Instructional Pathway

Community Awareness, Engagement, and Advocacy

Where I began

Community Awareness, Engagement, and Advocacy

Emerging

Recognize the unique needs, culture, and context of students and advocate for their learning and well-being

Demonstrate awareness of their community by advocating for unique students needs with sensitivity to culutre and context.

Evidence: See Below for Resources and Professional Development

Identify the unique needs, cultures, communities, and contexts of students through research and professional development.
Identify how the unique needs, cultures. and contexts of students impact learning and well-being through readings, discussions with tribal members and professional development.
Identify current and new methods of advocacy for students in their schools through research, professional development, and conversations.

ARTIFACT:

THE CULTURAL PROFICIENCY FRAMEWORK

Cultural Proficiency is the policies and practices in an organization or the values and behavior of an individual, that enable the person or institution to engage effectively with people and groups who are different from them. Cultural Proficiency is an inside-out approach that influences how people relate to their colleagues, clients and community. Cultural Proficiency is a lens for examining one’s work and one’s relationships. The four tools of cultural proficiency are the Elements, the Continuum, the Barriers and the Principles.THE ESSENTIAL ELEMENTS -- Standards for Planning and EvaluatingAssess Culture: Identify the cultural groups present in the systemValue Diversity: Develop an appreciation for the differences among and between groupsManage the Dynamics of Difference:Learn to respond appropriately and effectively to the issues that arise in a diverse environmentAdapt to Diversity: Change and adopt new policies and practices that support diversity and inclusionInstitutionalize Cultural Knowledge: Drive the changes into the systems of the organizationCULTURAL PROFICIENCY CONTINUUMChange Mandated for ToleranceChange Chosen for TransformationDESTRUCTIONINCAPACITYBLINDNESSPRECOMPETENCECOMPETENCEPROFICIENCYEliminate differencesThe elimination of other people's culturesDemean differencesBelief in the superiority of one's culture and behavior that disempowers another's cultureDismiss differencesActing as if the cultural differences you see do not matter or not recognizing that there are differences among and between culturesRespond inadequately to the dynamics of differenceAwareness of the limitations of one's skills or an organization's practices when interacting with other cultural groupsEngage with differences using the essential elements as standardsUsing the five essential elements of cultural proficiency as the standard for individual behavior and organizational practicesEsteem and learn from differences as a lifelong practiceKnowing how to learn about and from individual and organizational culture; interacting effectively in a variety of cultural environments. Advocating for others.Reactive Behaviors, Shaped by the BARRIERSProactive Behaviors, Shaped by the PRINCIPLESUnawareness of the need to adaptResistance to changeSystems of oppression and privilegeA sense of entitlementCulture is a predominant forcePeople are served in varying degrees by the dominantcultureThere is diversity within and between culturesEvery group has unique culturally-defined needsPeople have personal identities and group identities.Marginalized populations have to be at least biculturalFamilies, as defined by culture, are the primary systemsof supportThe diverse thought patterns of cultural groups influencehow problems are defined and solved.The absence of cultural competence anywhere is a threat to competent services everywhere

Artifacts: Professional Development and Research to become more aware of those from different cultures, experiences, and backgrounds

TICTrainingMJohnsonAgendaCrowSchoolsJune 27 2019.pdf

My past four years working with the Crow Public School has helped me to evolve through the TLI process and delve into the culturally relevant pedagogy of teaching American Indian Children

Although I am not American Indian, education cannot become a reality unless teachers are aware of their own misconceptions, prejudices, false perceptions as perpetuated by the media, and the contrasting contradictory values of European and Indigenous cultures. Widening the Circle by Beverly J. Klug and Patricia T. Whitfield

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