Strengthening Teacher-Student Relationships Through Cultural Proficiency A Presentation for the FCPS Leadership Conference August 7, 2013 Nicole Conners,

Strengthening Teacher-Student Relationships

Through Cultural Proficiency

A Presentation for the FCPS Leadership ConferenceAugust 7, 2013

Nicole Conners, Darryle Craig, Tu Phillips

TIMED PAIR SHARE

What brought you here today?

Topic: What brought you here?Think time Person A shares, Person B listensPerson B responds Partners switch roles

Agenda

A. Terminology/definitions

B. Cultural competence video

C. Cultural proficiency and Teacher-Student Relationships

D. FCPS’s Division Wide Focus for SY 2013-14

E. Reflection: Next Steps

Session Objectives

1. Consider how issues of race and culture affect our lives every day

2. Develop a clear understanding of cultural competence and cultural proficiency

3. Learn how to access the cultural competence video

4. Link cultural proficiency to positive teacher-student relationships

5. Reflect on personal/professional next steps

Definition of Cultural Competence

• Culture: Integrated patterns of human behavior that includes thoughts, communications, actions, customs, beliefs, values and institutions of [a] racial, ethnic, religious or social group.

From: Cross, T. L. et al. “Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children”. National Center for Cultural Competence, Georgetown University, 1989.

• Competence: Having the capacity to function effectively as an individual or organization.

Cross, T. L. et al. “Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children”. National Center for Cultural Competence, Georgetown University, 1989.

• Cultural Competence: The ability to interact effectively with people of different cultures.

Wikipedia

Stages of Cultural Competence (Personal)

1. Awareness

2. Curiosity

3. Learning

4. Participation

Cultural Competence Video

Cultural Proficiency and Teacher-Student Relationships

Responsive Instruction:

“Knowing the children we teach-- individually, culturally, and developmentally— is as important as knowing the content we teach…Knowing the families of the children we teach and working with them as partners is essential to children’s education…How the adults at school work together is as important as their individual competence…”

http://fcpsnet.fcps.edu/ssse/pba/responsive-classrooms/foundational-ideas.htm

Instructional Teaching Cycle

Connection to 2013-14 Instructional Focus

Teachers will be able to: Build relationships with students that support effort and self-efficacy in reaching higher standards

Cultural Proficiency: A definition“A way of being that allows individuals and organizations to interact effectively with people who differ from them” (Robins, Lindsey, Lindsey & Terrell, 2006, p. 2)

A Journey, a Mindset, a Lens

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Two Tools of Cultural Proficiency

The Continuum– Language for describing both healthy

and non-productive policies, practices and individual behaviors

The Essential Elements– Behavioral standards for measuring, and

planning for, growth toward cultural proficiency

Cultural Proficiency by Randall B. Lindsey, Kikanza Nuri-Robins, and Raymond D. Terrell (Corwin Press, 1999, 2003),

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Cultural Proficiency Continuum

Blindness

Incapacity

Competence

Pre-Competence Proficiency

Destructiveness

Explore the Continuum

Possible Responses

CulturalDestructiv

e-ness

Cultural Incapacity

Cultural Blindness 

CulturalPre-

Competence

CulturalCompetenc

e 

CulturalProficienc

y

B F, J C, G D, H A, I, K

A, E,

Considering our Practices

CP

Where Are We Now?

Instructional Teaching Cycle

Moving Forward

Five Overlapping Phases of Development

1. Building trust2. Engaging personal culture3. Confronting issues of social justice4. Transforming instructional practices5. Engaging the entire school

communityGary Howard, As Diversity Grow, So Must We, 2007

Leading the WayThere are many persons ready to do what is right because in their hearts they know it is right. But

they hesitate, waiting for the other [one] to make the first move – and

[the other], in turn, waits for you.Marian Anderson, 1956

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