Opening Doors for Diversity, Equity and Access

1. Opening Doors for Diversity, Equity and Access Opening Doors: An Implementation Template for Cultural Proficiency Trudy T. Arriaga, Randall B. Lindsey

2. Learning Intentions for Today “Coaching for Equity, Collective Efficacy & Leadership Advancement”We will… Link and use professional learning (Hattie [collective efficacy], DuFour, Fullan, Equity, etc.) to advance our team’s progress

3. Norms • Be collaborative (co-labor) • Engage fully by: - Staying on topic - Listening and contributing respectfully - Asking questions - Refraining from using electronic devices for personal business with the exception of break times • Be open to diverse views and outcomes • Integrate new information • Celebrate and enjoy • Maintain confidentiality

4. “…it is NOT the diversity that is the problem. It is the unconscious handling of diversity that creates the lack of fairness in the organization… It is that diverse organizations require more sophisticated leadership, conscious awareness, thought, behavior, and tools to reap the benefits of what true diversity can provide.” -Laura Liswood, 2010, xxvii

6. Cultural Proficiency • Is an inside-out approach • A commitment to examining our own values, assumptions, and behaviors • A commitment to working with colleagues to examine your district’s policies and practices • A commitment to being an integral part of the community you serve by learning with and from the community. • Is about visible and not so visible differences • Is about preparing to live in a world of differences • Is a worldview, a mindset; it is the manner in which we lead our lives • Cannot be mandated; it can be nurtured Arriaga, 5/2/17

7. Five Essential Elements of Cultural Competence • Assessing Cultural Knowledge of own culture, those in community, and of school • Valuing Diversity in all we portray and say that is apparent to all • Managing the Dynamics of Difference in ways that conflict is natural and normal • Adapting to Diversity of community as it is and as it evolves and changes. • Institutionalizing Cultural Knowledge as important to professional learning of all (Pg. 25)

8. The Cycles of Interrelatedness: The Tools of Culturally Proficient District Leadership Pg. 28

9. The Framework for Cultural Proficiency Uses Four Unique Tools The Barriers •Caveats that assist in responding effectively to resistance to change The Guiding Principles •Underlying values of the approach The Continuum •Language for describing both healthy and non-productive policies, practices and individual behaviors The Essential Elements •Five behavioral standards for measuring, and planning for, growth toward cultural proficiency Arriaga, 5/2/17

10. Barriers Tool #1: Overcoming Barriers to Cultural Proficiency • Systematic Privilege Presumption of entitlement • Systemic Oppression • Resistance to change Unawareness of need to adapt Active resistance Arriaga, 5/2/17

11. Tool #2:Guiding Principles • Guiding Principles are the core values, the foundation upon which the approach is built • Provide a moral framework for conduction one’s self and organization in an ethical fashion by believing… Arriaga, 5/2/17

12. Tool #2:Guiding Principles • Culture is a predominant force in society • People served in varying degrees by dominant culture • People have individual and group identities • Diversity within cultures is vast and significant Arriaga, 5/2/17

13. Tool #2:Guiding Principles(continued) • Each cultural group has unique cultural needs, and • The best of both worlds enhances the capacity of all • The family, as defined by each culture, is the primary system of support in the education of children • Inherent in cross-cultural interactions are dynamics that much be acknowledged, adjusted to, and accepted Arriaga, 5/2/17

14. Who Am I? •Political •Social •Familial •Sexuality •Ethnicity •Recreation, physical, mental ability •Service •Language •Social Class •Age •Education status •Family status •Health status •Skills, talents •National, regional, geographical location •Occupational status •Military experience •Customs •Style •Gender Arriaga, 5/2/17

15. The Big Question… Are we opening doors for EACH of our students through our.. • Behaviors • Actions • Policies

16. Who Are We? • To what extent do we honor culture as a natural and normal part of the community? • To what extent do we recognize and understand the differential and historical treatment accorded to those least well served in our schools? • When working with a person whose culture is different from ours, to what extent do we see the person both as an individual and as a member of a group? • To what extent do we recognize and value the differences within the cultural communities we serve? Pg. 30

17. Who Are We? (continued ) • To what extent do we know and respect the unique needs of cultural groups in the community we serve? • To what extent do we know how cultural groups in your community define family and the manner in which family serves as the primary system of support for the students? • To what extent do we recognize our role in acknowledging, adjusting to, and accepting cross-cultural interactions as necessary social and commutations dynamics? • To what extent do we recognize and understand the bicultural reality for cultural groups historically o well served in our schools? Pg. 30

18. Who Are We? (continued ) • To what extent do we incorporate cultural knowledge into the policies, practices, and procedures of our organization? Pg. 30

19. Questions that Guide The Work • What are your, your district’s, and the board’s core values that support equitable learning outcomes for students? • What standards do you use to ensure equitable learning outcomes for students? Arriaga, 5/2/17

20. Tool #3:The Continuum Pg. 78

21. Cultural Destructiveness:Door Slammed Closed Hostility/Negativity Seeks to Eliminate the Culture of Others • I don’t want those kids in my class/school • They don’t value education • I’m not working at that school • I never want to see that child again • If the boundary changes, we’ll lose the good kids • Use of humiliation, sarcasm, abuse Arriaga, 5/2/17

22. Cultural Incapacity:Door Partially Closed Dismissive/Blaming: Seeks to Make the Cultures of Others Appear to be Wrong or Less Than…. • Questioning qualifications • Mispronouncing or making fun of unfamiliar names • With an accent like that, she couldn’t be very smart • We tried that and they still didn’t come • I’m very successful when working with normal kids • The growing special education population is a burden on our school • The neighboring district is even worse than we are…they are more diverse Arriaga, 5/2/17

23. Cultural Blindness:DoorCrackedOpen Refusing to Acknowledge /Unable to see Culture • Ignoring access/achievement gaps • Behavior problems vs. cultural differences • I don’t see color; I treat all kids alike • What’s wrong with what we are doing; most are doing well • Don’t be so sensitive; I was just kidding • If he doesn’t want attention, he shouldn’t wear nail polish • Girls play on Thursdays….boys play on Fridays • I’m not talking about your husband….he’s different • Assumptions…… Arriaga, 5/2/17

24. Cultural Precompetence:DoorOpening Begin to know what we don’t know; becoming aware of culture • Begin to recognize and question issues of disproportionality • We are trying to teach the kids who used to go to school here • What do they know that we don’t know? • I could tell it was the AP class as soon as I walked in • Why are there no students on F / R lunch in the wind ensemble? Arriaga, 5/2/17

25. Cultural Competence:Door Wide Open • Students and visitors can see images like and different from them…A child can look up and find herself….. • Disaggregated data drives decision making to develop strategies for inclusion. • Speaking up against actions that don’t reflect our values is invited. • How can we give credit for assignments that require personal resources? • Why are the students in continuation high school going to school half day? Arriaga, 5/2/17

26. Cultural Proficiency:Escorting Through Open Doors Advocacy for Opening Doors Lived commitments to... • Advocacy for all • Social justice; doing what’s right for students • Realization that Cultural Proficiency is a ‘process’ not an event • Equity is giving what is needed….not the same • “We will do whatever it takes…” • “Just opening the door is not enough” • “Do our actions reflect our values? …If not, we have to change our values or change our actions.” • AP Classes from destructive to proficient Arriaga, 5/2/17

27. “…it is NOT the diversity that is the problem. It is the unconscious handling of diversity that creates the lack of fairness in the organization… It is that diverse organizations require more sophisticated leadership, conscious awareness, thought, behavior, and tools to reap the benefits of what true diversity can provide.” -Laura Liswood, 2010, xxvii

28. So what…Now what? Thinking of our work… • What stands out? • How does this blend with • WSLA Rubrics • Blind Spot • White Fragility • Courageous Conversations About Race.. • Coaching moves • Other thoughts…

29. 15 Min.

30. Our Moral Imperative!

31. The cost of dropping out…

32. Today’s Strands (What) Communicate System-wide Commitment to Equity Lead Coherent System-wide Support for Learning Focus on Learning Create Collaborative Cultures Enhance Personal Leadership

33. The Cycle of Inquiry (How) Year 2 Year 1

34. Collective Efficacy / Collaboration How? DuFour Why? Fullan What? Hattie

35. 10 Mindframes for Visible Learning • I evaluate my impact • I use assessment to inform my impact and next steps 3. I collaborate about my impact 4. I am a change agent • I strive for challenge • I give feedback 7. I engage in dialogue vs. monologue 8. I inform learners what successful impact looks like • I build relationships • I focus on learning vs. teaching 2018

36. Jigsaw and Read Chapters 5-10: ?,!, • Teach Back Your Section • Discuss Chapter’s Potential for Use with Leadership • Suggest Coaching Moves for Use With Team • HP pg. 2: Advance Organizer • HP pp. 3-4: Glossary 45 Minutes

37. Visible Learning Mindframes SurveyHow well have you adopted the 10 mindframes for Visible Learning?  https://sagepub.checkboxonline.com/VL-Mindframes-Survey.aspx • HP pp. 5-7

39. Fostering Collective Efficacy HP pg. 11 Type in “Fostering Collective Efficacy” Webinar Corwin 56:02 32 version - bookmark

40. DuFour’s Continuum for Teams (HP pp. 8-10) Source – Learning by Doing, DuFour; Third Edition Where is your WSLA Team?

41. Coaching for Change Protocol - 3 partsYou will need – Rubric, WSLA Website, Hattie TableOrganize into Y 1 & Y 2 coaching groups Part 1 On own: 20 mins. max 1. Using the Rubric, change research, equity, collective efficacy, workshop 2, & WSLA website resources, what coaching moves might you plan to ensure advancement on the Rubric? (Use HP pg. 11) Part 2 In groups: Each listener will journal notes but not question 1. Describe the current reality of your district(s) teams (Rubric) 2. Using the Rubric, change research, equity, collective efficacy, workshop 2, & WSLA website resources, what coaching moves might you plan to ensure advancement on the Rubric?

42. Coaching for Change Protocol - 3 parts Part 2 In groups: Each listener will journal notes 1. Describe the current reality of your district(s) teams (Rubric) 2. Using the Rubric, change research, equity, collective efficacy, workshop 2, & WSLA website resources, what coaching moves might you plan to ensure advancement on the Rubric? Part 3 In groups: 1. On own and using Bloom’s “Coaching-based Supervision Stems” (HP pg. 12): Write questions for each coach 2. Taking turns: Each coach will ask questions and the responding coach will answer. 80 mins. max.

43. Success Criteria for Today “Coaching for Equity, Collective Efficacy & Leadership Advancement”Can we… Link and use professional learning (Hattie [collective efficacy], DuFour, Fullan, Equity, etc.) to advance our team’s progress?

44. EVALUATE THE DAY • Website: www.waleadershipacademy.org • Next Workshop: April 10, 2019 - Yakima