By: Angela Smith
 Culture is Everywhere
 Dominant Groups
 Cultural Norms
 Cultural Expectations
 One’s Culture Shapes Values and Behav...
 Common Knowledge is Not Always Common
 Things are Only Self-Evident to Those Who Share
Your Worldview or Cultural Persp...
 It is Important to Treat All People as
Individuals, as well as to Acknowledge Each
Group’s Identity
 Culturally Profici...
 Cultures are Complex and Diverse Groups
 There are Vast Differences Within Each Group
 Wealth, Income, Education, and ...
 Educators Have Learned to Acknowledge
Different Modalities of Learning
 Different Learning Styles, Different Cognitive ...
 Cultural Proficiency
 Provides Authentic Ways to Support Student
Achievement
 Assumes the School Setting Includes the ...
 Cultural Leaders
 Must Have a Good Relationship with Parents,
Families, and Communities
 Must Educate the Parents, Fam...
 Awareness of Issues of Systemic Oppression by All
Educators is Fundamental to Effective Cross-
Cultural Communication
 ...
 The School System Must Incorporate Cultural
Knowledge into Practice and Policymaking
 Culturally Proficient Educators
...
 By Using these Guiding Principles, Your School
or District Can Become Culturally Proficient
 You Need Strong Organizati...
 Lindsey, R.B.; Robins, K.N.: Terrell, R.D. ( 2009
) Cultural proficiency: a manual for school
leaders. Thousand Oaks, CA...
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Cultural proficiency

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Cultural proficiency

  1. 1. By: Angela Smith
  2. 2.  Culture is Everywhere  Dominant Groups  Cultural Norms  Cultural Expectations  One’s Culture Shapes Values and Behaviors  Culturally Proficient Leaders Must Recognize Some Behaviors as Cultural Norms  Remembers that Culture is Always a Factor
  3. 3.  Common Knowledge is Not Always Common  Things are Only Self-Evident to Those Who Share Your Worldview or Cultural Perspective  Culturally Proficient Organizations  Aligned Policies, Practices, and Procedures of the Diverse Culture of the Organization  Culturally Proficient Educators  Adjust their Behaviors and Values to Accommodate the Full Range of Diversity Represented by the School Population
  4. 4.  It is Important to Treat All People as Individuals, as well as to Acknowledge Each Group’s Identity  Culturally Proficient Leaders  Guarantee the Dignity of Each Person  Address Problems  Recognize Cultural Differences in Thought Patterns  Use Multiple Approaches to Problem-Solving  Use Knowledge to Promote Effective Communication Among Diverse People
  5. 5.  Cultures are Complex and Diverse Groups  There are Vast Differences Within Each Group  Wealth, Income, Education, and Lifestyle  Within Each Major Ethnic Group are Many Distinctive Subgroups  Culturally Proficient Leaders  Recognize Intracultural Differences and Educate Others  Culturally Proficient Schools  Create an Environment of Trust, Safety, and Inclusion of All People Who Work and Learn There
  6. 6.  Educators Have Learned to Acknowledge Different Modalities of Learning  Different Learning Styles, Different Cognitive Styles, and the Different Ways People Process Information  Culturally Proficient Educators  Teaches and Encourages Colleagues of the Dominant Culture to Adapt to Meet the Needs of the Diverse Group of Students  Provide Same Benefits and Privileges as Members of the Dominant Group in Society
  7. 7.  Cultural Proficiency  Provides Authentic Ways to Support Student Achievement  Assumes the School Setting Includes the Community and Parents  Effective and Meaningful Partnerships Between Parents and Schools Require Sensitive, Respectful, and Caring School Leaders Who are Willing to Learn the Nature and Culture of the Community and Identify Barriers
  8. 8.  Cultural Leaders  Must Have a Good Relationship with Parents, Families, and Communities  Must Educate the Parents, Families, and Communities to the School Culture
  9. 9.  Awareness of Issues of Systemic Oppression by All Educators is Fundamental to Effective Cross- Cultural Communication  Microaggregations are Usually Unnoticed by the Dominate Group  Educators Must Be Aware of Specific Dynamics and Employ Strategies to Engage Parents as Partners in Placement to Best Meet the Needs of their Child
  10. 10.  The School System Must Incorporate Cultural Knowledge into Practice and Policymaking  Culturally Proficient Educators  Are Self-Consciously Aware of Their own Cultures and Cultures of the School  Must Assess and Raise Consciousness About Their Own Individual and Organizational Cultures  Teach the Cultural Expectations of the School to All  Find People to Assist in Bridging the School with the Community  Use their Own Expertise to Share Information and Institutionalize it
  11. 11.  By Using these Guiding Principles, Your School or District Can Become Culturally Proficient  You Need Strong Organizational Core Values  Use these Ideas to Redesign and Restructure Your Classrooms, Schools, and District
  12. 12.  Lindsey, R.B.; Robins, K.N.: Terrell, R.D. ( 2009 ) Cultural proficiency: a manual for school leaders. Thousand Oaks, CA: Corwin Sage.

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