The Guiding Principles: Aligning What We Say with What We Do Facilitated by Cynthia L. Jew, Ph.D California Lutheran University Department of Counselor Education Presented at the VCSCA Fall Conference 2015

1. The Guiding Principles: Aligning
What We Say with What We Do
Ventura School Counselor Association
December 4th, 2015
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education

2. Learning Agreements
• Tech check – phones, etc.,
• Hand signals, chimes
• Be 100% present,
• Participate to seek and understand,
• Learn about self and others and
• Enjoy the sessions!

3. Intended Outcomes
• Participants to experience Cultural
Proficiency as personal and
professional work;
• Participants to develop an
understanding of how assumptions
are embedded in educators’ values
and behaviors and in schools’
policies and practices; and,
• Participants to use the Tools of
Cultural Proficiency as a guide for
addressing access and
achievement gap issues.

4. In Appreciation
Terry
Cross

5. ‘Our Community of Practice’
Raymond Terrell, Kikanza Nuri Robins,
Delores B. Lindsey, Randall B. Lindsey,
Brenda CampbellJones, Franklin CampbellJones,
Laraine Roberts, Richard M. Martinez,
Stephanie Graham-Rivas, R. Chris Westphal, Jr.,
Cynthia Jew, Linda Jungwirth, Jarvis Pahl,
Michelle Karns, Keith Myatt, Diana Stephens,
Richard Diaz, Karen Kearney, Delia Estrada &
Trudy T. Arriaga

6. The Tools of Cultural Proficiency
• 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

7. 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

8. 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

9. Cultural Proficiency functions as
A worldview,
A perspective,
A mindset,
A mental model,
A journey,
A lens, through which
to
view your work
The manner in which
we lead our lives.

10. Questions that Guide Our Work
• What barriers to student learning exist within the district,
our schools, and us?
• What are your, your school’s, and the 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 district and school colleagues?
• What standards do you, 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 district?

11. • The presumption of
entitlement
• Systems of oppression
• Unawareness of the need
to adapt
• Resistance to change
The barriers to cultural
proficiency are systemic
privilege, oppression,
and resistance to change
Tool #1 – Overcoming Barriers to
Cultural Proficiency - Schools 2nd ed., Chap 3

12. List 5 things
about you,
that if taken
from you, you
would not be
the same
person you
are today

13. • Culture is a
predominant force
• People are served in
varying degrees by the
dominant culture
• Acknowledge group
identities
• Diversity within
cultures is important
• Respect unique
cultural needs
The Guiding Principles
are the core values,
the foundation upon
which the approach is
built
Focus on Assets:
Tool #2 - Guiding Principles

14. Guiding Principles, con’t
• The best of both worlds enhances the
capacity of all
• The family, as defined by the culture, is the
primary system of support in the education
of children
• School systems must recognize that
marginalized groups have to be at least
bicultural
‘Community-centric’ vs ‘School-centric’
• Schools must recognize and adjust to effects
of historical oppression - over
representation in special education and
under representation in gifted programs

15. Guiding Principles
Deepening Learning – ACSA article
• Organize into trios to read article: Focus on Assets;
Overcome Barriers
– Divide the 9 Guiding Principles among the 3 participants
• Take 8 minutes to read your portion of the essay and
to locate 2-3 Most Important Points.
• Then, individually share a MIP– the most important
finding, or key idea from the reading (10 min)
• As a group discuss themes or commonalities or
differences that emerge from your reading. (7 minutes)
• In what ways might the information from the reading
apply to quality teaching and learning at your school?

16. Systemic Tension –
Conceptual Framework
The Barriers are the
manifestations of beliefs
held by people who
explicitly or implicitly
resist change and foster
a sense of privilege and
entitlement that inform
Destructiveness,
Incapacity & Blindness
The Guiding Principles are
explicit or implicit
manifestations of core
values and beliefs held
by people, the foundation
upon which the approach
is built, that inform
Precompetence,
Competence &
Proficiency

17. Tool #4 - Essential Elements for
Cultural Competence
• Assess Culture
• Value Diversity
• Manage the Dynamics
of Difference
• Adapt to Diversity
• Institutionalize
Cultural Knowledge

18. Do Core Values
Align with Actions?
• Are you who you say you are?
• Use 5 Essential Elements to assess WHO
you are.
• Collect data/evidence about you and your
organization’s behaviors, policies, and
practices.
• How do you measure up?
• Use EEs to Plan your Future Action

19. 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 our students

20. • 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?

21. Suggested Next Steps
• Read one of the Cultural Proficiency books and
use it as a journal when responding to
Reflections and Going Deeper prompts.
• Engage with colleagues in a chapter by chapter
study of the books and share responses to the
prompts throughout the book.
• Engage with colleagues in a Culturally Proficient
inquiry of your school/district that focuses on
equity approaches to access and achievement
disparities.

22. Other Cultures
The world in which you were born
is just one model of reality.
Other cultures are not
failed attempts at being you:
They are unique manifestations
of the human spirit
Wade Davis, Anthropologist

23. Voices that Resonate