Topics to be examined include dynamics by which curricular and instructional practices are implemented in diverse settings; review contemporary and curricular issues; assess practical dimensions a leader needs in order to monitor/enhance performance of students and teachers in a multicultural environment.
Students will reflect on an “inside out” model to begin their journey to cultural proficiency, personally and professionally. Cultural groups who are traditionally disenfranchised and marginalized will studied and include: race, ethnicity, language, gender, sexual orientation, social class, and mental and physical able-ness. Attention to enhancement of instructional practice, learning environment, family engagement, achievement gap, and equity in all aspects of school operations, policies, and practices. Emphasis will be placed on analyzing data to inform practice, instruction, inclusion, and leadership grounded in 21st Century practice of collaboration, creativity, communication, critical thinking, curiosity, connections, and cultural proficiency. The four tools of cultural proficiency to be analyzed and include: barriers, guiding principles, continuum, and essential elements.
Students will reflect on personal belief systems in order to create a cultural proficiency autobiography, develop cultural proficiency school plans, and/or complete research to compare the practices of leading diversity experts. Each student will engage in classroom Equity Walks with specific characteristics to analyze.
- Teacher: Nancy Dome