Culture is a way of life practiced by a particular group. Culture has history, beliefs, behaviors, values, language, rituals, food, etc. Culture is learned, shared, adapted, and DYNAMIC! African American, Caucasian, Asian, Native American, Disabled. FAMILY Latino Gender, GLBTQ Linguistically Diverse Students ReligionAge Socio-economic Status THERE ARE MANY CULTURES-BOTH LARGE AND SMALL! How many cultural layers do our students bring to school each day?

  13. CULTURAL SHOUT-OUT’S THERE ARE MANY CULTURAL LAYERS……………!!! SHOUT OUT OTHER CULTURES!

  14. WHO ARE YOU CULTURALLY? • Culture: Implicit and explicit characteristics of a person that are developed through background and current experiences, knowledge disposition, skills, and ways of understanding that are informed by race (the social construction of one’s skin), ethnicity (history, heritage, customs, rituals, values, symbols), identity (how one perceives and represents himself or herself), class (economic/resource situation), and gender (Milner, 2006).

  15. WHAT IS CULTURALLY RESPONSIVE TEACHING? • Culturally Responsive: “An approach to teaching that empowers students intellectually, socially, emotionally, and politically, by using cultural references to import knowledge, skills, and attitudes” (Ladson-Billings, 1994 p.18). • Pedagogy: The study of teaching, which includes your teaching style, instructional strategies, and philosophical beliefs.

  16. CULTURALLY RESPONSIVE CURRICULUM • Curriculum that is augmented to include the experiences/perspectives of children of difference/color. • Uses cultural characteristics, experiences, and perspectives of ethnically/linguistically diverse students as conduits for teaching more effectively. • Takes the “lived experiences” and frames of reference of students to provide personal and meaningful curricular stimulation. REMEMBER: (Rigor…Relevance…Relationships…Resilience)!

  17. In a Culturally Responsive Classrooms, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. Richards, Brown, Forde (2007) • Culturally responsive pedagogy has three dimensions (1) Institutional; (2) Personal and (3) Instructional. • Institutional refers to administration policies and the values and climate of the school. • Personalrefers to cognitive and emotional processes teachers must thoughtfully engage in to become culturally responsive. • Instructionalrefers to the teacher’s pedagogical toolbox of skills, materials, activities, and instructional abilities.

  18. CULTURALLY RESPONSIVE MYTHS Let’s discuss three important myths • Big Myth #1: Culturally responsive pedagogy requires that teachers know all of the cultural aspects about every student in their classroom. • Big Myth #2: Culturally Responsive Pedagogy is a new teaching technique relevant only to urban Students of Color. • Big Myth #3: Only same-race teachers can connect and educate same-race students.

  19. TWO OTHER IMPORTANT ROLES • Guardians of Equity: This individual embodies the commitment to Equity and Cultural Responsiveness-living out both principles in everyday practices (not just at school). • Climate Watcher: A Climate Watcher is responsible for monitoring the climate in which Children of Color /Difference are being educated. The goal is to ensure cultural responsibility and integrity, and to ensure student well-being.

  20. WHY DO WE NEED TO CONSIDER ALL OF THESE ASPECTS? • Approximately 25% of society’s school age children are ethnic minorities. • Over 20% of students in the U.S. live in economic poverty. • By next year, it is estimated that 30% of school-age children will be Children of Color. • Dropout rates, expulsions, and suspensions for African American and Latino boys are disproportionately high. • Because of the Achievement/Opportunity Divide.

  21. ANOTHER CONSIDERATION What is the racial background of the average teacher? Answer: 86% White What is the racial /cultural background of the average student in the urban school setting? Answer: 40% of students being taught by White teachers will come from culturally, economically, linguistically, and racially diverse backgrounds How do cultural differences impact education?

  22. THE BENEFITS WHAT ARE SOME OF THE BENEFITS OF CULTURALLY RESPONSIVE PEDAGOGY AND CURRICULUM?

  23. CULTURALLY RESPONSIVE PEDAGOGY Culturally Responsive Pedagogy:(1) Assists students in developing the necessary intellectual, moral, and emotional skills for accomplishing a productive and affirming life; (2) Provides educational instruction to deconstruct established hegemonic pillars and; (3) Assists students of difference/color in maintaining a positive self-concept, with the goal of achieving a sense of collective accountability (Giddings, 2001).

  24. CULTURALLY RESPONSIVE CURRICULUM(Rigor…Relevance…Relationships…Resilience) • Is augmented to include the experiences, perspectives, and artifacts of children of difference/color. • Uses cultural characteristics, experiences, and perspectives of ethnically/linguistically diverse students as conduitsfor teaching more effectively (Gay, 2000). • Takes the “lived experiences” and frames of reference of students to provide personal and meaningful curricular stimulation (Gay, 2000).

  25. WHO DOES IT BENEFIT? • EVERYONE…BUT PARTICULARLY CHILDREN OF COLOR/DIFFERENCE, AS IT IS ALIGNED WITH CULTURAL COMPONENTS SPECIFIC TO THE LIVES AND RACIAL IDENTITY DEVELOPMENT OF CHILDREN OF COLOR/DIFFERENCE. • MANY STUDIES HAVE SHOWN THAT CULTURALLY RESPONSIVE PEDAGOGY BENEFITS CHILDREN OF COLOR.(Au, 1980, Banks, 2000; Gay, 2000; Ladson-Billings, 2001; Murrell, 2001; Ogbu, 2003).

  26. OTHER BENEFITS… • Pedagogy: Cultural integrity in teaching and learning, pedagogical depth and understanding of the needs of children of difference/color, connection of home to school culture, and increased teacher skill sets. • Curriculum: A cultural mirror in which all children can see themselves, invalidation of cultural deficiency thinking, improved connection, interest, and school success, utilization of existing knowledge and cultural foundation, improved self-esteem, and academic achievement.

  27. REFLECTION

  28. WHY IS IT NECESSARY? • IT IS STATUTORIALLY MANDATED IN SOME STATES, AND EMBEDDED THROUGHOUT NCLB OR OTHER STATE INITIAVITES. • IT IS MORALLY CORRECT. • Because Children of Color/Difference do not see themselves consistently in existing curriculum, and the invalidation of their culture and the failure of the educational system to recognize and authenticate their differences, has led to cultural discontinuity, apathy, and academic disengagement (Gay, 2000).

  29. WHY IS IT NECESSARY CONT…? • Because: Cultural discontinuity occurs when teachers institute and maintain a Eurocentric paradigm in which they unintentionally/intentionally negatively categorize children of color/difference (Irvine-Jordan, 1991). • Because: Children of Color/Difference bring distinctive patterns to the academic setting; such as, traditions, rituals, language, movement, style, dress, mannerisms, and learning styles. The differences in culture are often negatively perceived/mis-interpreted, and can have long-range negative consequences (Ladson-Billings, 1994).

  30. CONSEQUENCES THAT CAN OCCUR WHEN CHILDREN OF COLOR/DIFFERENCE ARE NOT CONNECTED AND AFFIRMED… • Academic Disparities..The Achievement Divide • Educational Disconnect • Teacher Turnover/Teachers leaving the Profession • Diminished Self-worth • Denigration of Self/Psyche • Increased Criminalization • Maintenance of the Culture of School Failure • Limited Social/Political Consciousness • Long Term Impact on Positive Life Course/Success

  31. CONSEQUENCES CONT… • Low Graduation Rates • Oppositional Behavior (Ogbu, 2003) • Stereotyped Threat (Steele, 1997) • Maintenance of the Acting White Syndrome (Ogbu & Fordham, 1986) • Self-Genocide • Emotional/Behavioral Challenges • Disproportionate Discipline and Referrals • Loss of Connection to Self/Culture • Apathy, Discontent, and ULTIMATELY—Disconnect Other Consequences?

  32. CULTURALLY RESPONSIVETEACHERSTEACHERS WHO DEMONSTRATE A HIGH REGARD FOR CHILDREN OF COLOR AND DIFFERENCE EMPLOY THE FOLLOWING CULTURALLY RESPONSIVE BEHAVIORS AND SKILLS IN THEIR PEDAGOGY: 10 PRINCIPLES(CALLINS, 2006)

  33. TEACHERS WHO… • Communicate high expectations for Children of Color/Difference. • Use active teaching methods—using all SIX senses (The Sixth Sense is a CULTURAL SENSE)! • Facilitate learning…hands up/not hand outs..dig out/not fill up (Ladson-Billings, 1994). • Have positive perspectives on parents/families of Children of Color/Difference.

  34. TEACHERS WHO CONT… • Demonstrate emerging cultural competence. • Reshape the curriculum. • Provide culturally mediated instruction. • Promote student controlled classroom discourse. • Include small group instruction and cooperative learning experiences. • Help students to navigate their socio-political “real” roles in society, and work on understanding and accepting their student’s ethnic reality.

  35. OTHER IMPORTANT COMPONENTS OF CULTURALLY RESPONSIVE PEDAGOGY AND CURRICULUM • Affirms home culture (even when unfamiliar). • Monitors for “symbolic colorisms” in language, behavior, and curriculum (black sheep, black mark, black mood, red-handed, gyped, Indian Giver, “that’s Gay,” “N word,” etc.). • Uses storytelling, literature, diverse language, artifacts, and other culturally congruent methods to connect with students.

  36. Other Components of Culturally Responsive Pedagogy Cont… • Merges home/school/community cultures. • Affirms the language and cultural styles of children of color/difference. • Removes and consciously monitors deficit thinking for bias.

  37. OTHER FOUNDATIONS OF CULTURALLY RESPONSIVE PEDAGOGY: A Warm Demander Approach (Ware, 2006) This teacher simultaneously utilizes warmth and high expectations…they don’t take any______but also demonstrate great love and respect for Children of Color/Difference Have you observedWarm Demanding in a classroom?

  38. CULTURAL SYNC Jordan-Irvine (1991, 2010) describes the fit between teacher and Children of Color through the concept of CULTURAL SYNCHRONIZATION… This is based on beliefs and behaviors of the culture of difference, and allows for the cultures of teacher and student to become integrated, familiar, and common. This integration is also honorable, as there is mutual respect for both cultures in the learning process. Do you have an example of Cultural Sync in practice in your classroom? Cultural Sync Demonstration!

  39. WHAT CHILDREN OF COLOR WANT FROM EDUCATORS Students communicated the skills/abilities of highly effective and caring Educators:(1) Educators who cared about them beyond the school day; (2)Educators who were involved in school activities such as clubs/sporting events; (3) Educators who did not make “fun” of their clothing, hairstyles, manner of speaking, movement, etc; (4) Educators who “believe in me” and know that “I can do the work;” (5) Educators who aren’t boring, and engage the students in their communities and families; (6) Educators who provide field trips, speakers, and “real world” learning experiences;

  40. WHAT STUDENTS WANT CONT… (7)Teachers who utilize technology, music, drama, art, public speaking, debate, rap, current events, and poetry in lesson plans and existing curriculum; pleasant tone of voice, and demonstrated interest in what they were teaching; (8) Teachers who have a sense of humor, (9) Teachers who maintained high expectations for their students, and; (10) Teachers who can “STEP TO YOU.” Sampson, D., & Garrison-Wade, D. (2011). Cultural Vibrancy: Exploring the Preferences of African American Children toward Culturally Relevant and Non-culturally Relevant Curriculum. Urban Review (43).

  41. HOW DID THIS FEEL? • Overwhelming, feasible, anxiety provoking, exciting?????????? • Where would you begin to add, delete, enhance? What are you doing already that you can share? • Where can you get support, training, validation? • What else do you need?

  42. LET’S PRACTICE • Opening up the Discussion regarding LE.1 • LE.1 Scenario: As a PO, what would you suggest instructionally, systemically, and individually for this scenario? What language/resources would you utilize to discuss the challenges/triumphs with the teacher in this scenario?

  43. YOUR TOOLBOX WHAT DO YOU ALREADY HAVE IN YOUR CULTURALLY RESPONSIVE TOOLBOX?

  44. A SAMPLE ARTIFACT FOR YOUR CULTURALLY RESPONSIVE TOOLBOX: THE AFRICAN AMERICAN BOYS CHECKLIST • SUPPORTING YOUR CULTURALLY RESPONSIVE TOOL BOX/TONIA & PRUDENCE

  45. MORE PRACTICE • LE.1 SCRIPTING EXERCISE • “PRECIOUS KNOWLEDGE” DVD LINDA ALSTON • Discussion: • What were your general impressions utilizing LE.1 • Script the video and align the evidence with LE.1 • What culturally responsive teaching methods did you observe?

  46. WHAT’S YOUR PULSE? • SHIRLEY IS CHECKING THE PULSE! • HOW ARE YOU? • WHAT ELSE? • NEXT STEPS!

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