Unit 3: Addressing Diversity in Our Schools

As Diversity Grows, So Must We- G. Howard, Educational Leadership

Presentation by: Rich Welsh

EDU 579 Seminar on Current Issues in Education

Learning Outcomes

Demonstrating awareness of the growing diversity in our school systems.

Constructing ideas about implementing inclusive strategies to address diversity within our schools.

Viewing studies conducted by school districts along the east coast to implement cultural awareness.

Key Questions to consider…

Why are issues of diversity not being addressed in school districts with growing demographics?

What are the positive effects of growing diversity in our schools? What are a few of the challenges?

Meeting the Challenge

Schools can meet the challenge of rapid demographic shifts.Five phases of professional development

Phase 1: Building TrustPhase 2: Engaging Personal Culture Phase 3: Confronting Social Dominance & Social

JusticePhase 4: Transforming Instructional PracticesPhase 5: Engaging the Entire School Community

If you were principal …

1) What are some of the challenges you would face in schools due to a drastic increase in demographics?

2) How would you increase a staffs background knowledge of your school’s diversity?

Phase 1: Building Trust School leaders should base initial discussions on

the following assumption: - Educators of all races need to develop new skills

and pedagogies to engage our changing populations.

Principals should model inclusive and non-judgmental discussions about a growing school diversity.

Phase 1: Honesty Builds Trust

Establish that racial, cultural, and economic differences are a reality by: 1) Dealing with diversity in an open and

positive way.2) Moving beyond the stage of “Being

colorblind”. 3) Creating the need for a personal and

professional journey toward cultural awareness.

Phase 2: Engaging Personal Culture

Change must start with educators before taking place with the students.

Building educators’ cultural competence. Ability to form authentic and effective

relationships across differences.

Phase 2: Motivation & PerformanceResearch shows that 3 factors have an effect

on student motivation & performance.1) Their feelings of belonging .2) Trusting in the people around them.3) Believing that teachers value their intellectual

ability. As a school leader how can we incorporate

strategies to motivate students in our classrooms/hallways?

School District of Lawrence Township, Indianapolis

The data showed gaps among ethnic groups in achievement, participation, and dropout rates.

The district engaged in shared reading, reflective conversations, and professional development activities to increase their cultural competence.

Began stages of personal identity development for ongoing, reflective conversations about their experiences toward cultural awareness.

If you were principal …

1) What are some of the challenges you would face in schools due to a drastic increase in demographics?

2) How would you increase the background knowledge of your school’s diversity?

We Can’t Teach What We Don’t Know (Howard 2006)

- “Ninety percent of U.S. public school teachers are white most grew up and attended school in middle-class, English- speaking, predominantly white communities.” (Jackson, 2003)

- What steps can we take to make our cultural awareness more inclusive?

Phase Three: Confronting Social Dominance and Social

JusticeSystems of privilege and preference often

create a system of individuals in schools.

Educators of all racial and cultural groups need to develop new competencies and teaching strategies.Successfully engage our changing populations.

Phase Three: Confronting Social Dominance and Social

JusticeEducators need to directly confront the

current and historical inequities that affect education.

Construct compelling narratives of social justice that will inform and inspire, educators

Teachers engage in a conversation about race,

class, gender, immigrations. (Howard 2006)

Minneapolis Workshop Activity

Require groups to choose which aspects of their identity they would give up or deny for the sake of personal survival in a hostile environment.Race, ethnicity, language ,religion, values, and

vocation.

Which would you choose to give up?

Equity Vision Teams

• Created a mission statement that headline all opening school events each year.

• Is publicly displayed in district offices and schools.

• Increased consciousness about issues of dominance and social injustice.– Created Equity Teams to achieve more of a balance

of dominant and subordinate groups.

Equity Vision StatementsSt. Paul Roseville Area Schools is committed

to ensuring an equitable, respectful, and educational experiences for every student, family, and staff member. Regardless of race, gender, sexual orientation, socio economic status, ability, home or first language, religion, nation origin, or age.

Phase 4Transforming Instructional Practices

“As Educators in rapidly transitioning schools, we need to reexamine everything we’re doing” (Howard 2006)

Schools should assess and transform the way they carry out instruction to become more responsive to diversity.1) Examining pedagogy, curriculum, and interaction patterns.

Phase 4Transforming Instructional Practices

School leaders need to become co learners with teachers to find ways to transform classroom practices.

Loudoun County Public Schools (D.C) One of fastest growing school systems.Had increases in racial, cultural, linguistic, and

economic diversity.

Culturally Responsive Teaching (CRT)

Forming authentic and caring relationships with students.

Using the curriculum to include student’s culture and life experiences.

Shifting instructional strategies.Communicating respect for each student’s

intelligence.Always have consistent and high-expectations

for all learners.

Culturally Responsive Teaching (CRT)Teams that include principals, assistants,

counselors, lead teachers, specialists, and parents.

Choose students from academically challenging demographic groups.

Hold interventions to engage students in curriculum and track their progress.

Researched StrategiesBe proactive about a student’s background.

Discuss students family culture and interests.(reinforces academic development.)

Identify students academic level/abilities.Explain expectations and work toward a common

goal.

***Out of all the factors that determine school success for our students, where can we as school

leaders and educators have the most influence?

Phase 5: Engaging the Entire School Community

School leaders must engage the community to create a welcoming and equitable learning environment for diverse students and their families.

School districts in NY. committed to system wide initiative of creating an inclusive climate for students, parents, and colleagues in school.

Phase 5: Engaging the Entire School Community

Addressed confusion and frustration of school staff about the increasing demographics.– Communicating across languages barriers

School Districts have convened community forums focused on student achievementcreating conversations across many diverse cultures.

As a result the achievement gaps in test scores along ethnic and economic lines have significantly narrowed.

Key Questions to consider…

Why are issues of diversity not being addressed in school districts with growing demographics?

What are the positive effects of growing diversity in our schools? What are a few the challenges?

Overall Summary Creating inclusive, equitable, and excellent

schools is a long-term process.

When demographics drastically increase, we are all challenged to grow.

When culture is addressed and discussed in positive ways, it leads to a stronger community bond.

ELL Students

References 1. Annual Editions: Education, Thirty-Seventh Edition (2010-2011)

2. Everything ESL – www.everythingESL.net

3. The National Coalition for Parent Involvement in Education (NCPIE)– http://www.ncpie.org

4. National Association for Multicultural Education– http://www.nameorg.org/index.html