Roxanne Pompilio

Culturally Proficient Learning communities--Reflection 10

6/30/2015

"Getting Centered—Aligning Our Behaviors with our Values" Chapter ten (Lindsey et al, 2009)

“Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society.”
                                                                              —Fullan, 2003, p.29

The final section of Lindsey culminates with a “call to action” where the traditional system is shaken up a bit to embrace new thinking through curiosity and disturbance. As stakeholders in this community of learners, we have a responsibility to the essential elements of cultural knowledge. By upholding our commitment, the gap between high and low achieving students will be reduced and all students will be closer to achievement (Lindsey et al, 2009).

For these authors, aligning our behaviors with our values involves commitment to collaboration and collective responsibility, and going further to institutionalize cultural knowledge so that it is sustainable. This requires aligning our behaviors with our values. This becomes difficult since educators tend to fall back on how they usually do things, even if it might not work anymore.

Key Learnings:
1)   Leverage points provide access and opportunity for becoming cultural proficient.
2)   To have a positive impact in today’s culture requires a bit of innovation and creativity, and taking the initiative. This also places an emphasis on “choice”.
3)   More inclusion of tradition groups that are often left out.

Key Quotes:
1)   “Cultural Proficiency is the lens through which the community views its work.” (p.124)
2)   “Small disturbances can create large responses” (p.126).
3)   “Leverage points function as places to enter the system to produce different or new outcomes” (p.126).

Key Questions:
1)   How do we use our personal experiences to shape long-term behavior?
2)   How do we change the curriculum to reflect diversity?
3)   How do we show parents that we value them?

Overall, asking good questions might force us to confront outcomes we do not like. However, the disturbances the author’s discuss are often necessary to effect change. Confronting these may force us to align our behavior with our values. The challenge I see is getting stakeholders to commit and understand that the shift in thinking does not mean adding more professional development to an already hectic schedule, but shifting individual professional learning to collaborative professional learning. This involves thinking outside the box and finding more creative and innovative ways to structure time. Finally, according the Lindsey et al (2009), the sift in thinking is one that also includes going from “tolerance for diversity to transforming thoughts and behaviors (p.134).

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Culturally Proficient Learning Communities—Reflection 9

6/28/2015

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"Getting Centered—Institutionalizing Cultural Knowledge Through Collective Learning" Chapter Seven (Lindsey et al, 2009)

“Establishing knowledge sharing practices is as much a route to creating collaborative cultures as it is a product of the latter. This means that the organization must frame the giving and receiving of knowledge as a responsibility and must reinforce such sharing through incentives and opportunities to engage in it.”
                                                                                        —Fullan, 2003, p.86

Fullan’s (2003) quote captures what it means to institutionalize cultural knowledge. Schools are responsibility for creating conditions and putting structures in place to facilitate collaborative cultures. Once cultural knowledge is institutionalized, it then needs to be maintained, which is perhaps a bit more challenging.

At my own site, we have attempted to do this through horizontal teams, where we collaborate collectively, review and assess student data, review student progress, and plan and adjust lessons.

Three Key Learnings:
1) Strategies for institutionalizing cultural knowledge and collective learning.
2) How to create shared conditions for collective learning.
3) The shift from individual learning to “collective learning” or “team based learning”.

Three Quotes:
1) “Collective efficacy implies that together we can make a difference” (p.111).
2) “Successful learning teams strategically avoid getting stuck in a downward spiral of negative, difficult statements and questions that serve as barriers to moving forward to improve educational practice and pose breakthrough questions to address the statements and questions” (115).
3) “Culturally proficient learning communities are intentional in learning about students’ and parents’ cultures” (p.118).

Three Questions:
1)   How to create on-going incentives and opportunities for collective engagement to develop shared cultural knowledge?
2)   How to communicate and better serve the cultural groups within our school community?
3)   What does a continuous improvement inquiry model look like?

Overall, chapter nine involves a shift in thinking in terms of transforming traditional learning communities from individual learning to collective collaborative learning in order to “institutionalized” cultural knowledge.

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CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 8

6/23/2015

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"Getting Centered—Adapting to Diversity Through Supportive and Shared Conditions" Chapter Eight (Lindsey et al, 2009)

“The courses, the texts, and the experiences all are aimed at addressing some alleged pathology on the part of the students, their families, their communities, and/or their cultures. The school quickly imperializes the space of normalcy, and any students who do not conform to that space are thought to have abnormalities that emanate from outside of the school in the “dangerous, chaotic worlds” of their families and communities.”
—Ladson-Billings, 2005, p.19

The above quote by Ladson-Billings holds true in many school environments. Given this if educators create a school climate and culture that embraces diversity, this may become the new normal rather than something those who are different must conform to. Yet, how do schools adapt to the needs of students and family rather than the other way around? At my own school site I find it more and more the case that the school is adapting to the needs of the students rather than students adapting to school needs. If schools cannot adapt, they lose students. This was our experience. For example, for budgetary reasons, we eliminated many of our advanced placement courses. As a result, some of our students chose to attend another school.

Currently, schools adapt to student needs in many ways such as providing course offerings, support and services for students with special needs, for English Language Learners, and for students from a poor socio-economic background. In terms of staff, professional learning communities provide support structures such as common prep or planning time for schools to better meet student needs. Finding creative ways for professional learning communities to come together can however be challenging with budgetary issues.

Key Learnings:
1) Before schools can adapt to diversity, they need to first recognize that school communities are composed of many groups and what groups are included.
2) Groups are becoming more visible than in the past because of accountability requirements like the LCAP (It is not the case that we’ve had an increase of new groups only greater recognition of existing groups).
3) The growing importance of data collection to drive change in schools.

Key Quotes:
1) “Learning about new cultural groups of students should be the core of what we do as educators” (p.100).
2) “The perceived, ‘new groups’ of students that have emerged because of accountability processes are not so new after all” (p.100)
3) “Structural factors that provide time, facility, resources, and policies to support collaboration” (103).

Key Questions:
1)   In what ways do I teach appropriate communication skills to all for multiple perspectives and experiences?
2)   How do we as part of a learning community learn about the cultures and histories of the groups of students we have?
3)   To what extent and in what ways does the learning community advocate for equity of resources and support services?

Overall, once educators recognize the different groups of students we are serving, we can then come together as a learning community to develop the support services and conditions to better meet the needs of these groups.

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CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 7

6/23/2015

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“Getting Centered—Managing the dynamics of difference Through collaboration" Chapter seven (Lindsey et al, 2009)

“The mix of values in a society provides multiple vantage points from which to view reality. Conflict and heterogeneity are resources for social learning. Although people may not share one another’s values, they may learn vital information that would ordinarily be lost to view without engaging the perspectives of those who challenge them.”
                                                                —Heifetz, 1994, p.35

The above quote by Heifetz really resonates with me. As a former political scientist and student of social movements, I am a fan of collective action theories and identity paradigms on how the notion of a “we” gets constructed. Heifetz’s quote explores how to manage the dynamics of difference and in a sense gets us closer to the “we” where we are able to research a common ground of shared beliefs and values.

In terms of conflict that arises from cross-cultural issues, I try to respond positively, with an open mind. Because of my background and educational training, one might assume this comes easier. However, under certain conditions and in some situations, a desired response is not always the case. A recent experience while visiting a major historical site viewed by many cultures with multiple perspectives is a case in point. My husband and I were visiting Windows at Arches National Park while Utah and experienced a group of tourists being extremely loud (disrupting to the peacefulness of the sunrise). Although I will not indicate the culture, my husband’s response was “are they always so loud?” I found myself trying to find excuses for the behavior, but also agreed that it was disrespectful. This would have been the case with any culture at that moment, but none-the-less, it gave me pause. Yes, responding with an open mind can sometimes be challenging. The idea expressed in Lindsey et al, 2009 that “we often resolve the professional conflicts by agreeing that we disagree and then walk away with smiles” often holds true. In an ideal world, I’d like to always view cultural differences as a learning opportunity. Although I love discovering cultural nuances, I sometimes give into frustrations when I have traveled extensively and am transitioning between observing culture and becoming a part of it. In terms of my school site, most of my students are usually open-minded, but I do teach history and I am rather transparent about my passions. If they are not open-minded, my guess is that they try to be because they know this is something that matters to me.

Three Key Learnings:
1.   Ways of handling cross-cultural conflicts
2.   Managing the dynamics of differences
3.   How to incorporate multiple perspectives to build capacity for dialogue involving conflict related to difference and diversity?

Three Quotes:
1.   “Conflict and heterogeneity are resources for social learning.” (Heifetz, 1994, p.35).
2.   “When conflict is present, it may be hidden due to the avoidance mechanisms employed in the school.” (p.88).
3.   “When a value for diversity exists, managing issues that arise from cultural differences are surfaced, explored, and resolved as part ongoing communication, problem-solving processes, and collaboration” (p.89).

Three Questions:
1.   How do school leaders create “buy-in” for professional development on managing the dynamics of difference and on collaboration?
2.   How do school leaders create a safe environment for faculty, staff, and students to feel safe to participate in open discussions on race, gender, sexual orientation, socioeconomic, and faith?
3.   How do educators construct a culture where students are able to take risks in their learning?

Overall, Lindsey et al (2009) emphasize the importance of managing the dynamics of difference and diversity. This involves professional development that incorporates the use of inquiry and discourse, around often competing and multiple perspectives. S how do we facilitate discussions around topics of race, gender, sexual orientation, socioeconomics, and belief systems, without getting heated or relying on outdated stereotypes?

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CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 6

6/20/2015

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“Getting Centered—Valuing Diversity Is a Reflection of Shared Beliefs, Values, and Vision" Chapter Six (Lindsey et al, 2009)

“The person who is truly effective has the humility and reverence to recognize his own perceptual limitations and to appreciate the rich resources available through interaction with the hearts and minds of other human beings. That person values the differences because those differences add to his knowledge, to his understanding or reality. When we’re left to our own experiences, we constantly suffer from a shortage of data.”
                                                                        —Covey (2004), p.27

The above quote from Covey holds especially true in the globalized world where information is abundant and we often struggle to make sense of it. When we collaborate collectively we are much stronger and add to our understanding. Here valuing differences becomes an opportunity to further knowledge.

In terms of valuing diversity, my school site embraces differences, probably more than most schools. We have several students who are mixed race, bilingual, gay, lesbian, or transgender, foster children, a few student’s who are homeless, and many from poor socio-economic backgrounds, as well as wealthy backgrounds. Overall, because my school site is an Art’s magnet, we value diversity and it shapes who we our.

Going deeper with cultural proficiency, I agree with the idea that we value diversity through shared beliefs, values, and vision in culturally proficient learning communities. In my role as a professional educator and teacher of World History, the following questions help guide how I approach my work:
        1. In what ways do we acknowledge multiple perspectives?
        2. In what ways do I insure that assessment choices reflect a value for                     diversity?
        3. In what ways do I insure that my value for diversity is apparent to our                 students?

Questions addressing the culture of my school include, but are not limited to:
1.   In what ways do we acknowledge common purpose(s)?
2.   In what ways do we insure that curricular choices reflect a value for diversity?

To extend professional learning, my school site might look at the ways we base vision and actions on common assessment results? Or what ways we insure that instructional strategies are differentiated in a manner that values diversity? Or in what ways can my school site insure that we our learning communities incorporate valuing diversity as a lens for our work? This year, our site began this process by focusing on Fisher, Douglas, Nancy Frey, and Ian Pumpian’s book, How to Create a Culture of Achievement in your School and Classroom (2012). The work began through our Instructional Leadership Team and there is a plan in place to continue it next school year.

Reflecting on Vignette #4: Personal Identities—Maple High School Vignette: Although sexual orientation is an issue for many learning communities, it is not an issue at my school site. We have several gay and lesbian faculty members at my site, including a few who recently married, and a club on campus for student’s whom are either gay, lesbian, or transgender or who have an interest in gender identity. In fact, our Principal and his partner are scheduled to marry next week. For me, the sexual orientation of the Maple High School student’s parents was an eye-opener that not all learning communities are like the one at my school site.

Three Key Lessons:
(1) Valuing diversity involves shared beliefs, values, and vision.
(2) Deeping culturally proficiency.
(3) Questions to assist educational leaders to guide learning communities to value diversity.

Three Key Quotes:
(1) “Acknowledge multiple perspectives”
(2) “Acknowledge common purpose(s), and”
(3) “Base vision and actions on common assessment results”
(Lindsey et al, 2009)

Three Key Questions:
(1) How to change set beliefs and stereotypes?
(2) How do we blend the cultures of horizontal and department teams with shared beliefs, values, and vision for our school in a way that promotes unity, individuality, and equity?
(3) How do we maintain the significance of our own experiences and individuality, but include the multiple perspectives and embrace collaborative opportunities?

Overall, this chapter explores many key issues for educational learning communities. The idea of constructing experiences that value diversity through shared beliefs, values, and vision being an essential one. Also, the vignettes on Problem-Based Learning (PBL) and on sexual orientation provide opportunities for developing professional learning goals and securing additional resources. Finally, it challenges educators to develop strategies to improve learning and achievement for students traditionally not included.

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CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 5

6/19/2015

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"Getting Centered—Assessing Cultural Knowledge Through Shared Personal Practice" Chapter Five (Lindsey et al, 2009)

“We can create the most effective generation of leaders ever by redefining and simplifying leadership around the core concepts of professional learning communities. But no one can lead in an environment where differences in practice and learning outcomes are ignored or trivialized. No one can lead where constructive criticism feedback is regarded as an invasion of privacy, an affront to professionalism.”

—Schmoker, 2006, p.29

The above quote from Schmoker (2006), conveys some of the change that is necessary for professional learning communities to be effective in today’s environment. Professionalism at my school site is still undergoing a transition from a site where differences in practices and learning outcomes were often ignored and where classroom visitations were not always welcomed to a site where teachers are inviting others to visit and the sharing of new practices and differences is welcomed and embraced. The school climate over the past year has become more relaxed. Teachers are experimenting with various organizational structures and instructional strategies, and there has been an increase in self-accountability and monitoring, as well as, more teachers taking on leadership roles. Much of this I attribute to our new Principal, who was formerly a teacher at our site.

In terms of professional success and challenges shared among teachers, administrators, and other community members, much of this is done through a Friday Focus email, horizontal teams, monthly Principal Chats, and recognition of student of the month for each grade level. The student of the month is selected through horizontal team online discussion and is not always a top achieving student. Teachers having the selected student usually provide a write-up unique to each student and the student’s names are shared over the PA system monthly. The student recognized also gets a certificate and their picture taken and it is displayed in the front office.

Assessing Cultural Knowledge Through Shared Personal Practice

Questions Guiding My Personal and Professional Work
1)   How do I conduct individual and group assessments?
2)   In what ways do I learn about the cultures of my students?
3)   In what ways do I clarify my own beliefs about culture and diversity?

Area for Growth: In what ways do I develop peer-to-peer support toward specific goals? This is an area if developed more, I might see greater accountability and self-monitoring of students, as well as collaboration.

Questions Guiding Growth Experience for my School Site
In what ways do we learn about the organizational cultures that exist within the school? It was pointed out at a recent staff meeting that although as a staff we are making an effort to get to know our students and the culture at our school site, we often do not focus on the existing staff-faculty culture and the role it plays.

Three Key Lessons:
1)   Including parents and students in the learning community creates opportunities for new perspectives, shared understanding and recognition.
2)   Ways to assess cultural knowledge and improve cultural proficiency
3)   How to turn barriers into opportunities

Three Key Quotes:
1)   “When issues of culture, diversity, and equity are added to school-based discussions, personal insecurities and opportunities for cross-cultural miscommunication are often heightened” (pp.62-63).
2)   “Barrier questions usually result in shutting down the conversation and inhibiting positive thinking” (p.65).
3)   “Data collected at the end of the semester indicated that the policy was not decreasing tardies” (p.66).

Three Key Questions:
1)   How do we close educational gaps through the use of cultural, linguistic, learning, and communication styles?
2)   How do we change outdated ineffective policies to reflect the current culture at our site?
3)   How do we get our learning community to implement more inclusive practices?

Overall, the information in this chapter makes me reflect more on my own practices, as well as learn about the culture of my students. As a World History teacher, I focus on multiple perspectives and cultural identities and appreciate the goals outlined to go deeper with cultural proficiency. In terms of my school site, we are on our way to becoming more culturally proficient but this is still a work in progress.

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Culturally Proficient learning communities—Reflection 4

6/17/2015

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"Sustaining a Culturally Proficient Learning Community" Chapter Four (Lindsey et al, 2009)

“… contrary to myth, effective collaborative cultures are not based on like-minded consensus. They value diversity because that is how they get different perspectives and access to ideas to address complex problems. Under such conditions, inequity is far less likely to go unnoticed or to be tolerated.”
—Fullan, 1999, p.37

The above quote from Fullan (1999) describes many of the learning communities and opportunities that exist in today’s learning environment—an environment abundant with information. To be effective in this environment requires a collective and collaborative mindset. In terms of the strengths and assets of the learning communities I serve in, most value diversity and multiple perspectives.

According to Fullan (1999), collaborative communities that value diversity can access ideas more effectively and solve more complex issues. I see the learning communities that I am part of as embracing these opportunities. As a member of several learning communities, I often contribute by assuming leadership roles and taking on additional responsibilities. In some cases, I take on too many responsibilities. In terms of cultural contributions, as a historian and traveler, I see my experiences as an asset and strength in the learning communities I serve.

At my school site, teachers serve on horizontal and departmental teams to collaboratively learn about our students. In our classrooms and within the school community, we survey students, parents, and community members to help assess the school culture and climate. In terms of technology, the classroom learning management system (LMS) has also afforded an opportunity to extend communications and collaborate more effectively.

Three Key Lessons:

Sustaining a culturally proficient learning community once it is constructed.
Developing a context for the culturally proficient learning community
(3) Language shift from traditional models for school improvement to a collaborative model.

Three Key Quotes:
(1)    “Effective collaborative cultures are not based on like-minded consensus” (Fullan, 1999
(2)    “…worked together to encourage and support district educators to become more aware of the changing demographics of the community and to view diversity as an opportunity and positive experience rather than a challenge and negative experience” (p.57-58.
(3)    “…a shift in language that occurs when community leaders focus on student learning rather than totally on student circumstances” (p. 58).

Three Key Questions:
(1) How does a school or district shift to language of professional learning communities?
(2) How do teachers create a context for culturally proficient learning communities?
(3) What are some of the ways my school community collaboratively learns about students?

Overall, chapter four serves as a lens to examine my school site and provides a transition from the language of compliance and blame to a collaborative model of commitment and on-going trust between people and the process.

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Culturally Proficient Learning Communities—Reflection 3

6/7/2015

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"Getting Centered—The Evolution of Learning Communities" Chapter Three (Lindsey et al, 2009)

“We can work to change the embedded structures so that our schools become more hospitable places for student and adult learning. But little will really change unless we change ourselves.”
—Barth, 1991, p.128

The above quote from Barth (1991) really captures the essential ideas in chapter three, for in order to make the shift to a truly culturally proficient learning community, the one that Lindsey et al (2009) describe, requires internal change within the school culture and not just a structural change. For some schools, this might involve creating a new identity. To achieve this requires a shared common vision, collaboration, shared decision-making, and commitment to learning. At my own school site, the transition to valuing the power of learning communities, has received more buy-in from staff since we had a change in school leadership for the 2014-2015 school year. Until this time, many of the elements needed to create professional communities, learning were not present.

In terms of supports at my site to create and sustain the above environment, the past year horizontal teams were created and time was set aside for the teams to meet on a regular basis to develop units, collaborate, and look at ways to support struggling students in each curriculum area. Departments were also provided with observation time to observe colleagues. A concern next year is that there is not as much time available due to budget cuts. It will be challenging to find creating ways to invent more time. To sustain the creativity and vitality of a learning community, once it is created, requires shared beliefs, values, and vision, supportive leadership, and conditions. And as I mentioned earlier, this might involve individual change.

Cultural proficient learning communities are now integrated into educational reform efforts to replace traditional practices that focused on blame to practices that take responsibility in meeting the needs of underserved students (p.37). The paradigm of Cultural Proficiency provides a way for educators to focus on relationships between schools, family, and the community in hopes of better meeting the needs of all students, including those traditionally excluded. At my own school site, culturally proficient learning communities are providing a path for staff to develop new strategies to support students. This has required changes in our school climate and culture. We started some of this during the 2014-2015 school year with plans to continue the work next year.

Three Key Lessons:
(1) How educational reforms have evolved to comply with legislation and how the tools of cultural proficiency is providing a way to transform education to better serve students.
(2) Changes within learning communities to coincide with reform efforts and using these communities to transform culture. I was unaware of all of the literature showing the evolution of these communities.
(3) Cultural Proficiency might offer a framework to meet past challenges learning communities have faced, such as building trust, moving from isolation to collaboration, and the willingness to embrace change that is not just structural but internal.

Three Key Quotes:
(1) “Our moral imperative is knowing and responding to the cognitive and social needs of all children, with an emphasis on addressing the needs of those who have not been served well in the past” (p.37).
(2) “What is new today is the inclusion of historically underserved students in unprecedented ways” (p.38).
(3) “When teachers, administrators, counselors, and other community members express these values and beliefs, a common vision and clearly stated mission are more likely to become a reality for the community” (p.45).

Three Key Questions:
(1) How do schools create buy-in for stakeholders to embrace the power of learning communities?
(2) What supports do administrators need to put into place to build capacity and sustain changes that are being implemented?
(3) Education reforms are often slow and are already out-of-date by the time they are implemented. Will Cultural Proficiency offer a true educational transformation, one that is sustainable over time?

As a World History teacher and a student of history, the chapter on “Getting Centered: The Evolution of Learning Communities” was interesting to me to see how learning communities have evolved over time and have intersected with educational reform movements. My “Aha!” was that Cultural Proficiency is becoming a model for future educational transformational. As a former political scientist who did an M.A. thesis that explored cultural paradigms and the ability of groups to construct new identities, I think this might be a move in the right direction in terms of its ability to provide a framework for educational reform. What is perhaps needed are additional resources and supports for educators to embark on this journey.

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CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 2

6/1/2015

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"Getting Centered—Our History" Chapter Two (Lindsey et al, 2009)

“The future is in our hands … A history that leaves out minorities reinforces separation, but an inclusive history bridges the divide.”
—Takaki, 2008, p.435

The above quote from Takaki (2008) reminds me of Howard Zinn’s book, A People’s History of the United States (2003), which focuses on the history of the United States from the perspectives of common people, some who have traditionally been omitted from the history textbooks. North American history has observed a great divide and struggle to achieve inclusion of the minorities who have been left out, had their stories misrepresented, or who have been discriminated against. Terms like segregation, integration, equity, or diversity create a mix of images, and the meaning of these terms has changed over time. When terms like these are used in professional settings, reactions range from empathy, stereotyping, and a mix of opinions and justifications for how students represented in these groups are best served.

In terms of issues of inequality facing my school community, the most noticeable one is socio-economic inequalities, especially equitable access to technology and resources outside of school. Many students attending our school are from wealthy communities wanting children to be involved in the Arts or parents with children already having an Arts background growing up and wish to develop the talent further. At the same time, my school serves students for which it is a neighborhood school, but one that is considered safe to attend. We have a number of foster children, homeless children, and children from low socio-economic backgrounds. Last semester I conducted a technology needs assessment and was surprised to discover that the majority of the students my site serves do not have Internet access or a computer to use at home. Most do have SMART phone however. This caused me to look into securing additional funds for a computer lab, which will probably be implemented next year.

In terms of a sharing of resources, this is an area where more perhaps is needed. My site has a parent room, but it is small and practically hidden in the back of the library. The career section of the front office was recently expanded to provide computer access to parents, as well as additional services. This area is also shared to some extent with students. There is also one computer lab in the library that can be reserved, and a student lounge with a few computers in it available after school. Most of the shared resources for community members are through school partnerships, particularly Arts partnerships. This includes some use of theatre space.

As for decision-making, my site is moving toward a more collaborative model involving input from all stakeholders (administrators, counseling, school psychologist, ELD Coordinator, Governance, School Site Council, Friends of SCPA, similar to a PTA only non-profit).

Three Key Lessons:
(1) Equity as a Learning Community topic and context for schools and districts.
(2) The history of school segregation, desegregation, multiculturalism, and integration for equal access, rights, and benefits.
(3) The importance of placing learning within the context of our cultural communities represented in our schools and districts, and knowing the cultures we serve in order to develop “inclusive” futures for these populations.

Three Key Quotes:
(1) “Having an understanding of our history of equity and inequality is an important step in our learning how to become a culturally proficient learning community.” (p.22).
(2) “The sad reality is that those access and achievement gaps are historical, but they have remained invisible to most of the educational community due to our selective vision and our choice to see only the data we want to see.” (p. 24).
(3) “Unlike the trend toward multiculturalism, which focused narrowly on students’ ethnic and racial differences, the shift toward diversity responds to societal trends by urging us to take a broader approach to addressing equity issues, encompassing a wide range of differences, including race, culture, language, class, caste, ethnicity, gender, sexual orientation, and physical and sensory abilities among students.” (p.30).

As a World History teacher, the information from “Getting Centered: Out History,” deeply resonates with me. I try to include primary sources whenever possible and multiple perspectives so that all sides of a story get considered and included, even histories we often find difficult to accept. Recently, my tenth grade class is forcing on several of the WWII atrocities; not just the Holocaust, but atrocities not always mentioned in the history textbooks such as the Rape of Nanjing or the Bataan Death March. It is hope by using this approach, that students will be engaged in the content, not because they are getting a grade, but because knowledge for the truth and a better future demands it. Much of what I have learned this past year, has led me to try to convince students, traditionally privileged, that inclusive futures are needed to survive in the global environment.

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Culturally Proficient Learning Communities—Reflection 1

5/24/2015

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"Getting Centered—The Tools of Cultural Proficiency". Chapter One (Lindsey et al, 2009)
Most people I meet want to develop more harmonious and satisfying relationships—in their organizations, communities, and personal lives. But we may not realize that this desire can only be satisfied by partnering with new and strange allies—curiosity and disturbance.
—Margaret Wheatley, 2001, p.1

The above quote by Margaret Wheatley (2001) definitely holds true in education. To meet the needs of students, schools, and the community and to compete in the global environment, educators can no longer work in isolation but need to work together to achieve their goals. One way of beginning this work is through learning communities. It is within these communities, we can safely learn, develop the tools to lead, and transform.

The vignettes described in chapter one, p.5, remind me of occurrences at my own school site. It is not uncommon to hear a colleague enthusiastic about a lesson or new instructional strategy learned, or to see opportunities to effect positive change. However, it is often the case that teachers do not have the time to implement new ideas and strategies needed or to take advantage of opportunities to collaborate as learners to achieve their goals. Although being part of a learning community does not address or resolve all of these issues, it does afford an opportunity to re-examine our own practice and educational environments and effect change from what the authors refer to as "inside-out" approach (p.6). This approach has educators digging deeper into their own practices, beliefs, and values to effect behavior changes in their own behavior to have a positive impact on the shifting demographics and communities they encounter and serve.

In terms of my own school site, staff are currently revisiting the school climate and culture and are making shifts in many of their practices to create a more welcoming school environment, one where everyone feels valued. The elements of Cultural Proficiency are already being integrated and professional learning communities are part of the plan to create learning opportunities to improve school climate and culture, and to work with all stakeholders. An important part of this also involves transparency. According to Lindsey et al (2009), Cultural Proficiency involves serving the needs of historically underrepresented students while serving all student needs. This is different than accommodating these students in isolation. It requires us to view student cultural diversity as an asset and an opportunity rather than a problem to be tackled.

Although there are several barriers to cultural proficiency that are discussed such as resistance to change, systems of oppression, and a sense of privilege and entitlement, these seem less of an issue at my own site. Some of this might be because the school is a performing arts school. Students historically discriminated against or treated differently at other schools are much more welcomed and embraced. This is particularly the case where sexual orientation is concerned. We have several gay and lesbian students and faculty, and transgender students. If there is resistance to change, most of it has to do with curriculum changes. Overall effective communication and transparency tend to create the "buy-in" and trust that is needed to implement needed changes. Although this is the case now, it was not always the case. Past years have observed attention to structural changes to transform the social and cultural conditions rather than, or without focusing on "transforming relationships". More attention to the later prior to the former is a step in the right direction.

In terms of guiding principles of cultural proficiency, as a World History teacher, I tend to embrace cultural difference and multiple perspectives. It is important to create opportunities and spaces for these multiple perspectives. In this way, everyone benefits from the community.

As for the Cultural Proficiency Continuum, I on the right of the spectrum. Somewhere between Cultural Competence and Cultural Proficiency.

In terms of my school site, school clubs, policies, and practices are inclusive of other cultures and cultural practices. My school site is also to the right of the continuum. This was not always the case, but has developed over time. The Cultural Proficiency Continuum makes a great professional development activity at the start of the school year and for building cultural awareness and acceptance with students at various points within the school year. The essential elements for culturally proficient practices is an on-going process that requires educators to commit to and it is also an on-going process. Overall, it is important for educators to get to know who their students are, as well as, know the climate and culture of the school. Although I spend a lot of time at the start of the school year doing this, it is something I need to continue to implement throughout the school year, as the students I have at the start of the school year are not always the same population I end with.

Going Deeper

Summing up what I have learned:

We can benefit by learning and working collaboratively in communities, rather than in isolation.
We must create opportunities to collaborate as learners.
Current educational practices are not all equitable.

Quotes that resonate with me:

"Cultural Proficiency is about serving the needs of historically underserved students within the context of all students." (p.11)
"... shift .. perspective on change from reforming structures, policies, and rules in schools to transforming relationships, interactions, and the behaviors of the people within the schools and districts."(p. 15)
"Becoming increasingly aware of what you and the school don't know about working in diverse settings." (p.17)

Questions

1. How do I get others to embrace essential elements for culturally proficient practices?
2. How do I balance the need for structural changes and changes in interactions and behaviors?
3. How do educators evaluate the extent to which the work toward cultural proficiency is effective?

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EDL 640—School and Community Relations

Culturally Proficient Learning communities--Reflection 10

"Getting Centered—Aligning Our Behaviors with our Values" Chapter ten (Lindsey et al, 2009)

Culturally Proficient Learning Communities—Reflection 9

"Getting Centered—Institutionalizing Cultural Knowledge Through Collective Learning" Chapter Seven (Lindsey et al, 2009)

CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 8

"Getting Centered—Adapting to Diversity Through Supportive and Shared Conditions" Chapter Eight (Lindsey et al, 2009)

CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 7

“Getting Centered—Managing the dynamics of difference Through collaboration" Chapter seven (Lindsey et al, 2009)

CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 6

“Getting Centered—Valuing Diversity Is a Reflection of Shared Beliefs, Values, and Vision" Chapter Six (Lindsey et al, 2009)

CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 5

"Getting Centered—Assessing Cultural Knowledge Through Shared Personal Practice" Chapter Five (Lindsey et al, 2009)

Culturally Proficient learning communities—Reflection 4

"Sustaining a Culturally Proficient Learning Community" Chapter Four (Lindsey et al, 2009)

Culturally Proficient Learning Communities—Reflection 3

"Getting Centered—The Evolution of Learning Communities" Chapter Three (Lindsey et al, 2009)

CULTURALLY PROFICIENT LEARNING COMMUNITIES—REFLECTION 2

Culturally Proficient Learning Communities—Reflection 1

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