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

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).

How does the school district encourages cultural diversity in recruitment and select the best candidates?

 How does the school district encourages diversity in the recruitment process and utilizes culturally-sensitive procedures?

        My school district's human resources department director introduced that the district respects an individual's cultural background and does not arrange the interview on someone’s cultural event date. The school district plays the role of the equal opportunity employer. The job position is open to everyone with different backgrounds, values, language, race. The candidates are selected through the process of paper screening. The hiring committee balances the pool of candidates from diverse backgrounds to benefit students to have a comprehensive educational system. 

       The statement is stated on the job post: It is the policy of the Board of Education that students and employees in the school district shall not be subjected to discrimination, harassment, intimidation, and bullying based on the person’s actual or perceived race, creed, color, ethnicity, national origin or nationality, religion, age, parental status, family status, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex or sexual orientation, ancestry, political affiliation, or any other basis protected by federal law, ordinance or regulation, in its educational program(s), recruitment process, application acceptance, testing, selection, and hiring process and employment.  For any equal right or opportunity concerns or complaints, employees please contact the Assistant Superintendent of Human Resources. The HR departmental goal is to build a foundation of employee excellence through performance standards, staff development and a diverse and dedicated work force which supports the mission and goals of the district. As a Merit district, the school district hires and promotes employees based on ability, with open competition in initial employment, provides for equitable compensation, retains employees based on performance, assures fair treatment of all applicants and employees in all aspects of personnel administration without regard to political affiliation, race, color, national origin, gender or religious creed, and with proper regard for their privacy and constitutional rights as citizens, and protects employees against political coercion..

How does the recruitment and selection procedures will assist the district in hiring the best possible candidates?

       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.”  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. 

Resources:

2020, Improving the Teacher Recruitment Process, Powerschool

https://www.powerschool.com/resources/blog/improving-the-teacher-recruitment-process/

2021, Evaluation of Certificated Employees, Learning Module, 2021, CUI Class material 

Education Code - EDC - California Legislative Information,

https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=3.&title=2.&part=25.&chapter=5.&article=1

Rebore, R. W. (2015). Human Resources Administration in education. Pearson. 

The personnel commission rules and regulations for the classified service of the school district

Yeh, John R. (2021). Deciphering the Education Code, Translating the law into sound personnel practices for certificated and classified employees. Burke, Williams & Sorensen, LLP