Strengthening Teacher-Student Relationships Through Cultural Proficiency

1. Strengthening Teacher-Student Relationships Through Cultural Proficiency A Presentation for the FCPS Leadership Conference August 7, 2013 Nicole Conners, Darryle Craig, Tu Phillips

2. TIMED PAIR SHARE What brought you here today? • Topic: What brought you here? • Think time • Person A shares, Person B listens • Person B responds • Partners switch roles

3. Agenda Terminology/definitions Cultural competence video Cultural proficiency and Teacher-Student Relationships D. FCPS’s Division Wide Focus for SY 2013-14 E. Reflection: Next Steps

4. Session Objectives Consider how issues of race and culture affect our lives every day Develop a clear understanding of cultural competence and cultural proficiency 3. Learn how to access the cultural competence video 4. Link cultural proficiency to positive teacher-student relationships 5. Reflect on personal/professional next steps

5. Definition of Cultural Competence • Culture: Integrated patterns of human behavior that includes thoughts, communications, actions, customs, beliefs, values and institutions of [a] racial, ethnic, religious or social group. • From: Cross, T. L. et al. “Towards a Culturally Competent System of Care: A • Monograph on Effective Services for Minority Children”. National Center for • Cultural Competence, Georgetown University, 1989. • Competence: Having the capacity to function effectively as an individual or organization. • Cross, T. L. et al. “Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children”. National Center for Cultural Competence, Georgetown University, 1989. • Cultural Competence: The ability to interact effectively with people of different cultures. • Wikipedia

6. Stages of Cultural Competence (Personal) • 1. Awareness • 2. Curiosity • 3. Learning • 4. Participation

7. Cultural Competence Video

8. Cultural Proficiency and Teacher-Student Relationships Responsive Instruction: “Knowing the children we teach-- individually, culturally, and developmentally— is as important as knowing the content we teach…Knowing the families of the children we teach and working with them as partners is essential to children’s education…How the adults at school work together is as important as their individual competence…” http://fcpsnet.fcps.edu/ssse/pba/responsive-classrooms/foundational-ideas.htm

9. Instructional Teaching Cycle

10. Connection to 2013-14 InstructionalFocus Teachers will be able to: Build relationships with students that support effort and self-efficacy in reaching higher standards

11. Cultural Proficiency: A definition “A way of being that allows individuals and organizations to interact effectively with people who differ from them” (Robins, Lindsey, Lindsey & Terrell, 2006, p. 2)

12. A Journey, a Mindset, a Lens

14. Two Tools of Cultural Proficiency The Continuum • Language for describing both healthy and non-productive policies, practices and individual behaviors The Essential Elements • Behavioral standards for measuring, and planning for, growth toward cultural proficiency Cultural Proficiency by Randall B. Lindsey, KikanzaNuri-Robins, and Raymond D. Terrell (Corwin Press, 1999, 2003),

15. Cultural Proficiency Continuum Incapacity Proficiency Pre-Competence Blindness Destructiveness Competence

16. Explore the Continuum

17. Possible Responses

18. Considering our Practices CP

19. Where Are We Now?

20. Instructional Teaching Cycle

21. Moving Forward

23. Five Overlapping Phases of Development Building trust Engaging personal culture Confronting issues of social justice Transforming instructional practices Engaging the entire school community Gary Howard, As Diversity Grow, So Must We, 2007

24. Leading the Way There are many persons ready to do what is right because in their hearts they know it is right. But they hesitate, waiting for the other [one] to make the first move – and [the other], in turn, waits for you. Marian Anderson, 1956