St. Paul Public Schools Cultural Proficiency Professional Development - PowerPoint PPT Presentation

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St. Paul Public Schools Cultural Proficiency Professional Development

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Title: St. Paul Public Schools Cultural Proficiency Professional Development


1
St. Paul Public Schools Cultural Proficiency
Professional Development
  • WELCOME!

2
Why Cultural Proficiency?
  • Without a culturally proficient working and
    learning environment, the achievement gap will
    never be closed. Period.
  • In nearly every community conversation district
    administrators have held in the past three years,
    SPPS key stakeholders, parents, community members
    and staff have told the district that they want
    to feel welcomed, valued and respected when they
    enter our schools and our workplace. It has also
    predictably come up in many community initiatives
    the district has launched over the past 40 years
    and time and again when community representatives
    appear during the public comment section of the
    SPPS board meetings.
  • Based on feedback from staff and internal surveys
    over the past two years, the perceived need for
    cultural proficiency training is urgent. In
    fact, the results of both the 2007 and 2008 SPPS
    Inclusive Workplace Surveys indicated that 94 of
    employees responding rated inclusiveness
    initiatives as being highly important. (In the
    2009 survey 42 of our employees participated.
  • Finally, Saint Paul Public Schools is engaging in
    Cultural Proficiency Professional Development
    because its the right thing to do!

3
FAQ
  • Q What are cohorts and do I need to complete
    the program with the same cohort?
  • A A cohort is a group that participates in all
    the sessions of the CPPD together. Participating
    as a cohort increases trust and learning. The
    priority will be to schedule all staff in cohort
    groups of approximately 45 persons.
  • Q Where will the professional development
    sessions be held?
  • A The majority of CPPD will be held on location
    at work sites or in district-wide spaces that
    have been designated solely for CPPD. Special
    circumstances may warrant scheduling sessions at
    other sites.
  • Q What are the CPPD requirements?
  • A All staff are required to complete the IDI
    assessment prior to the first PD session, along
    with 12 hours of CPPD training. Some additional
    individual and group coaching and application are
    available for staff. Support Staff will complete
    all 12 hours this year, Instructional Staff will
    complete nine hours this year and the rest next
    year.
  •  Q How long are the CPPD sessions?
  • A There are four sessions, each is three hours
    long. No more than two consecutive sessions may
    be scheduled in the same day.
  • Q How are we paying for the CPPD?
  • A Funds for the CPPD come solely from the
    American Recovery and Reinvestment Act (ARRA or
    federal stimulus funding).

4
Speed Dating
  • How are you?
  • How are you really?
  • One hope and one fear about this initiative are.

5
Norms
  • The implicit and explicit rules about how a
    group functions.

6
Recommended Group Norms
  • Apply the work to yourself and your own situation
    first and foremost.
  • Be present.
  • Conflict and tension will be acknowledged and
    used to further group learning.
  • Listen to understand---not to respond.
  • Respect confidentiality---whats said/done here
    stays here.
  • Assume good intent of everyone in the room.
  • Be open to new thinking from yourself and others.

7
Culture
  • Shared experience, shared context, shared
    meaning.
  • Milton Bennett
  • The way we do things around here.
  • Juan Moreno

8
SPPS Definition
  • Cultural proficiency is defined as the values,
    beliefs and behaviors that enable individual
    employees of the district to interact effectively
    with students, staff, and families and the
    broader community, in a culturally diverse,
    inclusive environment.

9
DMIS
Developmental Model of Intercultural Sensitivity
Experience of Difference
Denial
Adaptation
Minimization
Polarization
Acceptance
Monocultural
Multicultural
10
DENIAL
11
Well, I guess Ill have the ham and eggs
12
DENIAL
  • Inability to see difference
  • Comfortable withseekfamiliar
  • My culture is the only reality

Primary Learning Emphasis Begin to notice and
confront cultural differences
13
Well, I guess Ill have the ham and eggs
14
POLARIZATION
15
Neanderthals, Neanderthals! Cant make fire!
Cant make spear! Nyah, nyah, nyah!
16
POLARIZATION
  • Defense and Reversal
  • Judgmental Orientation

Primary Learning Emphasis Identify
commonalities
17
DEFENSE
  • Dualistic us vs. them
  • Denigration/Superiority

Primary Learning Emphasis Cooperative activities,
shared needs/goals
18
REVERSAL
  • Peace Corps Volunteer Syndrome
  • Reverses us/them polarization
  • Internalized oppression

Primary Learning Emphasis Recognize stereotypical
nature of ones perceptions
19
Neanderthals, Neanderthals! Cant make fire!
Cant make spear! Nyah, nyah, nyah!
20
MINIMIZATION
21
Inadvertently Roy dooms the entire earth to
annihilation, when, in an attempt to be friendly,
he seizes their leader by the head and shakes
vigorously.
22
MINIMIZATION
  • Focus on commonality/similarity
  • Dont denigrate also avoid stereotypes
  • Deep down, were all the same

Primary Learning Emphasis Cultural self-awareness
and general knowledge about cultural frameworks
(E.g., different communication styles)
23
Inadvertently Roy dooms the entire earth to
annihilation, when, in an attempt to be friendly,
he seizes their leader by the head and shakes
vigorously.
24
ACCEPTANCE
25
Well of course I did it in cold blood, Im
cold-blooded!
26
ACCEPTANCE
  • Recognize cultural patterns need to be understood
    from perspective of other culture
  • Begin to explore cultural differences
  • Non-evaluative
  • More difference means more creative ideas!

Primary Learning Emphasis Culturally specific
information coupled with application
27
Well of course I did it in cold blood, Im
cold-blooded!
28
ADAPTATION
29
Realizing something different needed to be done,
the cheetah embraced change and took action
30
ADAPTATION
  • Empathy frame-shifting
  • Adapt behavior
  • NOT assimilation
  • Can see more than one cultural perspective

Primary Learning Emphasis Big picture strategies,
deeper cultural exposure
31
Realizing something different needed to be done,
the cheetah embraced change and took action
32
The Bottom Line
  • We can be any and everywhere in
  • this developmental process on any
  • particular issue---however, we all have a
  • predominant orientation, which is what
  • the IDI helps us understand.

33
Interpreting Your IDI Profile
34
To Begin . . .
  • The IDI Profile Report can help you reflect on
    how you
  • experience cultural differences and similarities.
  • As you review your IDI profile results
  • Re-consider and reframe your understanding of
    past events based on your IDI profile
    resultsthis can help you better uncover hidden
    assumptions that may have guided your actions in
    these situations.
  • Focus on a challenge you are currently facing in
    which cultural differences and similarities have
    emerged. Proactively apply the insights provided
    in your group IDI profile

Source Mitchell R. Hammer, Ph.D.
35
Primary Elements
  • Perceived Orientation (PO)
  • The PO score reflects where you place yourself
    along the intercultural development continuum.
  • Denial Polarization Minimization
    Acceptance Adaptation
  • Developmental Orientation (DO)
  • The DO indicates your primary orientation toward
    cultural differences and commonalities along the
    continuum as assessed by the IDI. The DO is the
    perspective you are most likely to use in those
    situations where cultural differences and
    commonalities arise.
  • Denial Polarization Minimization
    Acceptance Adaptation


Source Mitchell R. Hammer, Ph.D.
36
Primary Elements
  • Orientation Gap (OG)
  • The Orientation Gap (OG) is the difference along
    the continuum between your Perceived Orientation
    and Developmental Orientation.
  • Denial Polarization Minimization
    Acceptance Adaptation
  • Denial Polarization Minimization
    Acceptance Adaptation

Source Mitchell R. Hammer, Ph.D.
37
Primary Elements
  • Trailing Orientations (TO)
  • Trailing orientations are those orientations that
    are in back of your Developmental Orientation
    (DO) on the intercultural continuum.
  • Trailing Orientations may or may not be
    resolved. When an earlier orientation is not
    resolved, this trailing perspective may be used
    to make sense of cultural differences at
    particular times, around certain topics, or in
    specific situations.
  • Leading Orientation (LO)
  • A Leading Orientation is that orientation that is
    immediately in front of your Developmental
    Orientation (DO). A Leading Orientation is the
    next step to take in further development of
    intercultural competence.
  • Trailing
    Leading
  • Denial Polarization Minimization Acceptance
    Adaptation

Source Mitchell R. Hammer, Ph.D.
38
DMIS Behaviors
  • Denial An orientation that likely recognizes
    observable cultural differences (e.g., food) but
    may not notice deeper cultural difference (e.g.,
    conflict resolution styles) and may avoid or
    withdraw from cultural differences.
  • Polarization A judgmental orientation that views
    cultural differences in terms of us and them.
    This can take the form of
  • Defense An uncritical view towards ones own
    cultural values and practices and an overly
    critical view towards other cultural practices.
  • Reversal An overly critical orientation towards
    ones own cultural values and practices and an
    uncritical view towards other cultural values and
    practices.
  • Minimization An orientation that highlights
    cultural commonality and universal values and
    principles that may also mask deeper recognition
    and appreciation of cultural differences.
  • Acceptance An orientation that recognizes and
    appreciates patterns of cultural difference and
    commonality in ones own and other cultures.
  • Adaptation An orientation that is capable of
    shifting cultural perspective and changing
    behavior in culturally appropriate and authentic
    ways.

39
What Now?
  • Things you can do to help keep this project
    moving
  • Talk with coworkers about your experience
    today---what you noticed, what it made you think
    about, what stuck with you, what questions you
    have.
  • Review your materials. Get familiar with the
    vocabulary---youll be using it
  • in upcoming workshops!
  • Review your groups IDI Profile---you can get a
    copy from your Principal or
  • Supervisor.
  • Apply todays insights to your situation---do
    you see examples of DMIS orientation-related
    behavior going on around you? Coming from you?
  • What effect does this awareness have on how you
    approach situations, or
  • how you interpret the behavior of others?

40
Cultural Proficiency Toolkit
http//culturalproficiency.spps.org
41
Credits
  • Coordination of this effort is being provided by
    the SPPS Office of Educational Equity.
  • Yusef Mgeni is heading up a Cultural Proficiency
    Leadership Team, consisting of
  • Barbara DeMaster, Executive Director of
    Elementary Education
  • Brenda Hammer, Secretary, Office of Educational
    Equity
  • Dan Rodriguez, Director of Community Relations
  • Teresa Rogers, Executive Director of Human
    Resources
  • Kate Wilcox-Harris, Executive Director of the
    Center for Professional Development
  • Your supervisors and/or principals are already
    involved in setting up your remaining training
  • sessions for this year.
  • Q If I have questions, whom should I call?
  • A Brenda Hammer or Yusef Mgeni
  • (651) 7678338 Yusef.Mgeni_at_spps.org or
    Brenda.Hammer_at_spps.org

42
Thank You!
For all that you do for the children in your care
and the communities in which you live and work!
  • Please be sure to fill out your evaluations!
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