7 STEPS TO CULTURAL DIVERSITY

EMPOWERMENT FOR STAFF

Tracy Brewer, M.Ed.

PURPOSE OF SLIDESHOW

This slide show is a complement to my project and paper, EDUD Dynamics of Global Leadership culminating project.

This slide show assists in organizing the steps of the project in relationship to the matrix’s required areas including the 10 behavioral habits.

This slideshow provides the links for easy access to supporting project resources.

The paper is in APA format. This slideshow is not in rigid APA format as it serves to demonstrate the concepts and is not the project itself.

This slideshow is available to view in printed slide format in the paper as Appendix L.

PROJECT: 7 STEPS TO CULTURAL DIVERSITY EMPOWERMENT OF STAFF

Step 1

Aug 15, 2015

•Introduction to the topic: Cultural Diversity Video

•Self-evaluation: Fill out and return to Mrs. Brewer at the Step 2 meeting on August 27, 2015

•Acquiring Competencies, Cultural Self-Awareness

Step 2

Aug 27, 2015

•Staff development: CEU 1.0

•Video & Topic Discussion

•Review of Step 3: Handout of self-directed study

•Acquiring Competencies; Taking Risks; Cultural Self-Awareness; Adapting and Adding Value

Step 3

Sept 7-28

•Self-directed study: CEU 1.0 - 5.0

•Acquiring Competencies; Taking Risks; Innovative Thinking; Collaboration; Inviting the Unknown;

Expanding Ownership; Cultural Self-Awareness; Influencing Across Boundaries

PROJECT: 7 STEPS TO CULTURAL DIVERSITY EMPOWERMENT OF STAFF

Step 4

Oct 5-30

•Campus-level Professional Networking: CEU 0.5 - 1.0

•Sharing findings of self-directed study with grade-levels and departments

•Acquiring Competencies; Taking Risks; Solving Problems; Embracing

Contradictions; Results through Relationships; Adapting and Adding Value;

Influencing Across Boundaries

Step 5

November

•State-level Professional Networking: CEU (varies)

•Culmination of campus findings into proposal for professional presentation

submitted to professional organizations "call for presenters"

•Innovative Thinking; Connecting, Synthesizing and Transforming; Results

through Relationships; Developing Future Leaders; Influencing Across Boundaries;

Third Way Solutions

PROJECT: 7 STEPS TO CULTURAL DIVERSITY EMPOWERMENT OF STAFF

Step 6

November

•International-Professional Networking: CEU 1.0

•Collaborate with American International School of Bucharest Middle School Staff to share campus

findings and dialogue

•Taking Risks; Solving Problems; Embracing Contradictions; Innovative Thinking; Connecting,

Synthesizing and Transforming; Collaboration; Results through Relationships; Frame Shifting;

Adapting and Adding Value; Developing Future Leaders; Core Values and Flexibility; Influencing

Across Boundaries; Third Way Solutions

Step 7

December

•Self-reflection:

•Turn in self-reflection form to Mrs. Brewer on or before December 15, 2015

•Embracing Contradictions; Connecting, Synthesizing, and Transforming; Cultural Self-Awareness;

Frame-shifting; Developing Future Leaders; Core Values and Flexibility; Third Way Solutions

(See Appendix A) *Appendices refer to the culminating project paper

STEP 1

Aug 15, 2015Introduction to the topic

Acquiring Competencies, Cultural Self-Awareness

STEP 1: INTRODUCE TOPIC TO STAFF

Announcement Email to Staff (Appendix B)

Goal: Introduce the topic of cultural diversity within the context of education and allow staff the opportunity to complete a self assessment and recognizes the need for staff development in this area (Wentling, n.d.).

STEP 1: EMAIL TO STAFFStaff:In preparing for this school year, we are going to take a look at cultural diversity and the effect it has on the learning process for our students. This look into cultural diversity will be an opportunity to personalize the learning to fit your own needs as an educator. Our campus will participate is several steps while exploring this topic together as a group of professionals striving to improve our effectiveness.

STEP 1: EMAIL TO STAFFStep 1: Introduction Video & Self-Assessment

VIDEO: Strategies for Teaching Culturally Diverse Students

Click on this link for Dr. Valentine’s (2014) brief introduction of this topic: https://www.youtube.com/watch?v=tPutaPc9gB8

SELF ASSESSMENT: Link available through Minneapolis Public School (n.d.) : http://sss.mpls.k12.mn.us/sites/6c9fd336-96c5-451c-a8a6-b6f00373668d/uploads/Section_F_Cult_Comp.pdf (Complete Staff Cultural Competence Self-Assessment on page 112-114) This checklist/assessment tool is intended to heighten awareness and sensitivity to the importance of cultural and linguistic cultural competence.

Fill out the following self-assessment and bring to the staff meeting August 27, 2015 for Step Two for staff development (Wentling, n.d.)

STEP 1: INTRODUCTION VIDEO

VIDEO: Strategies for Teaching Culturally Diverse Students (Appendix C)

Click on this link for a brief introduction of this topic: (Valentine, 2014) https://www.youtube.com/watch?v=tPutaPc9gB8

Staff watches the video by clicking on the link above (or copying and pasting into browser)

STEP 1: SELF-ASSESSMENT

Staff clicks on the link below and completes the Staff Cultural Competence Self-Assessment (pages 112-114) and brings it with them to the Step 2 meeting on August 27, 2015 at the staff meeting.

SELF ASSESSMENT: Link: http://sss.mpls.k12.mn.us/sites/6c9fd336-96c5-451c-a8a6-b6f00373668d/uploads/Section_F_Cult_Comp.pdf(Complete Staff Cultural Competence Self-Assessment from the Minneapolis Public School Source (n.d.) on page 112-114) This checklist/assessment tool is intended to heighten awareness and sensitivity to the importance of cultural and linguistic cultural competence. (Appendix D)

Fill out the following self-assessment and bring to the staff meeting August 27, 2015 for Step Two to reflect and consider areas of improvement (Gundling, Hogan & Cvitkovich, 2011).

STEP 1: SELF-ASSESSMENT

See Appendix D for assessment(Minneapolis Public School,

n.d.)

STEP 2

Aug 27, 2015

Staff development: CEU 1.0

Acquiring Competencies; Taking Risks; Cultural Self-Awareness; Adapting and Adding Value

Staff development: CEU 1.0

Video: Seven Principals for Culturally Responsive Teaching and Learning by Howard (2012). (see Appendix E for video information) Click this link: https://www.youtube.com/watch?v=IptefRjN4DY

Topic Discussion Staff discusses concepts in video in relation to the self-assessments

they brought to the meeting from Step 1.

STEP 2: STAFF-MEETING

STEP 2: STAFF-MEETING

Explanation of Step 3: Use handout for staff; Self-Directive Study on Cultural Development (Appendix F)

Staff will choose an activity on cultural diversity that they feel will benefit them professionally.

They may work in teams of up to five people.

Staff will present the new-found knowledge from the activity to the campus department meeting and/or grade level meeting in November to interconnect (Irving, 2008).

STEP 2: STAFF-MEETING

Examples of activities include:

• Book Study: Do a book study on cultural diversity and create a presentation to share with the department meeting.

STEP 2: STAFF MEETING

Examples of activities include:

• Workshop Trainings: If you find a workshop or online training, put in a request to attend. You will return and share the information from the training with our professional staff.

STEP 2: STAFF MEETING

Examples of activities include:

Literature Review: Review no less than 4 articles on cultural diversity

Click below for 198 page resource on related literature articles (Cabera, Freidrick, & Doyon, 2003): http://www.cirtl.net/files/PartII_ActionsYouCanTake_DiversityInstituteLiteratureReview.pdf

STEP 2: STAFF MEETING

Examples of activities include:

Cultural Diversity Activity: Conduct an activity on cultural diversity

Ideas for staff to sponsor: Here is link to a over 80 activity ideas related to cultural diversity: http://www.sbhihelp.org/files/Diversity88Ways.pdf

STEP 2: STAFF MEETINGOther Ideas: Utilize this resource for several other ideas: Safe Schools Healthy Students ; Cultural Competence and Equity: Link (Minneapolis Public Schools, n.d.): http://sss.mpls.k12.mn.us/sites/6c9fd336-96c5-451c-a8a6-b6f00373668d/uploads/Section_F_Cult_Comp.pdf

o Parent Surveys

o Classroom Observations

STEP 2: STAFF MEETING

Staff will be given additional information:

** VERY IMPORTANT: You MUST email your self-directed study/activity to Mrs. Brewer on or before September 3, 2015**

Include in your email:

1. The name of your activity.

2. A brief explanation of why you chose this activity.

3. Names of professionals on your team (if you choose to work with a team)

4. Submit a request for leave and permission to attend form if you choose to attend a workshop that requires you to be out of town.

STEP 2: STAFF MEETING(see Appendix F for handout)

STEP 2: STAFF MEETINGReview the remaining steps briefly with the staff before releasing the meeting to explain the structure of and the need for the staff development for this semester (Wentling, n.d.). Step 4: Staff will present their finding to on-campus professionals

Step 5: Staff will have the opportunity to submit their presentation to professional conferences as a proposal for presenting

Step 6: Staff will share their proposal with our sister school: The American International School of Bucharest

Step 7: Self-Reflection of the process

STEP 3

Sept 7-28Self-directed study: CEU 1.0 - 5.0

Acquiring Competencies; Taking Risks; Innovative Thinking; Collaboration; Inviting the Unknown; Expanding Ownership; Cultural Self-Awareness; Influencing Across Boundaries

STEP 3: SELF-DIRECTED DEVELOPMENT

Staff has 4 weeks to complete their self-directed development activity.

STEP 4

Oct 5-30Campus-level Professional Networking: CEU 0.5 - 1.0

Acquiring Competencies; Taking Risks; Solving Problems; Embracing Contradictions; Results through Relationships; Adapting and Adding Value; Influencing Across Boundaries

STEP 4: CAMPUS-LEVEL PROFESSIONAL NETWORKINGStaff will share their findings from the self-directed study with grade levels and departments to build on relationships (Gundling, et al., 2011).

STEP 5

NovemberState-level Professional Networking: CEU (varies)

Innovative Thinking; Connecting, Synthesizing and Transforming; Results through Relationships; Developing Future Leaders; Influencing Across Boundaries; Third Way Solutions

STEP 5: PROFESSIONAL NETWORKING

Culmination of campus findings will be combined into a proposal for professional presentation submitted to professional organizations “call for presenters” for conferences. Interest in this activity assists in building ownership (Gundling, et al., 2011).

Several staff members and/or teams may submit their proposals for presentation.

STEP 5: STATE-LEVEL NETWORKING

Handout for staff to discuss opportunities for staff to submit proposals for professional conferences. This is to engage interest, and as Gundling, et al. (2011) describes, increase ownership and support leadership development. (See Appendix I for handout)

STEP 6

November International-Professional Networking: CEU 1.0

Taking Risks; Solving Problems; Embracing Contradictions; Innovative Thinking; Connecting, Synthesizing and Transforming; Collaboration; Results through Relationships; Frame Shifting; Adapting and Adding Value; Developing Future Leaders; Core Values and Flexibility; Influencing Across Boundaries; Third Way Solutions

STEP 6: INTERNATIONAL NETWORKING

Collaborate with the American International School of Bucharest’s Middle School faculty

Share proposal with our sister-campus: ASIB

Collaborate and share ideas

Gather feedback, Build leadership skills, Build relationships (Gundling, et al., 2011)

(See Appendix J for ASIB information)

STEP 7

DecemberEmbracing Contradictions; Connecting, Synthesizing, and Transforming; Cultural Self-Awareness; Frame-shifting; Developing Future Leaders; Core Values and Flexibility; Third Way Solutions

STEP 7: SELF-REFLECTION

Utilize reflection to wrap up the final stage of the project. I will complete along with each staff member during December’s staff meeting. (See Appendix K for self-reflection document)

Link to self-reflection worksheet for staff (Gill, 2010): http://www.sagepub.com/learnculstudy/chapters/04/Tool_4.1.pdf

STEP 7: SELF-REFLECTIONSee Appendix K for

document

(Gill, 2010)

REFERENCES

Cabera, A., Freidrick, K. & Doyon, K. (2003). CIRTL diversity institute literature review. Retrieved from

http://www.cirtl.net/files/PartII_ActionsYouCanTake_DiversityInsti tuteLiteratureReview.pdf

Gill, S. (2010). Self-reflection worksheet. Retrieved from http://www.sagepub.com/learnculstudy/chapters/04/Tool_4.1.

pdf

Gundling, E., Hogan, T., & Cvitkovich, K. (2011). What is global leadership?:10 key behaviors that define great global leaders. Boston, MA: Nicholas Brealey Publishing.

Howard, G. (Producer). (2012, September 13). Seven principals for culturally responsive teaching and learning. [Video]. Retrieved from

https://www.youtube.com/watch?v=IptefRjN4DY

Irving, J. (2008). Educating global leaders: Exploring intercultural competence in leadership education, Journal of International Business and Cultural Studies, 1-14.

REFERENCES

Minneapolis Public Schools. (n.d.). Positive school climate tool kit, first edition. Retrieved from

http://sss.mpls.k12.mn.us/sites/6c9fd336-96c5-451c-a8a6-

b6f00373668d/uploads/Section_F_Cult_Comp.pdf

Valentine, S. (Producer). (2014, April 15). Strategies for teaching culturally diverse students. [Video]. Retrieved from https://www.youtube.com/watch?v=tPutaPc9gB8

Wagner, T. (Director). (2009). 7 skills students need for their future. [Video]. Retrieved from

https://www.youtube.com/watch?v=NS2PqTTxFFc