See attachment.
1.. Watch seminar speaker Dr. Lance Potter on Cultural Competence and read the
EWU beliefs about cultural competence, EWU Cultural Competency Definition. Using
the reflection template, reflect on the key points the speaker addressed and EWU addresses.
Include those items that especially resonated with you and how you might use them in your
school leadership role/internship.
4. Read the article, “Developing Principals as Equity Centered Leaders”.
https://capacitybuildingnetwork.org/article9/ Using the reflection template, reflect on the
key points and those items that resonated with you. Include how you might use the
information in your school leadership role/internship.
https://ewu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e9d6d1f2-6374-4a18-b9c8-aa38016ddaf4
Developing Principals as Equity-Centered Instructional Leaders
https://canvas.ewu.edu/courses/1627349/assignments/7988875?module_item_id=17402953#
EASTERN WASHINGTON UNIVERSITY
DEPARTMENT OF EDUCAITON
UNDERSTANDING AND WORKING WITH THE CONCEPT OF CULTURAL COMPETENCE
Cultural competence is to be considered and addressed in the completion of Common Performance Tasks and assignments.
EWU Educational Leadership Program working definition: knowledge, consideration, and strategies of addressing issues for all the ways students, staff and the community are different.
What is Cultural Competency?
Cultural competence requires that organizations and their personnel have the capacity to: (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and institutionalize cultural knowledge, and (5) adapt to the diversity and cultural contexts if individuals and communities served. (Cross, 1989)
Cultural and linguistic competence is a
set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enable professionals to come together and work effectively in cross-cultural situations. ‘Culture’ refers to integrated patterns of human behavior that include the language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social groups. ‘Competence’ implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs, behaviors, and needs presented by consumers and their communities. (Adapted from Cross, 1989).
Defining Cultural Competency
Operationally defined, cultural competence is the integration and transformation of knowledge about individuals and groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes.
Cultural competence refers to the ability to interact effectively with people of different cultures and socio-economic backgrounds, particularly in the context of human resources, non-profit organizations, and government agencies whose employees work with persons from different cultural/ethics.
Ethical cultural competency practices
– (1) awareness of one’s own cultural background and how it influences perception, values and practices; (2) understanding of structural benefits and privileges and how they mold educational practices and organizations; (3) ability to find and use tools, processes and programs that promote professional and organizational self-examination and assessment in order to mitigate behaviors and practices (e.g., racism, sexism, homophobia, unearned-privilege, euro-centrism) that undermine inclusion , equity and cultural competence in education.
Interns’ funds of knowledge
-interns reflect upon their own attitudes and plan for growth in cultural competence; these attitudes and experiences inform the cohorts’ learning and behaviors, curriculum, courses, and field experiences. Insures candidates can integrate their cultural and linguistic backgrounds into classroom activities to build on their multicultural capacity.
Equity pedagogy –
closing the gap for students utilizing reflective practices that includes close analysis of student data, determining learning gaps in sub-groups of students, determining effective teaching strategies based on appropriate communication and personalized instruction that addresses cultural, linguistic, and learning uniqueness.
Template for Reflection on Each Seminar Speaker, Video, or Article
1. A short summary of the topics covered by the seminar speaker, video or article.
2. A discussion on the major areas that resonated with you.
3. A discussion on how you plan to use the areas identified, in your practice.
Each reflection is one page in length and does not require citations of references.
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