COLLABORATIVE GOALS FRAMEWORK

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1 COLLABORATIVE GOALS JULY 2013 TABLE OF CONTENTS BACKGROUND AND OVERVIEW 2 THE CHALLENGE 3 MISSION AND OPPORTUNITY 4 BSC APPROACH 5 GOALS 6 DOMAINS 6-8 REFRENCES 10

2 COLLABORATIVE GOALS BACKGROUND AND OVERVIEW Equity in early childhood programs is connected to the growing diversity in our communities and early childhood programs.1, 2 Educational theorists such as Bronfenbrenner 3 and Vytogsky 4 have long championed the importance of children s cultural contexts for their later outcomes. Empirical research is growing, moving beyond deficit models, and recognizing the importance of culture in child and 5, 6, 7, 8 family success. In response, the North Carolina Division of Child Development and Early Education (DCDEE) is invested in the cultural competence of the early childhood workforce, systems, and policies that support the success of all children and families. With support from the Race to the Top Early Learning Challenge Fund, the Winston-Salem State University Cultural Competence Breakthrough Series Collaborative was intentionally developed to build, integrate, and sustain cultural competence within North Carolina s early childhood system. System levels of practice and policy include classroom teaching, family engagement, organizational leadership, technical assistance, continuing education/ professional development, and local and state policies and regulations. THREE PRONGED APPROACH DCDEE recognized the need for culturally and linguistically responsive care and education to be infused with quality standards, services, and accountability for effective early childhood services for families and positive outcomes for all children. The implementation of a three pronged strategy will be used to improve the cultural competence of the early childhood workforce including culturally responsive program policies, teaching practices, and family engagement. Phase One: Development of the Cultural Competence Breakthrough Series Collaborative Leadership Team, Expert Panel, Curriculum development and Learning Team preparation. Phase Two: Recruitment and orientation of Learning Teams, implementation of learning sessions and action periods. Phase Three: Training and practicum for technical assistance providers, support via online formats, and final documentation and evaluation of the Curriculum and project. Cultural conditioning is how learning provided by a cultural and/or social group fits a growing child to assure its survival. -- David Hoopes and Margaret Pusch 2 of 10

3 COLLABORATIVE GOALS THE CHALLENGE North Carolina serves an increasingly diverse group of children in our early childhood programs and schools. The child population is 57% White, 25% Black, 1% American Indian, 3% Asian or Pacific Islander, and 14% Hispanic or Latino. 9 Furthermore, 14% of families in North Carolina speak a language other than English in their home. An average of 26% of North Carolinian children live in poverty, varying by county from 14% to 44%. During the early childhood years gaps are identified in social and cognitive development by socioeconomics. 10 These gaps are evident in later school and life success. In North Carolina, 84% of Black, 80% of Hispanic or Latino, and 90% of American Indian children in the fourth grade score below proficiency in reading compared to 55% of the White 8 population. These scores reflect a socio-political history of education policy and practice that has excluded diverse and minority representation, marginalizing children and families of diverse backgrounds. 11 Children from diverse backgrounds including children of color, children of lower socioeconomics, and children of oppressed groups continue to be cared for and educated in early learning environments that are not providing the diversity of experiences that reflect their cultural backgrounds, which includes family values and learning styles. This can result in compromised benefit from participation in early childhood programs with significant 10 implications for later learning. To optimize the benefits of early brain development and learning, early childhood programs must align with culturally competent practices in order to yield the greatest positive impact among all children, particularly those from diverse backgrounds. The National Association for the Education of Young Children states that "[f]or optimal development and learning of all children, educators must accept the legitimacy of children s home language, respect (hold in high regard) the home culture, and promote and encourage the active involvement and support of all families, including extended and non traditional family units. 12 In order to achieve positive outcomes for all children, organizations must move beyond merely valuing diversity to building an inclusive, high-performing organization. In the process, diversity ceases to be merely a human resource initiative and becomes a fundamental competency: Diversity and inclusiveness become the 13 responsibility of everyone in the organization Organizations should seek not to merely focus on differences, but to build inclusiveness around a shared set of values and beliefs articulated in the organization s mission and position statements, strategic plan, and other documents and practices. The range of what we think and do is limited by what we fail to notice. And because we fail to notice that we fail to notice, there is little we can do to change until we notice how failing to notice shapes our thoughts and deeds. - R.D. Laing 3 of 10

4 COLLABORATIVE GOALS THE MISSION The mission of the Winston-Salem State University (WSSU) Cultural Competence Breakthrough Series Collaborative (BSC) is to increase the cultural and linguistic competence of early childhood professionals in order to provide culturally and linguistically responsive family engagement, teaching, and assessments, in addition to promoting culturally and linguistically responsive programs and state policies. THE OPPORTUNITY The development of cultural and linguistic competence is a process that entails a building block approach of developing awareness, knowledge, sensitivity and competence within an environment that acknowledges and commits to the reality that it is essential to equity and quality of care. Moreover, it requires engagement of all stakeholders in order for programs and policies to be considered and planned through the lens of data, information and knowledge of individuals, families, groups of people, and communities. Current efforts to positively change the quality of early childhood care and education, including support from the Race to the Top Early Learning Challenge Fund, have created an opportunity to improve cultural competence and engage stakeholders in the process. The WSSU Cultural Competence Breakthrough Series Collaborative project will develop a curriculum and process utilizing a participatory action training approach. Moreover, the project aims to develop and implement policies that facilitate culturally competent organizations to strengthen the ability of teachers, early childhood programs, and agencies to offer high quality, culturally and linguistically responsive teaching and family engagement. A Breakthrough Series Collaborative is an evidence based methodology for change developed by the Institute for Healthcare Improvement. This quality improvement methodology has been implemented worldwide and recently piloted with the North Carolina early childhood workforce in It was found to be an effective approach that promoted greater cultural competence and capacity to make improvements in early childhood programs of 10

5 COLLABORATIVE GOALS THE BREAKTHROUGH SERIES COLLABORATIVE APPROACH The Breakthrough Series Collaborative (BSC) is an effective approach to implement and spread positive change and improvement across services. It includes: Extensive training to build awareness, knowledge, sensitivity and competence. Collaborative teams (teachers, administrators, technical assistance providers, and families) working with coaches to become skilled at the BSC methodology, to set specific goals and test improvements. Use of Small Tests of Change (STOC) to build evidence to implement and spread improvements in teaching practice and program policies. Technological support to promote ongoing learning and sharing. COLLABORATIVE GOALS The Collaborative Goals Framework (CGF) for the WSSU Cultural Competences Breakthrough Series Collaborative was developed from existing evidence and stakeholder experiences. It will serve as a guiding document for the implementation of the WSSU Cultural Competence BSC. It will facilitate the implementation of tested and successful ways to change, develop, and monitor early care and education programs in North Carolina. The work of the WSSU Cultural Competence BSC will be supported with opportunities for ongoing access to information, skills, practice, coaching and accountability to support positive change and improved outcomes. 5 of 10

6 COLLABORATIVE GOALS 1. G O 2. A 3. L S 4. Engage families, children, and communities to accurately learn about, be informed by and respond to the social and cultural backgrounds of children and families. Commit to ongoing reflection and action about cultural differences that affect attitudes, beliefs, methods and practice in the classroom and administration of the early childhood program. Demonstrate awareness of how cultural groups and communities nurture a growing child to ensure his/her survival and optimal development by continuously creating responsive classroom and teaching practices that support every child s success. Develop organizational capacity and commitment to value culture in ways that transform policies, practices, and teaching to ensure the ability to function as cultural and linguistically competent organizations. DOMAINS Participating Teams will achieve the WSSU Cultural Competence Break- through Series Collaborative goals by testing, implementing and sustaining improvements in four domain areas. Within each of the four domains listed below there are specific objectives to provide more detailed guidance to focus improvement efforts and achieve our mission. 1. Family and Community Engagement 3. Teaching and Classroom Practices 2. Professional Development and Technical Assistance 4. Program and System Policies 6 of 10

7 DOMAIN 1: FAMILY AND COMMUNITY ENGAGEMENT A B C D E F Teachers work collaboratively with families to honor, support, maintain, and preserve the home language learning process within the classroom. Teachers actively engage children's families and communities in the early childhood setting, including curriculum planning and the learning environment. Classroom practices reflect on-going communication and learning between program staff and families. Teachers participate in on-going professional development and technical assistance to learn about effective ways to engage culturally and linguistically diverse families. Teachers advocate for resources, policies, and practices needed to provide culturally and linguistically responsive environments and promote engagement with all families and communities. Program practices and policies reflect collective in put from families, administrators, and teachers in all program areas. DOMAIN 2: PROFESSIONAL DEVELOPMENT AND TECHNICAL ASSISTANCE A B C D E F G Programs offer on-going professional development that strengthens the cultural competence of all staff by focusing on self-awareness, sensitivity, knowledge, culturally and linguistically responsive educational practices and advocacy for educational equity. Cultural competence is integrated into all content areas of professional development and technical assistance offered or accessed by the program. Professional development and technical assistance uses evidence based models to achieve cultural competency readiness. Professional Development Plans for all staff include observation based evaluations of teachers and administrators of teachers that focus on implementation of culturally responsive practices and policies. Learning communities are developed for program staff and families to support on-going learning and implementation of cultural and linguistic diversity in order to improve and enhance programs and policies. Program leaders promote and support a learning community that includes coaching, feedback and engagement to create and maintain culturally responsive services and programs. Program leaders engage in professional development that strengthens self-awareness and the ability to create, implement, and evaluate culturally responsive program policies and practices. 7 of 10

8 DOMAIN 3: TEACHING AND CLASSROOM POLICIES A B C D E F Teachers acknowledge, respect and respond to the cultural diversity of all children and families, including their home cultures and communities. Teachers provide culturally relevant opportunities for children to demonstrate their knowledge and development while recognizing their capabilities may be displayed in diverse ways. Teachers ensure cultural traditions and history of all children and their families are positively evidenced and authentically represented through the learning environment, including interactions and activities. Teachers integrate knowledge of children, their families, and their community culture into specific practices, educational approaches, and assessments. Teachers demonstrate the knowledge, skills, attitudes, and beliefs to develop and modify teaching strategies for young children of all cultural backgrounds. Teachers engage in on-going professional development and technical assistance opportunities that include mentoring, coaching, and reflective supervision to implement developmentally appropriate and culturally competent practices. A B C D E F DOMAIN 4: PROGRAM AND SYSTEM POLICIES Programs respect, value, and respond to the cultural diversity of all children, families, and program personnel in all practices and policies. Programs collaborate with staff, families, and community members, who reflect the diversity of the children and families served, to identify, implement, and evaluate culturally responsive policies and practices. Programs have a cultural competence plan that includes ongoing assessments that accurately captures the cultural responsiveness of the program and leads to the development of a comprehensive plan. Programs recruit and support early childhood educators who reflect the cultural and linguistic diversity of the children they serve, to the greatest extent possible. Program decision making practices balance power and reflect collective, equitable input from administration, staff, and families. Programs advocate for local, state, and federal policies that support the ability of early childhood programs to offer high quality, culturally responsive early care and education for all children. 8 of 10

9 Glossary of Terms COLLABORATIVE GOALS Culture refers to the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social group. It also refers to the ideations, symbols behaviors values, and beliefs that are shared by a human group (Banks & Banks, 2001, p. 428). All individuals have a cul- ture. Culture is not a static phenomenon. It is sustained, challenged, or modified over time. (Shonkoff & Phillips, 2000, p. 69). Central to greater understanding [of culture] is the need to identify the diverse and frequently overlapping ele- ments of ethnicity, which include national origin, race, minority status, language, and religion. Ethnicity can be an amalgam of any or all of these... (Shonkoff & Phillips, 2000, p. 63). In addition, it is important to recognize that culture is a continuum and even though one might self-identify as part of a particular culture, he/she may not ascribe to all of the practices and beliefs of that culture (Olsen, Bhattacharya and Scharf, 2006). Cultural competence is The integration and transformation of knowledge, information, and data about individuals and groups of people into compatible and specific standards, skills, service approaches, techniques, and programs that match the individual s culture and increase the quality and appropriateness of care and outcomes (King Davis, 1997) Culturally Competent Individuals have the capacity to function effectively within the context of the cultural beliefs, behaviors, and needs presented by children, families and their communities. (Adapted from Cross,1989). Linguistic Competence is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, individuals with disabilities, and those who are deaf or hard of hearing. Linguistic competency requires organizational and provider capacity to respond effectively to the health and mental health literacy needs of populations served. The organization must have policy, structures, practices, procedures, and dedicated resources to support this capacity (Goode & Jones, modified 2009, National Center). National Center for Cultural Competence, Georgetown University Center for Child & Human Development. Facilitation/Training: Provides early childhood content and application to groups through teaching/learning sessions that include presentations, seminars, structured discussions, reflective dialog and other group methods. Individuals providing training need core knowledge of child development and the ability to translate this knowledge into practice. In addition, they need to understand adult learning and group dynamics and be able to facilitate the learning process, information exchange and participant skill development in a group setting. Culturally Competetent Facilitation/Training requires the trainers to have a strong knowledge of the relationship between learning and culture. This means they will use and fuse multiple presentation styles, group process skills and assessment of learning. They will need to understand and apply a variety of communication styles and group interaction dynamics. A culturally competent trainer is aware of her/his own individual and cultural learning style and is able to transcend this in order to meet the learning needs of the group. Professional Development Plan: NAEYC and NACCRRA define an individual professional development as, documents that provide a framework connecting various professional development experiences to each other and to the common core of knowledge and professional standards for early education professionals. Individual professional development plans are designed to create holistic approach to building an early childhood professional s capacities and to ensure that individuals remain current regarding knowledge and practices in the field. More information about individual professional development plans may be accessed at NAEYC_NACCRRA_TrainingTAGlossary.pdf The North Caroline PreK utilizes a professional development plan available on the NC Division of Child Development and Early Education Website: The North Carolina Institute for Child Development Professionals also provides examples of professional development plans on their website:

10 References 1 Dahlberg, G., Moss, P., & Pence, A. R. (1999). Beyond quality in early childhood education and care: Postmodern per- spectives. London: Falmer Press. 2 National Research Council and Institute of Medicine (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, eds. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press. 3 Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage. 4 Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: MIT Press (original work published in 1934). 5 Garcia Coll, C., Akerman, A., & Cicchetti, D. (2000). Cultural influences on developmental processes and outcomes:implications for the study of development and psychopathology. Development and Psychopathology, 12, Garcia, E. & Frede, E. (2010). Young English language learners: current research and emerging directions for practice and policy. New York, NY: Teachers College Press. 7 Zepeda, M., Castro, D. C., & Cronin, S. (2011). Preparing early childhood teachers to work with young dual language learners. Child Development Perspectives, 5(1), Britto, P.R., Engle, P.E., & Super, C.S., (Eds.) (2012). Handbook of Early Child Development Research and Its Impact on Global Policy. New York: Oxford University Press. 9 Annie E. Casey Foundation, Kids Count Report. Accessed from 10 Heckman, J. The Case for Investing in Disadvantaged Young Children. Accessed on April 13, 2013 from resource/case-investing-disadvantaged-young-children 11 Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35, National Association for the Education of Young Children, (1995). Responding to Linguistic and Cultural Diversity; Recommendations for Effective Early Childhood Education. Position Statement. 13 Norris,D.M.,and M.C.J.Fignolé Lofton.(1995). Winning with diversity: A practical handbook for creating inclusive meetings, events, and organizations. Washington, DC: American Society of Association Executives Foundation 14 Langan, H., McMillan, V., Glover, S. and Vardell, R. ( 2012). Developing a Framework for Culturally Responsive Early Childhood Curricula and Public Policies: A Collaborative Learning Community. Unpublished Report for NC Division of Child Development and Early Education. Bibliography Banks, J.A., and C.A. Banks, eds. (2001). Multicultural education: Issues and perspectives, 4th edition. John Wiley and Sons, Inc. Delpit, Lisa. (1995). Other People s Children: Cultural Conflict in the Classroom. NY: New Press. Gay, G Culturally Responsive Teaching: Theory, Research and Practice. New York: Teachers College Press. Institute for Healthcare Improvement. Ladson-Billings, G. (2003). "New Directions in Multicultural Education: Complexities, Boundaries, and Critical Race Theory," in James A. Banks and Cherry A. McGee Banks (Eds.), Handbook of Research on Multicultural Education, Second Edition (p ). San Francisco: Jossey-Bass. Olsen, Bhattacharya and Scharf, Cultural Competency: What It Is and Why It Matters. Brief, Lucile Packard Foundation for Children s Health. National Association for the Education of Young Children, (2010). Pathways to Cultural Competence Project. Nieto, S., (2002). Profoundly Multicultural Questions, Educational Leadership, v. 60, n. 4 (December 2002/January 2003), pp

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