Culturally Responsive Leadership

1. Culturally Responsive Leadership Elizabeth B. Kozleski, Arizona State University Seena M. Skelton, Southwestern Ohio SPED Regional Resource Center

2. Overview of Agenda Introductions � who we are and why did we choose this workshop? Our assumptions Why race, culture, and language are important issues confronting US public schools? What does leadership have to do with it? What is culturally responsive leadership? What about me? Who am I � what assets do I bring � what liabilities do I carry? What about the benchmarks that I use? Organizational, Outcomes, Personnel, Resource Allocation, Tools, What about the choices that I make? What about the rhetoric that I choose? What about the legacy that I leave?

3. Outcomes Understand how culturally responsive leadership informs culturally responsive teaching and learning systems. Connect the dots between culturally responsive rhetoric, dialogue and activity. Benchmark culturally responsive progress in your system.

4. Introductions Introduce yourselves to each other Why did you choose this workshop? What outcomes do you hope to achieve? Ground Rules

5. Assumptions White is a color and a culture (Glen Singleton & Curtis Linton, Courageous Conversations). Not only are blacks� complaints discounted, but black victims of racism are less effective witnesses than are whites, who are members of the oppressor class (Derrick Bell, Faces at the Bottom of the Well). We need leaders � who can situate themselves within a larger historical narrative of this country and our world, who can � imagine a future ground in the best of our past, yet who are attuned to the frightening obstacles that now perplex us (Cornel West, Race Matters).

6. School Values and Expectations What are the core values reflected US Schools? Think-Pair-Share Activity

7. Instructions Getting ready Choose a reporter Choose a note-taker for the group Choose a time keeper Take one minute to individually think about the core values reflected in most US schools. Share with group members and compile your list (5 min.) The speaker of the group share out the list

8. US Schools Core Values Independence Individualism Meritocracy Competition Future Orientation Task/Work Orientation Print literacy

9. Standardization Questioning to Assess Information (Inauthentic) Indirect Commands Low Context Formal Register Improvisation Questioning to Obtain Information (Authentic) Direct Commands High Context Casual Register

10. Why race, culture, and language are important issues confronting US public schools

11. Of every 100 White Kindergartners

12. Of every 100 African American Kindergartners

13. Of Every 100 Latino Kindergartners

14. Of Every 100 Native American Kindergartners

15. Of Every 100 Students in Special Education

18. Beat the odds

24. From Classrooms to Systems

26. Thinking about the Data What questions arise from looking at these data? About district policies? About school practices? About classroom practices? About students in your system? The Complexity of Cultural Groups What are the unintended consequences of organizing our analyses by racial category?

27. What does Leadership have to do with it?

28. Legal 612 State Eligibility, State Plans and Prevention 613(f) Early Intervening Services 614 Evaluations, IEPs and Placement 615 Procedural Safeguards 616 Monitoring and Enforcement and Public Reporting of LEA Data 618 Data, Public Reporting and Specific Requirements on Disproportionality

30. Cultural Historical Activity Theory

31. Cultural Historical Activity Theory

34. Distributed Leadership

35. What does leadership have to do with it? Foregrounding Culture Technical Expertise Evidence-based decision making Complexity-conscious policy making Transparency Connections

36. What is Culturally Responsive Leadership?

40. Presence Participation Emancipation Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.

41. Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.

42. Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.Data about People: We need to have data about our students and their families. There are many culturally responsive ways to collect information. Make sure that when you decide to collect information, you don�t just use one method to reach everyone. Think about data that may already exist but has not been analyzed. Some schools are looking at the number of students who are culturally and linguistically diverse who are being placed in academically advanced high school classes. Some schools and districts are looking at who is being placed in special education or other specialized services. There are many existing sets of data that can be analyzed in order to examine issues of access, participation, and equity.

43. What about the benchmarks that I use?

44. Benchmarks Students Teachers Critical Incidents % of time spent on crisis response vs community development Who is in your circles? What does the community have to say?

45. What about the choices that I make?

46. Implementation

47. What about the rhetoric that I choose?

48. How do I lead others? Know what you need Listen in sophisticated ways Demonstrate empathy Satisfy the �basic self� in others, then� Appeal to the �better self� Build capacity for collegiality Accomplish small �wins� early and celebrate

49. Changing the way that we think

50. What systemic work needs to be engaged? Develop Coalitions Build Consensus Focus on Message Renew Practice Simultaneously at the Professional, School, and District levels

51. What systemic work needs to be engaged? Build Tools that Encourage Reflection, Action, & Continuous Improvement Build Expertise for the Future Build Communities for Change Link Communities of Practice

52. Grounded in How schools can partner with families to build powerful contexts for learning 24/7 How teachers learn to teach How school organization affects practice How districts can support school and practitioner effort, and How these factors affect children's opportunities to learn, participate and succeed. The steady work of Education for All

53. What about the legacy that I leave?