An Evolutionary Process: A Practical Plan for Creating and Sustaining Culturally Responsive Schools...
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Transcript of An Evolutionary Process: A Practical Plan for Creating and Sustaining Culturally Responsive Schools...
An Evolutionary Process: A Practical Plan for Creating and Sustaining
Culturally Responsive Schools
Many FacesOne CommUNITYHilliard City Schools September 2013
Hilliard High School Senior Class
1990
Look closely…
Deliberate, Systemic Action to Support Efforts of
Educational Equity and Inclusivity• Mid-1990s as a response to a walkout led by a small group of African American and other students
who took action to address the unfair treatment they felt in their high school
• Our district was predominately white and Christian and had been historically rural
Our District’s Response
Our Central Office Administrators intentionally reached out to connect with parent and student groups
Created of part-time position for Equity Coordinator.
District enrollment changed and increased dramatically
Hilliard City School DistrictDemographic Student Information
Spring 2013White Students: 77.2%Asian Students: 6.4 %Hispanic Students: 5.8%Black (non-Hispanic) Students: 5.7% Multiracial Students: 4.4%American Indian/Alaskan Native Students: .2% Pacific Islander .1%
Cohesive Leadership SystemsWallace Foundation Research
Standards
Training Conditions
Cohesive Leadership SystemsWallace Foundation Research
Standards
Training Conditions
Standards for Teachers and Administrators that Promoted Our Work
Ohio Standards for TeachersStandard # 1:
Teachers understand student learning and development and respect the diversity of the students they teach.
Ohio Standards for PrincipalsStandard # 5:
Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement, and well-being.
Ohio’s Anti-Bullying Anti-Harassment, Intimidation and Bullying Model Policy …reporting, documenting and investigating incidents of harassment,
intimidation and bullying (including cyber bullying) as explained in the model policy and Ohio Revised Code (ORC), Sections 3313.666 and 3313.667
Cohesive Leadership SystemsWallace Foundation Research
Standards
Training Conditions
School Practices to ConsiderTraining of Adults
Culturally Responsive Teaching• Is not simplistic
• Requires skill, so it is something that has to develop over time… (begins with and) increases with self-awareness
• Uses cultural experiences of different ethnic groups to teach more effectively
• Uses scaffolding by building on what students already know and who they areo Taking advantage of our students’ “Funds of Knowledge”
• Must be grounded in teaching to particular needs of a group Gay, 2006
Training of AdultsPrinciples of Invitational Education:
It begins and ends with PEOPLE POLICIES: PLACES:Fair FunctionalEquitable AttractiveTolerant CleanDefensible EfficientConsistent Aesthetic PROCESSES:Just Personal Academic
Warm InterdisciplinaryEncouragingDemocraticCooperativeCollaborativeEvaluative
PROGRAMSPEOPLE: EnrichingTrusting StimulatingRespectful HealthfulOptimistic InteractiveCaring ConstructiveAccessible DevelopmentalCourteous EngagingIntentional
Training of students
Student Leadership Groups 4 groups with a focus on education, empathy
and advocacy meet during the school day 2xs a month. Meet with Administration 2x a year.
African AmericanAsianMuslim/Middle EasternLatino/Latina
Reaching Out to Cat Kids (R.O.C.K.) Any student who is interested in actively promoting a climate of respect, trust and decency
For all students and all staff
Four Questions to Consider Before Acting
We should consider…
o Will this attitude/decision/action increase trust?
o Will this attitude/decision/action support self-respect?
o Will this attitude/decision/action model inclusion?
o Will this attitude/decision/action promote learning?
Listening to Our Students A response on a student survey regarding school climate (conditions)
“I like the way our teachers listening to us or our
feelings and the culture we teaching them… I also appreciate the lunch ladys because they
make me happy of all of us, especially Muslim people.”
Student Groups analyze current curricula , teaching practice with their experiences . They explore how to improve learning using the Model of 5 Dimension s of a Multicultural Education
"What do teachers, principals and other school staff do that demonstrates that you and your culture matter"?
Hilliard Davidson Student Groups
5 Dimensions of a Multicultural FrameworkDr. James Banks
Content Integration: Teachers use examples, data and information from a variety of cultures and groups to teach their subjects Knowledge Construction: Teachers and other school staff help students to understand and explore how culture, ethnicity, gender, “race”,
age, religion, etc. influence information. Teachers are aware of and share how context influences the construction of information.
Equity Pedagogy:Teachers choose, adjust how they teach to best fit the students Prejudice Reduction; Teachers, principals and other school staff recognize and address bias, discrimination and bigotry AND they
promote fairness. Empowering School Culture and Social Structure: Teachers, principals and other school staff create a climate in school that allows for ALL students to be involved
and have a voice.
Cohesive Leadership SystemsWallace Foundation Research
Standards
Training Conditions
Addressing school conditions by examining traditional punishment
RESTORATIVE JUSTICE
Addressing needs of the victim, the community AND the perpetrator = Education, Empathy, Advocacy & Empowerment
Conditions
Changing Conditions
Students begin to increase their interest and skill
in advocating for themselves and each other
12 full-ride scholarships for their interest and ability in promoting
diversity, equity and advocacy
Conditions Hilliard Bradley student 's display case for her brother and other family members during "The Day of the Dead"
Conditions
“Each of us has a story that the world is waiting to hear about…”
Students' Stories…
Educational Equity ResourcesArizona State University
equityallianceatasu.orgEducational Change
edchange.orgInternational Alliance for Invitational Education
invitationaleducation.netNational Association for Multicultural Education
nameorg.orgNational Center for Culturally Responsive Educational Systems
nccrest.orgOhio Department of Education
global educationTeaching Tolerance/Southern Poverty Law Center
teachingtolerance.org
ReferencesUmbreit, M. (2002) Victims of severe violence meet offenders: Restorative justice through dialogue, Monsey, NY:
Criminal Justice PressBanks. J. A. (1995). Multicultural education: historic development, dimensions and practice, In Handbook of research
on multicultural education, edited by James A. Banks & Cherry A. McGee Banks. New York. McMillian. Gay, G. (2000). Culturally responsive teaching: theory, research , practice. New York. Teachers College Press. Hopkins, B. (2004) Just schools: A whole school approach to restorative justice. Philadelphia, PA. Jessica Kingsley
PublishersOhio Department of Education (2005). Ohio standards for educators. Columbus, OH: Ohio Department of Education.Ohio Department of Education (2011). CUPP. Columbus, OH: Ohio Department of Education.Ohio Department of Education (2013) Hilliard City School District Local Report Card. Retrieved from
http://www.ode.state.oh.us/reportcardfiles/2010-2011/DIST/047019.pdfOhio Department of Education (2012). Anti-Harassment, Intimidation and Bullying Model Policy. Retrieved from http://education.ohio.gov/Topics/Other-Resources/School-Safety/Safe-and-Supportive-Learning/Anti-
Harassment-Intimidation-and-Bullying-Model-PoNieto, S. (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education (4th ed.). Boston: Pearson.Stutzman Amstutz, Mullet, J. (2005) The little book of restorative discipline for schools. Intercourse, PA. Good Books,
Inc.Purkey, W.W. & Novak, J.M. (2008). Fundamentals of invitational education. Kennesaw, GA. The International Alliance
for Invitational Education. (20)Umbreit, M. (2002) Victims of severe violence meet offenders: Restorative justice through dialogue, Monsey, NY:
Criminal Justice Presshttp://www.powershow.com/view/2497e-M2Q5M/
RESTORATIVE_JUSTICE_An_Effective_Model_for_Discipline_powerpoint_ppt_presentationhttp://www.corwin.com/upm-data/
50294_Pages_from_Meyer_The_School_Leader's_Guide_to_Restorative_School_Discipline_Final_3.pdf