The Principal’s Multicultural Advisory Committee (PMAC)

1. The Principal’s Multicultural Advisory Committee (PMAC)

2. What is the Principal’s Multicultural Advisory Committee program and why is it mandated by the school board?

3. PMAC History… • In August of 1990, PCS implemented a Biracial and Multicultural Awareness Program in all middle and high schools to promote positive human relations in schools.

4. In 1991, PCS and the PMAC program began its partnership with Community Tampa Bay, formerly the National Conference for Community and Justice.

5. The centerpiece of the program was the formation of secondary school-based bi-racial Advisory Committees which soon became multicultural committees to be more inclusive. PMAC Northeast High School 1990’s

6. By the mid 90’s the program became a Curriculum and Instruction initiative under the Office of Community Service and Human Relations and its director, Sheila Keller.

7. As a curriculum initiative, the PMAC program began to advocate ways to improve human relations and address achievement gaps through various teaching, curricular, and operational strategies. • Spence Rogers’ PEAK Learning Systems • Curriculum Frameworks (African American, Holocaust) • Inclusion of multicultural SIP goals

8. In the spring of 2004, Superintendent Dr. Hinesley requested the formal gathering of input from students after a school board discussion regarding the display of Confederate symbols on school campuses.

9. By August of 2004, the PCS school board mandated that every school site would have an active PMAC program in response to the results of a student inclusion survey . The survey was distributed that spring to 28 schools and centers generating 4,331 responses.

10. PMAC School Board Mandate • Students have the right to attend a school where all ethnic and cultural heritages are welcomed and respected. To ensure this environment, each school will create a Principal’s Multicultural Advisory Committee.

11. In 2005, PMAC was placed under Teaching and Learning as an initiative of the social studies department.

12. In November 2007, the PMAC program received the Rose-Duhon Multicultural Program of the Year award from the National Association of Multicultural Education.

13. In 2011, the Teaching and Learning division directed members responsible for the PMAC program, Character Education, Community Tampa Bay and Bullying Prevention from the social studies and prevention offices to work collaboratively to better deliver services.

14. Beginning in 2012, PMAC, Character Education, and Community Tampa Bay became the responsibility of the PMAC staff developer. Members of the PMAC Leadership Team, the Character Education Leadership Team and CTB staff assist in delivering services and training to our PMAC sponsors, schools, students and counselors.

15. In 2014-15 PMAC became an action step under Goal 3 of the District Strategic Plan. • Ensure schools have an active and documented Principal’s Multicultural Advisory Committee (PMAC) program which addresses the responsibilities of schools to provide an environment reflective of the District’s core value of cultural competence.

16. PMAC Membership Guidelines: Both at the secondary and elementary levels, the committee should be balanced by gender and grade level, and represent a cross-section of the racial, religious, ethnic, and cultural backgrounds of the students at the school.

17. As a student leadership initiative, PMAC gives PCS students a structure to express concerns regarding issues pertaining to diversity, to build relationships based on increased cultural understanding, and to develop leadership skills.

18. Key Operational Guidelines • The Principal’s Multicultural Advisory Committee is a mandated program not an extra-curricular club. • Committee meetings should be scheduled, at least, once a month during school in order to be inclusive and for the principal to attend. • The demographics of the student membership need to reflect the school’s population.

19. Responsibilities of the Principal’s Multicultural Advisory Committee (secondary level) • A) Act as an advisory group to the principal • B) Engage in a facilitative dialogue about diversity centered concerns, and make recommendations to the principal

20. C) Promote multicultural activities and programs school-wide • D) Learn and implement conflict resolution and mediation skills

21. E) Provide service to school and community • F) Improve school climate

22. Responsibilities of the Elementary Level Principal’s Multicultural Advisory Committee Memberswill • learn about different cultures

23. will participate in multicultural activities and programs

24. will initiate at least one school-wide multicultural activity per year.

25. PMAC MISSION The mission of the Principal’s Multicultural Advisory Committee Program (PMAC) is to build and sustain safe, inclusive school cultures which foster highest student achievement for all students.

26. What are the Guiding Principles for the PMAC program and the development of a culturally competent school?

27. To make multicultural activities a norm from the beginning of children’s school experience.

28. Involve all students in multicultural activities, not just students belonging to minority cultural groups.

29. Integrate multicultural activities fully into the school curriculum, rather than restricting them to one shot or culture of the month sessions.

30. To provide curriculum and instruction to teachers and students which is culturally relevant, culturally appropriate, culturally responsive and culturally sensitive to the learner.

31. To communicate respect for cultural plurality by recognizing and responding to culturally based differences in learning style.

32. To recognize school-based and community support of the PMAC program and multicultural goals through our annual PMAC Awards Ceremony. The ceremony honors the contributions of outstanding PMAC programs, PMAC students, administrators , community members and businesses.

33. James Banks’ five dimensions of multicultural education • Content integration • Knowledge construction process • Prejudice reduction • Equity pedagogy • Empowerment of school culture and social structure

34. The Four Levels of Multicultural Education • Level 1: Contributions Approach • Level 2: Additive Approach • Level 3: Transforming Approach • Level 4: Social Action Approach James Banks, the Director for the Center of Multicultural Education, Seattle, Washington

35. LEVEL I: The Contributions Approach Focuses on heroes, holidays, food, etc. (Examples: Martin Luther King Jr., Taco Tuesday, Cinco de Mayo)

36. LEVEL II: The Additive Approach Content, concepts, experiences are added to the curriculum (Women’s History Month, Black History Month, Character Education, Peace Week)

37. LEVEL III: The Transforming Approach: The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspective of diverse cultural backgrounds and experiences.

38. LEVEL IV: The Social Action Approach: Students and teachers make decisions on important social issues and take action to address them. (Students and teachers engage in the decision making process in their schools and communities in meaningful ways)

39. “Our roles are to motivate, educate and empower.” Principal Baruti Kafele, author of Motivating Black Males to Achieve in School and Life

40. Where you will find us…. PMAC http://www.pcsb.org/Domain/5058 E-learningCenter Under Offices and departments/social studies/Principal’s Multicultural Advisory committee OUTLOOK/all public folders/PMAC Community Tampa Bay 568-9333 http://www.communitytampabay.org/