How does Human Resources Department help increase students achievement?

 

      In 2009, President Obama launched the “Race to the Top” initiative. He stated “I am issuing a challenge to our nation’s governors and school boards, principals and teachers, businesses and nonprofits, parents and students: if you set and enforce rigorous and challenging standards and assessments; if you put outstanding teachers at the front of the classroom; if your turn around failing schools- your state can win a Race to the Top grant that will not only help students outcompete workers around the world, but let them fulfill their God-given potential.” (Learning Module). He emphasized the importance of providing students with high quality education. It is crucial for the school district to find, attract, select, and keep the excellent teachers. The recruitment and selection procedures assist the district in checking and verifying the candidates’ qualification, such as  credentials and references, background check, and TB test. The HR administrator prepares and presents the data of the rank ordering by scores obtained using the selection criteria of the interviewees. The scores provide the reference and base for the superintendent to select the best candidates who are most qualified (Rebore, 2015). 

       The school district hires the best possible classified candidates by the procedure of examination and ranking. The candidates who earn the highest score are hired. The best certificated candidates are selected through paper screening and call references. 

       In my opinion, the teacher candidate’s demo lesson is very helpful and important for the interview committee to assess the candidate’s teaching ability in the subject matter and grade level. The demo lesson in the classroom with students can demonstrate the candidate's mastery of the subject standards, classroom management,  and methods to help students to learn with equity. It also provides the candidates to get the feel of teaching in the classroom at this school. 

       Hiring the best candidates is to provide schools with the most qualified, prepared, educated employees with the best understanding of the content. The hiring procedure identifies the candidates whose values align with the school and district mission, through interview questions and contacting references. The HR department recruits and retains the most qualified  employees with the determination and drive to create a positive and effective 21st century learning environment for students. Teacher recruitment directly impacts student success. Nurturing, inspiring, and supporting student learning ultimately comes down to having skilled and dedicated educators leading classrooms. 

Resources:

2021. Learning Module. CUI Class material.

Rebore, R. W. 2015. Human Resources Administration in Education. Pearson. 

How to use interest-base bargaining to negotiate salary increase?

       For the scenarios where the employees have not received a salary increase, I plan to apply the interest-based bargaining to gather the labor and management parties to discuss and discover a potential win-win solution. The Learning Module’s Interest-based Bargaining section states that interest-based bargaining is to foster problem solving, positive communication, consensus-building, cooperation, respect and trust. Keeping this in mind, I plan to do the following steps: 

1. If the school district has been applying collective bargaining, it is important to provide the union and management training for both parties to learn about the interest-based bargaining. The training before negotiations uses a third-party facilitator to introduce the process and work on developing mutually beneficial interests (Boniface & Rashmi, 2012). Trust plays a paramount role for many practitioners in their adoption of interest-based bargaining. In fact, the manager identified gaining trust as the first step. The first few days of joint training were spent building the relationship, airing old problems and past hurts. Those first days, he said, were a chance for members of both negotiating teams to show their vulnerability and humanity and clear up misperceptions of each other (Kennedy, 1999).
2. Form a labor-management committee to address wage issues (Leavy, 2015).
3. Organize the meetings for the union and management to share the importance of this issue and analyze the underline the interest, such as inflation causing the price of living expenses more expensive, therefore the employees need higher salary to afford housing, food, and quality life. The management party explains the situation of the severe financial trouble like the declining enrollment and the budget shortfall state wide. It is essential to learn the counter party’s needs during the meeting. Instead of fighting because of the position, it is more helpful for both parties to communicate and explain the reason beneath the issue. Honest communication can help to remove misunderstanding and anger. For example, after knowing California schools are running out of money, the employees may stop misunderstanding that the school district does not want to offer the salary raise. Hearing how the employees struggle to afford living expense for the family, especially during the pandemic, the management party may make greater efforts to increase the salary for the employees.
4. Both parties are encouraged to discuss and decide a shared goal from the labor and management parties. Find mutually beneficial outcomes.
5. In the step of negotiation, both parties discuss and decide the salary increasing rate and period of time, then write in the contract. In marked contrast to traditional negotiations, everybody around the table was given an opportunity to participate in the discussions (Kennedy, 1999).
6. Create a win-win solution through satisfying all parties after the discussion and negotiation. As Kenney (1999) states that success means a good agreement negotiated in a relatively pleasant atmosphere, with an enhanced labor relationship. 

         The following video "Negotiation tutorial- Interest-based bargaining", by 365 Careers, introduces the concept of interest-based bargaining which is a approach to achieve a win-win situation. Instead of slicing the pie, it expands the pie. I hope you find it is helpful.

 

Resources:

2021. Learning Module. CUI class material. 

Boniface, M. & Rashmi, M. 2012. Interest-based Bargaining: Innovating from the Basics. International Journal of Selection and Assessment. 3(9): 40-48.

Kennedy, B. 1999. Interest-Based Collective Bargaining: A Success Story. Industry Relations Center. 

https://irc.queensu.ca/wp-content/uploads/articles/articles_interest-based-collective-bargaining-a-success-story.pdf

Leavy, Z. 2015. Interest-Based Bargainings' Impact on Collective Bargaining Outcomes. University of Rhode Island. https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1044&context=lrc_paper_series

What are collective bargaining and interest-based bargaining?

 

       1. What is collective bargaining?

       In the section of Educational Employment Relations Act (EERA) in the Learning Module, it states that the EERA gave the rights of collective bargaining to teachers and classified employees in California’s public schools. The Learning Module’s Traditional Collective Bargaining section states that Traditional collective bargaining historically has been the most common form of bargaining in California and has been also referred to as “adversarial bargaining.”  And, the Learning Module’s Summary section mentions that collective bargaining in the K-12 school environment is required by law. The law is very clear in its direction to acknowledge the rights of employees and for management and labor to work together to agree upon those items that are within the scope of negotiations. The methods of collective bargaining can be developed by the school district and associations. There are two main methods of bargaining: adversarial and collaborative. Valerio (2016) mentions that traditional bargaining is proposal-based, supported by the explanation of need for proposed change, and is represented by a chief negotiator. Whereas the interest-based bargaining is interest-based, parties work together to find the solutions to meet the interest, and includes members of bargaining teams.

2. How does collective bargaining run in my school district?      

      

       In my school, there is one teacher as the Bargaining Team Executive Board Member and three teachers as our site representatives. The principal emails teachers the tentative assignment for the coming school year per the District Teachers Association Collective Bargaining Agreement. The site representative leader emails teachers at the beginning of the school year to inform our school of who the LTA leadership is on our campus and in the district and how to contact the members of our union directly. The  goal is to secure a safe and healthy workplace where teachers can thrive. Two important documents for teachers to read are your Collective Bargaining Agreement and the current Memorandum of Understanding (MOU). These documents outline the agreement our union has reached with management that governs your work environment. These documents depend on us to know what is in them and to ask that they be enforced and respected. When we are feeling like things are not going right, we can look over these documents to see if we have an agreement that backs up our position. It is the place to start.  We can join when there is a Collective Bargaining Agreement study hall and learn what has been established for our guidance and benefit.

      3. What is the interest-based bargaining?

       Interest-based bargaining lends itself to Christian leadership as it is built on trust and honesty. It is a method that models Christian ethics in the secular environment (Learning Module). It is essential to provide training to the union, employees, and management to learn about the concept, process, and benefit of interest-based bargaining. The training before negotiations uses a third-party facilitator to introduce the process and work on developing mutually beneficial interests (Boniface & Rashmi, 2012). The training and process can foster the trust and friendly relationship among all parties to reduce misunderstanding, stress, and anger through sharing the honest needs through sincere communication. 

       Sometimes, the union and management parties switch from collective and interest-based bargaining back and forth to balance and decide the better way for all parties. 

       How does your school district apply the bargaining? How would you like to improve it? Why? 

 

	Collective bargaining	Interest-based bargaining
1	Historically, it has been the most common form of bargaining in California.	It is run by Christian leadership as it is built on trust and honesty. It is a method that models Christian ethics in the secular environment.
2	It is also referred to as adversarial bargaining.	Both parties of union and management are encouraged to discuss and decide a shared goal from the labor and management parties. Find mutually beneficial outcomes.
3	It is in the K-12 school environment as required by law.	In the step of negotiation, both parties discuss and decide the salary increasing rate and period of time, then write in the contract.
4	The two main methods of bargaining are: adversarial and collaborative	Everybody around the table was given an opportunity to participate in the discussions.
5	It is proposal-based, supported by the explanation of need for proposed change, and is represented by a chief negotiator.	Create a win-win solution through satisfying all parties after the discussion and negotiation.

 

Resources:

2021. CUI Learning Module

 Kennedy, B. 1999. Interest-Based Collective Bargaining: A Success Story. Industry Relations Center. 

https://irc.queensu.ca/wp-content/uploads/articles/articles_interest-based-collective-bargaining-a-success-story.pdf

 Valerio, E. 2016. Interest Based Bargaining Basics.

https://slidetodoc.com/interest-based-bargaining-basics-presented-by-elizabeth-b/

How to prepare for the classroom observation?

      According to Coaching with a Focus (UCI class material), the first part of the collaborative coaching cycle is the collaborative planning conference (pre-observation conference). It allows the mentor and mentee to discuss the class context, learning objectives, and the focus for the classroom observation.

      1. Classroom context

       The classroom context is established by the teacher and students through daily practice to create a positive and effective teaching and learning environment, for example, set up and follow the class rules, ask and respond to the questions, borrow and return the pencil. Examining the classroom context with the mentee helps the mentor understand the classroom culture during the observation. 

       2. Students' assets

       During the collaborative planning conference, the mentor can guide the mentee to get to know deeper about students by examining students' assets. This process allows the mentee to discover students’ students' weaknesses, strengths, and more. The mentor can ask the mentee the following guided questions “Who are your students outside of the school walls? What do they love? Where did they come from? What do they fear? (Harper, 2020)”. My volunteer teacher selected CSTP’s sub standard “1.3 Connecting subject matter to meaningful, real-life contexts” as the focus of the observation and coaching. In order to to help her meet and exceed this standard, I can guide her to truly know about her students’ background, interest, strength, and areas that need to improve by asking the above questions. Knowing students’ assets can make her teaching connect with students’ lives in a more meaningful and fun way. The coach can also share the growth mindset with the mentee what Labor (2020) states regarding the asset-based approach to teaching: that is grounded in what students can do rather than what they cannot do or areas of weakness. 

      3. Students' learning needs

        It is crucial for the mentor and the mentee to analyze students' learning needs during the pre-observation conference. It can be conducted by using and analyzing the collected data to distinguish the different learning needs groups: advanced, average, and struggling students. The mentor can guide the mentee to plan the differentiated teaching to each group to meet their needs with equity. 

       4. Learning goals

       Marzano (2012) states that setting goals or objectives is associated with gain in student achievement. Goal-setting strategies are most effective when used in specific times, for example, at the beginning of a unit. The discussion between the mentor and the mentee about the learning goals and objectives can help the mentor to have the focus of the observation and the mentee to have the clear purpose of teaching. 

       5. Student's work

       During the collaborative planning conference, the mentor and the mentee can also discuss how to collect students' work products, such as how many sample works are needed, should it be randomly selected, or select sample works from the advanced, average, and struggling group of students? In the following conference, the mentor can discuss with the mentor about the collected students’ works. The mentor can support the mentee to analyze and dig more deeply into the evidence they have captured together (2014). The mentor and the mentee can analyze students’ strengths and areas that need to be improved, and discuss the ways of adapting teaching to meet students’ needs with equity.

Resources:

2014. A Reflective Guide to Mentoring and being a Teacher Mentor.  EdPartnerships International, commissioned, the Victorian Department of Education and Early Childhood Development

Coaching with a focus. Concordia University class material

Labor. 2020. 3 Steps to Developing an Asset-Based Approach to Teaching.  Edutupia, https://www.edutopia.org/article/3-steps-developing-asset-based-approach-teaching

Harper, N. 2020. Empower Your Classroom: Let's Talk About Assets-Based Instruction. 

https://www.yeseep.org/blog/empower-your-classroom-lets-talk-about-assets-based-instruction

Marzano, R. Simms, J. 2012. Coaching Classroom Instruction. Marzano Resources.

What does teacher's evaluation mean? What are the purposes of the teacher's evaluation?

       1. What does teacher's evaluation mean?        

       The root of the word “evaluation” is the “value”. It indicates the process of the evaluation is to examine something that is worthy. Therefore the reason for the teacher evaluation is valuable to discover the teacher’s strength and needs. Sawchuck (2015) states that in general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. 

       2. What are the purposes of the teacher's evaluation? 

       Marzano’s article “The Two Purposes of Teacher Evaluation” (2012) makes me realize the two different focuses of the teacher evaluation which are measurement and development. The balance of these two are very important to help teachers to improve. Looking back, I found my administrators focus on the measurement more than development in observing and evaluating my lessons. I was evaluated based on California Standards for the Teaching Profession (CSTPs) and given the score of each criteria on the evaluation form. As a future administrator, I plan to establish a system that focuses on development with three primary characteristics as Marzano (2012) advocates: 

1. comprehensive and specific, 

2. includes a developmental scale, 

3. acknowledges and rewards growth.               

        Marzano (2012) suggests that teachers should gradually work through the elements over time to improve their skills, instead of being scored yearly with all the 41 elements. My school evaluated teachers with all the six CSTPs and their substandard yearly and it made teachers feel overwhelmed. It is difficult to demonstrate a teacher’s competences in six CSTPs (2009) in one lesson, from engaging students, maintaining effective learnings, organizing subject matter for student learning, designing learning experiences for all students, assessing students for learning, and developing as a professional educator. It can be especially challenging for new teachers to include every aspect in one lesson. Therefore it is better for the administrator and the teacher to jointly discuss and select the standards as the focus of the observation. 

       The purposes of teacher evaluation are to help teachers find their teaching strengths and needs. The ultimate goal is students’ increased learning. A growing body of research confirms that the quality of teaching is what matters most for students’ development and learning in schools. Excellent teaching requires knowledge, skills, artistry, passion, and commitment (CSTP, 2009). The teacher evaluation with the balanced focus of measurement and development provides teachers the opportunities of being evaluated and developing with specific instructional feedback. 

Resources: 
2009. California Standards for the Teaching Profession, (CSTP).https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf

Marzano, R. 20212. The Two Purposes of Teacher Evaluation, Educational Leadership

Sawchuck, S. 2015. Teacher Evaluation: An Issue Overview. https://www.edweek.org/teaching-learning/teacher-evaluation-an-issue-overview/2015/09

My action plant to improve students' cultural awareness (part 2)

 

       In week 5, staff will discuss the pedagogy of cultural responsiveness,  such as cultural academic vocabulary, literacy, language, body gesture, eye contact, celebrations we can include in our teaching, how to create and maintain a mutually respectful learning environment. Some guided questions can be (Hollie, 2018) : What activities we use that could be described as culturally responsive? Are these activities effective? Why? What culturally responsive vocabulary, language and literacy do we use in teaching? How do we create and maintain the culturally responsive environment?  Hollie (2018) mentions the focus of vocabulary development is building on words that represent concepts that students bring to the classroom. Many of these words come from their cultural backgrounds and their lives at home and communities.  Teachers may encourage students to freely express themselves, be proud of their root, and maybe share some vocabulary in multiple languages. It is also helpful to invite each student to teach the class and the teacher how to pronounce his/her name, share the story or origin of his/her name, and create art works of the name.

       In my school, teachers connect with parents/guardians through Aeries Communication, Email, Google Classroom, phone calls, text message, letters, progress report, home visit, and Parent Center.  In my interview, however, parents/guardians expressed the need for closer communication from school. Therefore, in week 6, we will reflect on how to better communicate with parents. Morris (2019) states there are various ways to connect with parents/guardians: the teacher can create a blog to provide parents a virtual window to know about each class their child/children take. If the teacher can open a podcast, then parents/guardians and students can listen on-the-go and learn a lot from the process. She also advocates to utilize social media to connect with parents/guardians. Many parents use social media daily and it is becoming more common for teachers and schools to communicate in this way.

       In the last week of this action plan we can invite stakeholders to discuss and share their opinions of this program. It will be helpful for school to discover the strengths and areas that need to improve. It also shows our dedication to collaborate with stakeholders to promote a more successful culturally-diverse school climate. 

       Even though it is the end of this action plan, it should become part of school culture and continuously implemented for a more successful school climate. This action plan includes the following components. First, consistent communication with stakeholders is the foundation. Second, encourage collaboration among staff through staff meetings, leadership meetings,  and department meetings. Fostering the Professional Learning Community is essential to staff because it offers the opportunity for teachers to work collaboratively and learn from each other. The collaborative environment helps teachers feel comfortable to share their ideas and experience of communicating with students and their parents/guardians to find out their learning needs and hardship of life, embedding students’ culture to the lesson to increase and motivate students to learn.  The third core is collectively providing students access to a rich cultural learning environment and school climate through building the relationship with them. It is crucial to connect with the families via Parents Center, Parents Portal, Coffee with the Principal,  and social media. Last but not least, the school should  invite and appreciate all the stakeholder’s efforts and contributions to foster a more successful culturally-diverse school climate.

 Resources:

2019-2020 School Accountability Report Card

Morris, K. (2019). 8 Ways Teachers And Schools Can Communicate With Parents In 2020. http://www.kathleenamorris.com/2019/01/15/communicate-parents-2019/

Hollie, S. 2018. Culturally and Linguistically Responsive Teaching and Learning. Shell Education

PBIS Assessment, https://www.pbisassessment.org/Anon/WVy102VSXu0

My action plant to improve students' cultural awareness (part 1)

The action plan I want to create and implement is to communicate with stakeholders to

jointly increase students’ cultural awareness. The steps, process, and timeline is shown in the

following chart. 

The action plan: Communicate with stakeholders to jointly increase students’ cultural awareness Personnel: Administrator  Instructional lead  Staff Myself Stakeholders  Weekly focus:  Week 1: Discuss with staff own cultural awareness and students’ cultural awareness Week 2: Conduct school climate survey to students, staff, and parents/guardians  Week 3: Analyze and discuss the data with staff and parents/guardians Week 4: Promote the Associated Student Body (ASB)’s cultural activities  Week 5:  Discuss the pedagogy of cultural responsiveness Week 6:  Reflect on how to communicate with parents culturally responsive Week 7:  Share their culturally responsive experience

       As a future administrator, the action plan promotes a successful culturally-diverse school climate through the above timeline. In the first week staff meeting,  I will introduce the concept of cultural responsiveness which is a way to validate students who they are culturally. Hollie (2018) states that the recognition of cultural responsiveness will keep you (teachers) focused on the overall goals: better academic outcomes for all students and a deeper understanding of their cultural background like age, gender, race, and social class,  in the school culture and mainstream culture.  He also points out the importance of acknowledging students’ home language and traditions. A school climate survey to students, staff, and parents/guardians will be sent in the second week. 

       This survey will be used to collect data from personnel about experiences with the overall school environment, which will then be analyzed to help foster improvements in school climate. It examines your attitudes and experiences with different aspects of the educational environment, including staff connectedness, structure for learning, school safety, the physical environment, peer and adult relations, and parent involvement. Your responses will provide us with important information to make the school even better (PBIS Assessment). In the following week, staff will analyze and discuss the data of the survey to discover the strengths and areas that need to improve in our school. 

       In my school, the Associated Student Body (ASB) represents the interests of students. It creates various activities to promote kindness, mental health, sports, clubs, dances, food, Homecoming, spirit week, and diverse cultures. The ASB teacher and students make efforts to foster a positive atmosphere during the school day where students feel wanted and accepted is critical to their success. In week 4, we will discuss how to better link ASB with stakeholders by providing more engaging activities to increase students’ awareness and respect of cultural diversity. As the student in the interview expressed, students like to see the posters and flyers in school. The administrators may send surveys to stakeholders to collect the cultural activities they would like to have ASB to organize and conduct, such as create and post posters of welcome everyone in multiple languages, anti-discriminations, physical and mental health. They can also provide students with flyers and post on social media about the events to encourage all stakeholders to participate. For example,  make announcements of the schedule of Heritage Months, which helps students better understand the various cultural celebrations and enhance cultural diversity. 

January	Welcome Back from Winter Break
February	Black History Month
March	Women’s History Month
May	Asian American and Pacific Islander Heritage Month
September	Welcome Back from Summer Break
October	Hispanic Heritage Month
November	Native American Heritage Month
December	Christmas

             ASB also may collect and post excellent students’ work from different subjects, in the hallway, cafeteria, office,  to show and share the cultural differences and similarities.  Various activities provide great opportunities for students and staff to increase cultural awareness, learn about other cultures, feel proud about their own culture, and foster mutual respect. All students and staff should be encouraged to participate in school's activities.

Who are stakeholders? What do they think about culturally-sensitive environment?

1. General introduction of my school.

       I have been teaching at a public high school in southern California. According to its 2019-2020 School Accountability Report Card (SARC), out of 1,635 students, 95.2% are Hispanic or Latino, 3.9% African Americans, 0.4% White, 0.2% Native Hawaiian or Pacific Islander, and 0.1% Asian. 93.2% are Socioeconomically Disadvantaged, 17.5% English Learners, 11.9% Students with Disabilities, 4% homeless, and 0.7% Foster Youth. One of the real situations in my school environment is that it would be better if students are exposed to more cultures. There are various reasons for this situation, such as the dominant Hispanic or Latino culture, disadvantaged socioeconomic condition, family issues, and the pandemic. My hypothesis is through communication with stakeholders, we can jointly increase students’ cultural awareness.      

2. Who are stakeholders?

The clientele and stakeholders are the ones who invest in the success of students of my school, including administrators, teachers, parents, school district, community members, church, and business. Stakeholders work closely for students, for example we jointly develop school-wide approaches involving all staff to improve attendance due to large numbers and truancies impacting the learning process.  

3. What does culturally-diverse environment mean to stakeholders?

       I interviewed stakeholders regarding their perception of the culturally-sensitive environment. Their feedback makes me realize we need to work together to motivate students and promote a successful culturally-diverse school climate. It is interesting to find the similarities and differences of the perception of a culturally-sensitive environment from different stakeholders. As the below chart shows, the assistant superintendent, principal, director of human resources, instructional coach, psychologist, teacher, student, and parents/guardians all think the culturally-sensitive environment should be inclusive to all people from diverse backgrounds. However, a teacher argued that sensitivity to the diverse culture can be a “two-edged sword”. I discussed it with her and found she thinks sometimes people are too sensitive to other people’s opinions and that can cause many unnecessary troubles. I agree with her that a balanced cultural sensitivity with mutual respect is helpful for the learning and working environment. I also noticed that parents/guardians would like to list the detailed case such as they hope the school will require students to wear uniforms, inform them about children’s attendance daily, and hold workshops for parents. It is essential for me to hear their voice and see the detailed needs. I will share it with my principal to find ways of offering them with needed support. 

	Stakeholders	The perception of a culturally-sensitive environment
1	Assistant superintendent	The culturally-sensitive environment values and promotes diversity and cultures.
2	Principal	The culturally-sensitive environment should be inclusive and equitable to all students from different races, ethnicities, gender identification, sexuality, etc. Differences should not be ignored.
3	Director of Human Resources	The culturally-sensitive environment is inclusive to everyone who are from different races, genders, and backgrounds.  It is a safe learning environment for both students and teachers.  Cultural sensitivity is being able to meet the needs of all the diverse students in a school socially, academically and emotionally. It provides an environment where everyone can successfully achieve their best.
4	Instructional coach	Holidays and celebrations could be starting points to recognize cultural diversity.
5	Clinical psychologist	The culturally-sensitive environment provides an equal opportunity for all students to succeed regardless of their faith, beliefs, background, upbringing, language, gender, or unique learning styles or needs.
6	Teachers	A culturally sensitive environment exists in any country. But it is more prominent in the diversified United States. This is a double-edged sword. Diversity gives us the chance to learn about multiple cultures. The culturally sensitive environment is good for us to be asked to stay sensitive at all times to offer the equal and diversified opportunities for kids to study at the school, and people to work at the company. At the same time, the environment becomes more sensitive than usual. We must always pay attention and be careful not to touch the taboos of other cultures. We should show our respect to others, but in daily work, study, and life, a common trivial matter may be magnified into an abnormally serious event. Also it is necessary to distinguish which seemingly inadvertent pranks are actually caused by disrespect for this culture. It is the other edge of the sword.        The principal must be cautious in his/her words and deeds at all times, respecting all cultures, and avoiding huge culturally sensitive events that may be caused by a momentary negligence.
7	Student	The culturally-sensitive environment should be a diverse school site. I feel that schools should make posters and flyers on how the school is supporting different races.
8	Parents/Guardians	The culturally-sensitive environment should be aware of the existence of the cultural differences or similarities among each other. Teachers and students in this environment should be able to freely express their interest in the ethnic background. People should get to know others.        Having a healthy environment, with respect and tolerance for all cultures or traditions, is a harmonious lifestyle.        The school should have a workshop that shares the importance of diversity. Parents should talk with our children about the diversity of cultures and respect them so the students will also have that acceptance.        As a parent, it is very important that school requires students to wear uniform to avoid or decrease bullies on clothes and help students concentrate on study.

       I also interviewed the director of the human resources department, in my school district, about how to address school culture and the implementation of change in diverse learning environments. He states “Hiring individuals that understand the community they serve and providing professional development for all staff to promote culturally responsiveness and understanding implicit bias”. In addition, the human resources department works with principals in what they can require teachers teaching in a diverse learning environment. In order to improve the school, the change should start from the teachers in the classroom.

Resources: 

2019-2020 School Accountability Report Card (SARC).