Culturally Proficient Practices: Changing the Conversation - continued

Culturally Proficient Practices: Changing the Conversation - continued

Learning Agreements Tech check phones, etc., Hand signals, Be 100% present, Participate and collaborate to seek and understand, Learn about self and others and Enjoy the two days! Lindseys Marin CoE, Feb, 2014 2

Intended Outcomes Participants to deepen their understanding of Cultural Proficiency as a shared priority reflected in teamwork at school sites. Participants to be guided in use of Culturally Proficient Learning Communities. Participants to develop and assess Culturally Proficient Action plans for on-going PD work at their schools with a particular focus on 2014-15. Lindseys Marin CoE, Feb, 2014 3

Agenda Getting centered Using Cultural Proficiency as a lens for Adapting Starting with the end in mind Presenting your Plans Requesting and Receiving Feedback Planning Next Action Steps Developing your Plan Lindseys Marin CoE, Feb, 2014 4

Getting Centered: Most Important Points MIPs Scaffolding for dialogue In your Table Group read and discuss Chapter 8, Adapting to Diversity Through Supportive and Shared Conditions Take 10 minutes to read the Chapter and to locate 2-3 Most Important Points. Then, individually share a MIP the most important finding, or key idea from the reading. (15 min) As a group discuss themes or commonalities or differences that emerge from your reading. (5 minutes) In what ways might the information from the reading apply to quality teaching and learning at your school? Lindseys Marin CoE, Feb, 2014 5

Bumper Stickers Lindseys Marin CoE, Feb, 2014 6

Using the Lens of Cultural Proficiency Is an inside-out approach and the theme for our sessions Is about being aware of how we - as individuals and as organizations - work with others Is about being aware of how we respond to those different from us 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 Lindseys Marin CoE, Feb, 2014 7

Cultural Proficiency functions as A worldview, A perspective, A mindset, A mental model, A lens, through which to view your work The manner in which we lead our lives. Lindseys Marin CoE, Feb, 2014 8

The Framework for Cultural Proficiency Uses Four Unique Tools A Quick Review 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 Lindseys Marin CoE, Feb, 2014 9

4 Corners The Tools Around the room are 4 sheets of poster paper, each titled with one of the Tools of Cultural Proficiency. Your group has 10 minutes to write notes or draw pictures to describe that tool. Your group proceeds, in turn, to visit each of the 3 remaining tools and to add and modify as you deem appropriate. 5 minutes per tool. Group discussion, comment. Lindseys Marin CoE, Feb, 2014 10

Reflection and Dialogue Reflection and Dialogue are essential processes for individuals and organizations engaged in a journey toward Cultural Proficiency: Reflection is the discussion we have with ourselves to understand our values and behaviors Dialogue is the discussion we have with others to understand their values and behaviors Reflection and Dialogue are fundamental to probing and understanding organizations policies and practices Lindseys Marin CoE, Feb, 2014 11

Unpacking the Rubrics: Verbs & Adjectives or Assumptions Tasks Deepens Learning Group A: Study your rubric beginning with Destructiveness and proceeding to Proficiency for each of the 5 Essential Elements to study changes in verbs and adjectives. Group B: Study your rubric by examining 2 columns Informed by Barriers and Informed by Guiding Principles to summarize assumptions about students. Lindseys Marin CoE, Feb, 2014 12

Lindseys Marin CoE, Feb, 2014 13

Characteristics of Breakthrough Questions Deepens Learning Uses the essence of one or more Essential Elements for Cultural Proficiency to shape the action in the question; Uses exploratory, plural, and inclusive language; Uses positive intentionality; Uses language to mediate thinking and/or action toward goals; and Uses language that redirects thinking from certainty to curiosity and possibility. Lindseys Marin CoE, Feb, 2014 14

Questions Derived from the Tools What barriers to student learning exist within the district, our schools, and us? What are your, your school s, and the board/district s core values that support equitable learning outcomes for students? What examples do you have for unhealthy and healthy language, behaviors, policies and practices used by you and your board/district and school colleagues? What standards does yor district/school use to ensure equitable learning outcomes for students? To what extent are you satisfied with student learning outcomes in your school and in your board/district? Lindseys Marin CoE, Feb, 2014 15

Cultural Proficiency is attainable when... We believe all students deserve high-level education We believe students cultures are foundations upon which to build their educational experiences We believe that we can educate each and all of our students Lindseys Marin CoE, Feb, 2014 16

What have we done or not done to cause the patterns that persist? How can we recognize what is going on in order to effectively intervene? How can we recognize and change our behaviors to get the results we want? What is it about my thinking and beliefs that allow the results to persist? Lindseys Marin CoE, Feb, 2014 17

What It Will take to be Culturally Proficient Focus on moral purpose of the work. Develop and manage support structures and practices. Invite, require, and value multiple perspectives. Focus on student achievement and results. Develop a critical mass of educator leaders. Lindseys Marin CoE, Feb, 2014 18

Bottoms Up Lindseys Marin CoE, Feb, 2014 19

Our Desired Outcome What is it we want to accomplish for our students and ourselves as educators as a result of this grant and professional development opportunities? What s important for us to accomplish? What really matters to us? What will help us achieve our vision? Lindseys Marin CoE, Feb, 2014 20

Questions about our School Who are we as a faculty, staff, community? Use Table 8.1 to guide your discussions. Lindseys Marin CoE, Feb, 2014 21

Progress to Date As you think about the progress you have made since joining this team effort, what stands out for you as lessons learned thus far? As an educator? As a team member? Share theses learnings with your team. Now, as a team, in what ways might you a apply these learning to the new planning process and the new plan of action? Lindseys Marin CoE, Feb, 2014 22

Culturally Proficient Action Planning Review your Outcome. Use Cultural Proficiency to support your SMART Goals. In what ways will Cultural Proficiency support you in achieving your Goals? In what ways will Cultural Proficiency support you as you Benchmark and measure for success? Lindseys Marin CoE, Feb, 2014 23

The Action Plan What was your current reality from your Action Plan developed during our fall session? Recent benchmarks (new data)? Goal statements reflect the target you want to reach to achieve your outcome. How will you measure progress toward these goals? What might be some barriers toward progress? Action Steps start with action verbs!! Lindseys Marin CoE, Feb, 2014 24

Planning & Implementing Team Action Planning In what ways might Cultural Proficiency inform and influence your work at your school? Your task is to continue to develop your Action Plan based on your benchmarks and other monitoring/data. Lindseys Marin CoE, Feb, 2014 25

Write your Plan Plan your work, Work your Plan! Lindseys Marin CoE, Feb, 2014 26

Follow the Protocol Lindseys Marin CoE, Feb, 2014 27

Prepare a Presentation for Feedback What feedback will you want from your Consultants? 8-10 minute team presentation which includes: Your overall Outcome One or Two Goals Ideas of how you will measure success 3 or 4 action steps you plan to take to reach your goals Support systems and/or Barriers you anticipate that might be in place to help you achieve your goals or impede reaching your goals. Lindseys Marin CoE, Feb, 2014 28

Types of Feedback Red Flags: Cautions, what are we missing? Forward thinking: Help us think creatively and collaboratively. Challenge us: What are we missing? What s possible? Lindseys Marin CoE, Feb, 2014 29

Feedback WARM: Comment on what worked well. COOL: Summarize and paraphrase what you heard that will move the tem forward. Ask breakthrough questions to help the team think about their Plan. HARD: Ask the group to questions that will mediate their thinking to a higher level of engagement with their outcomes and actions. Use metaphors and breakthrough questions to help move the group forward in their thinking. AVOID: Judgmental responses and why questions. Lindseys Marin CoE, Feb, 2014 30

Suggested Next Steps Read a Cultural Proficiency book and use it as a journal when responding to Reflections and Going Deeper prompts. Engage with colleagues in a book study of a Cultural Proficiency book and share responses to the prompts throughout the book. (Corwin offers E-Learning courses and Read-a-book credit.) Lindseys Marin CoE, Feb, 2014 31

Cultural Proficiency Institute 2014 June 29 July 1, 2014 Southern California Registration: www.corwin.com/learning/events Hotel Information: at Corwin website Sponsored by the Authors and Corwin Contact us dblindsey@aol.com; randallblindsey@gmail.com Lindseys Marin CoE, Feb, 2014 32

Contact Points Randy randallblindsey@gmail.com Delores dblindsey@aol.com

Thank you For your willingness to engage in this work, Your commitment to the students of your community, Your commitment to each other, and Your honest reflections and participation. Lindseys Marin CoE, Feb, 2014 34