St. Andrew's School Inclusive Classrooms


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In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive? 

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St. Andrew's School Inclusive Classrooms

  1. 1. Stretching the Inclusive Boundaries: Cultural Competency in the Classroom St. Andrew’s School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. Agenda Increasing Inclusivity Focus on the Classroom Questions and Answers Rosetta Eun Ryong Lee (
  4. 4. TOOL: The Four Ps of Change• Policy – A diversity mission statement that enumerates identities that are protected, celebrated, and welcome.• Programming - Training for teachers and staff on cultural competency skillsets. Support for teachers and staff in implementing classroom and practice changes. Identity development support for students. Curriculum that teaches young people about and utilizing diversity.• Practice - Consistent and meaningful revisit of policy and programs. Climate assessments, proactive changes, and meaningful responses to incidents.• PEOPLE - Critical mass of people who are supportive AND active on all levels. Rosetta Eun Ryong Lee (
  5. 5. Increasing Inclusivity - Increasing Trust - Distinguishing Behaviors - Overcoming History and ImpactRosetta Eun Ryong Lee (
  6. 6. Do You See Me?- Representation on the Walls- Representation in the Curriculum- Interest in Personal Story (Sharing of Personal Story)- Interactions In and Out of the Classroom- Demonstration of Care Rosetta Eun Ryong Lee (
  7. 7. Do You Hear Me? - - Incorporation of Prior Knowledge and Experience - - Seeking and Responding to Feedback - - Student Choice in the Curriculum - - Empathy Reflex - - Authoritative DisciplineRosetta Eun Ryong Lee (
  8. 8. Will You Treat Me Fairly?- Clear and High Expectations- Equal Discipline, Rewards, and Access- Support in Struggle and Push in Success- Consistent and Predictable Assessment- Different Kinds of Success Rosetta Eun Ryong Lee (
  9. 9. Will You Protect Me? - Understanding of Identity and Experience - Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - Encouragement of and Practice with CollaborationRosetta Eun Ryong Lee (
  10. 10. You Win Some, You Lose Some Rosetta Eun Ryong Lee (
  11. 11. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (
  12. 12. Ah Ha’s and D’OH!s- What are some new insights about whathelps create inclusivity for students in theclassroom or in the school in general?- What already existing practices do younow realize help students feel included inyour classroom?- What already existing practices do younow realize hinder students’ sense ofinclusion in your classroom? Rosetta Eun Ryong Lee (
  13. 13. What Does It Look Like in Action?  Experiential And Discovery Base  Facilitating Questions and Discussions  Media Literacy  Patterns and Systems  Values and Actions  Autonomy and Choice  Justice and Activism Rosetta Eun Ryong Lee (
  14. 14. Examples  Class Mottoes  Products of Puberty  Barbie Math  Nacirema  What’s So Funny?  Video Documentary Project  Pay It ForwardRosetta Eun Ryong Lee (
  15. 15. Integrated or Stand Alone? Rosetta Eun Ryong Lee (
  16. 16. Both-And: Examples Integrated Opportunities – LiteratureStand-Alone Opportunities – History – Class Norms and Rules – Math – Getting to Know You – Science – Class Dynamics – Art – Identity Development – PE – And More! Rosetta Eun Ryong Lee (
  17. 17. Discussion: How Will I Apply All This?1. How do you see materials from this workshop applying to your classroom?2. What questions do you still have?3. What are your personal action steps? Rosetta Eun Ryong Lee (
  18. 18. Final Questions or Comments? Rosetta Eun Ryong Lee (
  19. 19. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Eun Ryong Lee (
  20. 20. Identity Resources• Carlos H. Arce, “A Reconsideration of Chicano Culture and Identity”• Atkinson, Morten, & Sue, “Racial/Cultural Identity Development Model (R/CID)”• Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls”• Vivienne Cass, “Homosexual identity formation: Testing a theoretical model”• William Cross, Shades of Black: Diversity in African American Identity”• Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” Rosetta Eun Ryong Lee (
  21. 21. Identity Resources• Erik Erikson, “Eight Stages of Man”• J. E. Helms, Various Publications on Racial and Ethnic Identity Development• Jean Kim, “Processes of Asian American Identity Development”• James Maricia, “Four Ego and Identity Statuses”• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research”• Ponterotto & Pederso, Preventing Prejudice• Maria P. P. Root, Various Works on Multiracial Identity Rosetta Eun Ryong Lee (
  22. 22. Identity Resources• Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools”• Pedro Ruiz, “Latino/a Identity Development Model”• Chalmer E. Thompson and Robert T. Carter, Racial Identity Theory• Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People”• Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” Rosetta Eun Ryong Lee (
  23. 23. Resources Joshua M. Aronson, Ph.D., “Improving Achievement & Narrowing the Gap,” Learning and the Brain Conference, Cambridge, MA, November 2003 Allan G. Johnson, Privilege, Power, and Difference. Miss Representation, documentary film on media and women United Nations Population Fund Statistics on Gender Equality as of 2005 _gender.htm Learning to be critically literate of mass media Media Guide for Parents and Educators Rosetta Eun Ryong Lee (
  24. 24. Gender Specific Resources Jennifer Bryan, various trainings and publications on gender and sexuality diversity, From the Dress Up Corner to the Senior Prom JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and Courageous Daughters, How Girls Thrive Jackson Katz, Tough Guise, Wrestling with Manhood, The Macho Paradox John Medina, Talaris Research Institute, various studies on early gender differences in competition and play Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of Adolescent Girls Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, Curse of the Good Girl Michael Thompson, Raising Cain, Speaking of Boys, It’s a Boy! Rosetta Eun Ryong Lee (
  25. 25. Miscellaneous Resources• Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009• Po Bronson and Ashley Merryman, Nurture Shock• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network)• Allan G. Johnson, Privilege, Power, and Difference• Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, mckinley.htmMichael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (