By: Lenora Billings-Harris

There are barriers, booby traps and blocked roadways on our journey toward achieving cultural competence among educators and students in schools. What do you say to the White teacher who always wants to touch your locks or braids? How do you tell your principal to stop giving you a high-five every time he agrees with something you say? The biggest barrier to giving feedback in these type situations is the fear most people have when it comes to speaking up in a respectful way to encourage others to stop insensitive or inappropriate behavior. One of the major reasons people do not speak up more often when they experience an inappropriate behavior is because they do not know how to speak up respectfully when they have to interact with the offender on a regular basis. If the offender is your principal speaking up may seem too dangerous. If the offender is a fellow educator in your department, well it is easier just to be silent. Or is it? That silence perpetuates inappropriate behavior.

Each of us, if we really choose to turn the tide of racism, sexism, homophobia and other “isms” must be unwilling to be a part of the silent majority on these issues. A major component of individual cultural competence development is the ability to execute courageous conversations. The following is a four-step process for giving feedback that is easy to understand but takes practice to implement successfully. This technique can be used by adults and young people. Once you have mastered it, try teaching it to your students and watch how they will take control of their own diversity challenges more often than not. The process is called S.T.O.P.™

S—State the inappropriate behavior objectively and unemotionally.

When beginning this feedback, describe the specific behavior you want the offender to stop doing or saying. Your words need to be stated in a nonjudgmental, objective, unemotional way. Too often when we do speak up regarding inappropriate behavior we are emotional, we show our anger and we start with feelings and blame. This often causes the offender to become defensive or to go into denial mood. In order to maintain your objectivity and to assure the offender clearly understands what you are referring to, simply state what he or she has done. Be sure it is a behavior, not an attitude or opinion. This technique will not give you the ability to change others attitudes and beliefs. So don’t try this with political debates, sexist attitudes, etc. Instead describe a behavior. You should be able to see it, hear it or measure it.  For example, When you called me a Yankee…

T—Tell the offender how you feel when she or he performs this inappropriate behavior.

It is important that you state your feelings not your opinion. Opinions are judgments in disguise, so the offender may shut down the moment you judge their behavior.  Ask yourself, does it make you angry? Hurt? Excluded? Offended? Most people have a tough time identifying exactly what they are feeling, so practice feeling words by writing down as many as you can think of. Then practice… I felt excluded from our team.  This is not the time to explain why you feel as you do. Own your feelings and don’t blame the offender for how you feel. The goal here is to get the offender to stop the behavior.

O—Options, options, options.

Provide alternative behavioral suggestions. Frequently, when we tell others to stop doing something, we don’t tell them what we would prefer instead. For example, I would appreciate it if you would just not use the term Yankee. If you must refer to my birthplace, just say I am from New Jersey.

P—Positive results.

Share with the offender what would be in it for her or him if he or she chooses to change behavior. Each of us behaves based on “what’s in it for me.” It is important that you answer this question. Change does not occur, unless there is a reason. If the individual cannot see a good reason to change behavior, the inappropriate behavior usually continues. When using this technique, do not threaten the person with company policy. (That may be needed later, if they do not stop the bad behavior.)  Rather, describe positive, interpersonal relationship results should he or she choose to change his or her behavior. Ask if she is ‘willing to work with you on this.’ Get her commitment.

Several years ago, after having taught this technique many times, I was faced with a personal situation where I had to walk my talk. A very close friend had the habit of using the term faggot often. Whenever he was referring to someone he did not like or someone who showed effeminate behavior, he would use this label. I find the term very offensive so I realized I needed to use the S.T.O.P.™ technique. Just like most people, initially I was hesitant. This individual was, and today still is, a very dear friend. I did not want to offend him or create any situation that would interfere with our friendship. He and his girlfriend were among six of us that often socialized together; my husband and I, he and his girlfriend, and another couple. Let’s call him Walter. While the six of us were enjoying a sunny and hot weekend afternoon in Phoenix at a pool party, Walter used the word. I had informed my husband earlier that if Walter used that term again, I would need to speak with him. I did not want my husband to be surprised nor caught off guard should things not go well. I waited for Walter to be in a situation where he and I could talk privately. Eventually, when he entered the kitchen to help himself to refreshments, I followed him. This technique only takes about 45 seconds. It is not intended that the offender respond at that time. What is important is that you get your points across quickly, non-judgmentally, and clearly. Here’s what happened.

“Walter, when you use the word ‘faggot’ [step one—S] I am offended and very uncomfortable in your presence [step two—T]. I would prefer that, if you must use a descriptor of this kind, you use words that are more appropriate, such as homosexual, gay, lesbian, etc. Actually, I would prefer that you not use a term at all unless you know, for a fact, that the individual happens to be GBLT and that piece of information is pertinent to the story you are sharing with us at the time [step three—O]. If you are willing to change your behavior in this way, at least in my presence, you certainly will be more welcome in our home [step four—P]. This invisible barrier that has come up between us will dissipate, and you, then, can tell your wonderful stories without any concern of offending me or anyone else in the group.”

Walter responded by not responding at all. He had a stunned look on his face. He walked away, went back outside, and dove into the backyard pool. I thought, “Oh well. No change here.” However, I was wrong.

Shortly thereafter when he and his girlfriend and the other couple went out to dinner, he shared this experience with them. It was not complimentary to me. Apparently, however, no one took his side even though I had not shared with anyone what I had done. Although they didn’t criticize him, they didn’t support the labels that he was, at least momentarily, putting on me. I learned of this interaction from one of the four other individuals.

The next several times that Walter and I were in each other’s company, I noticed that he did not use that term. I made it a point to let him know that I noticed his changed behavior and how  much I appreciated it. I did this in private. Several months later, when chatting with one of the other members of this party of friends, I was told that Walter no longer used the term in their presence either. A few years later, I was talking to another member of this group about diversity training in general. This member works for an organization that has many diversity initiatives in place and I’m always interested in learning what they are doing. Her husband works with Walter. She told me, and I later confirmed it with her husband, that indeed, Walter no longer used this term at work.

The point is this. The feedback took approximately 45 seconds. My objective was to get Walter to stop using that word, at least in my presence. I exceeded my objective and change occurred. I cannot guarantee that every time you use this process you will have similar results. However, you will never know the impact you, as one individual, can have on another individual unless you try.

Making a Difference

The best way to utilize this technique is to initially use it in a non-threatening environment. Use the S.T.O.P. ™ technique when giving feedback to a child regarding any type of inappropriate behavior. Once you have gotten comfortable with the process, then attempt it with others.

Plan what you will say ahead of time. Writing it out might be helpful so that you can focus your thoughts, stay objective, and identify options.

Be sure you’re in a private place when you walk through these steps. If the offender does become defensive or goes into denial, simply repeat the process calmly. Your last statement in the process should be… Are you willing to work with me on this?

Be sure to recognize and show appreciation for changed behavior as quickly as possible, so that the offender knows this was, and is, important to you and that you appreciate her efforts. TOC

http://www.lenoraspeaks.com/.

Related links:

The Diversity Advantage: Enhancing Inclusion in the Classroom
Incorporating Cultural Diversity in the Classroom

Kam’s Corner

Kam Williams is a syndicated film and book critic who writes for 100+ publications. He is a member of the New York Film Critics Online, the African-American Film Critics Association, and the NAACP Image Awards Nominating Committee.

American Indians:

Stereotypes & Realities

by Dr. Devon A. Mihesuah

Dr. Devon A. Mihesuah, a professor of International Cultural Understanding at the University of Kansas, who happens to be a citizen of the Choctaw Nation, and the author of over a dozen books on Indigenous history. It has been her life’s mission to set the record straight about Native Americans. In American Indians: Stereotypes & Realities she corrects 25 common mistaken notions, ranging from “Indians had no civilization until Europeans brought it to them” – to “Indians have no religion” – to “Indians are a vanished race”- to “Indians get a free ride from the government”- to “Indians have a tendency towards alcoholism”- to “Indians were conquered because they were inferior”- to “Indians have no reason to be unpatriotic.”

Consider the chapter debunking the stereotype of Indians as warlike, where the author matter-of-factly explains that they were understandably fighting “to defend their lands, sovereignty and way of life from invaders.” She goes on to point out that movies and history books have generally portrayed her people as wild savages, when it really was generals like George Washington and Andrew Jackson who were the bloodthirsty aggressors. Unfortunately, the ethnic cleansing on the part of the conquerors continues to be celebrated as great military victories instead of massacres. A precious primer on Native Americans for anyone who can handle the truth about how the West was won.

Decoding the Dragon’s Mindset

Inside China’s Destiny and Its Hint to the World

by: David W. Wang

Decoding the Dragon’s Mindset demonstrates why it is no fluke that China has flourished over the millennia for dynasty after dynasty while so many other great civilizations have declined and disappeared entirely. Unlike their verbose European counterparts, great Asian thinkers need very few words to make a sage point, so they tend to communicate in a very concise fashion.

In general, Wang observes that “most Chinese people, compared to Westerners, don’t typically talk that much.” Why not? “Because the Chinese believe quietness leads to deep and consistent thoughts and wisdom.” He adds that we now live in a stressful, electronic age of incessant “man-made noise” which makes “inner silence” all the more important.

Later, he describes the essence of the unique Chinese family system, which values collective needs and goals over individual ones. Apparently obedience to parents and respect for elders and ancestors are virtues cultivated at an early age, for without such roots children tend to grow up with no solid identity, purpose or direction.

After finishing this priceless primer, don’t be surprised if you feel tempted to adopt some of the basic tenets of Chinese philosophy for your own daily life. More importantly, you might even start to wonder why such an introduction to Asian History isn’t a mandatory part of every public school curriculum, just like European history.

Inspirational Documentary

Chronicles Success of Inner-City Chicago Prep School

Excellent – 4 Stars   * Rated PG for mature themes   * Running time: 92 minutes

Paul J. Adams, III was the principal of Providence St. Mel, a parochial school in an impoverished section of Chicago, when he was informed by the Catholic diocese of its plans to close the institution. Instead of updating his resume’ to look for a new job,  Adams started a fundraising campaign in order to be able to continue to serve the community, where most of the kids attending public schools didn’t have much of a future.

Well, he not only saved Providence St. Mel but turned it into an elite, K-12 prep school where the aim was not merely to graduate students but to send them on to college. Hiring only competent, dedicated teachers who saw their job almost as a ministry or calling,  Adams implemented a rigorous academic regimen with high expectations.

And that approach has paid off, as Providence St. Mel has achieved remarkable success, with 100% of its graduates gain admission to college for over 30 years in a row. This uplifting story is recounted in engaging detail in The Providence Effect, an inspirational documentary directed by Rollin Binzer.

The film is set mostly in and around the school, which Founder Adams runs with a combination of empathy and tough love because of gangs and other potentially attractive maladies of the ghetto waiting just outside the door. To help discourage students who might be tempted by the idea of making easy money on the street, he even rewards those who make the honor roll with stocks and bonds.

A moving bio-pic about an unsung hero with a winning formula which ought to be replicated in inner cities all across the country.

Raggedy Schools

“The Untold Truth”

by: Dr. Steve Perry

(Reviewed by Pres Edwards, TOC Publisher)

Raggedy Schools “The Untold Truth”, is a hard hitting book that exposes how the teachers unions, school officials and parents are destroying public schools. Dr. Perry is entertaining, yet passionate about reforming public education.  He examines everything from gay marriage, lazy students, teacher’s unions, parents and vouchers.

He candidly reveals the structure upon which the education system operates and gives us a glimpse of  what happens from the inside. Dr. Perry challenges kids to take a more active role in their education, and parents to become knowledgeable in the system.

This compelling young educator offers an unusual and effective way of teaching today’s youth.  He brings a unique and refreshing approach to revitalizing the education system by giving precise and direct solutions. Dr. Perry is one of the most talk about educators today, and represents  a change that has long been awaited.

Other Books Reviewed By Kam William

The mission of the Call Me MISTER (acronym for Mentors Instructing Students Toward Effective Role Models) National Initiative is to increase the pool of available teachers from a broader more diverse background particularly among the State’s lowest performing elementary schools. Student participants are largely selected from among under-served, socio-economically disadvantaged and educationally at-risk communities.

The Call Me MISTER program is contributing to the talent pool of excellent teachers by identifying and supporting students like Mr. Mark Joseph (shown here), who are literally “touching the future” by teaching children. Mark’s teaching degree was made possible through the Call Me MISTER program.

The project provides:

• Tuition assistance through Loan Forgiveness programs for admitted students pursuing approved programs of study in teacher education at participating colleges.
• An academic support system to help assure their success.
• A cohort system for social and cultural support.

“Call Me MISTER” was developed by some of our State’s visionary educational leaders who sincerely believe we can build a better tomorrow by getting you involved today.

Related Info:

Call Me Mister on Teachers Of Color

In the age of Obama, many people believe that racism is diminishing and we are ushering in a new era of change and equality.  For many, their vote for the nation’s first Black president became their contribution to eliminating racism.  Unfortunately, white liberals with this perspective believe they are exempt from having to truly confront the prevailing racist traditions and oppression that still dominate the power structure in this country. Anti-racist activist, Tim Wise, explains, “…talking about racism and then actually doing something about it are the only ways to make the subject go away. It won’t disappear just because we choose not to mention it.”

This exoneration from confronting racism regrettably plagues the students in the educational system tremendously.  The racial hierarchy plays itself out in schools where more white students succeed and students of color still struggle to find their accomplishment. The existence of this achievement gap (which is an opportunity gap, an expectation gap and teaching gap) is very real and continues to thrive.  There is an evident disconnect in schools where white female teachers dominate the teaching field and their classrooms are populated with students of color.  This division persists because of cultural ignorance, the silence of discussion and the inability to redefine the language of white middle class schooling.    Executive Director of the Center for Urban Education & Innovation, Lisa Delpit explains, “Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them.  This is a very reasonable goal for people whose children are already participants in the culture and power and who have already internalized its codes.”

“Our interactions with our students must be personalized and our teaching must be responsive to their needs.  The question becomes how does a white female teacher struggle against the standard in a quest to form authentic relationships with her students and engage in   constructive dialogue about race, culture and language?”

Andrea Hunley

Being a teacher of color to students of color poses unique challenges. The pathway to forming authentic relationships takes many twists and turns. With the start of each school year, I become more and more aware of the steps my students take to trusting me and trusting my pedagogy.

When my students of color enter the classroom and see me for the first time they experience immediate excitement. Or, as close to excited as teenagers can get.  This first phase of pseudo acceptance allows my students of color to begin forming connections- I’m young, brown-skinned, energetic, and schooled in their media and music.  For the first few weeks, I’m a cultural chameleon, my racial ambiguity allows my students of color to enter my classroom and see an ally.  This may be the first and only time that they will have a person standing in front of the classroom that looks like them- a privilege their white peers are afforded every day.  Upon entering my room, my students of color can let down the wall they have had to build while being instructed by teachers who – intentionally or not – exude white privilege.  They can drop their defensive baggage at the door and come ready to focus on learning. My students of color quickly realize that in me, they have found not only an ally, but an equalizer, a teacher who holds them to the same high standards as their white peers. I refuse to perpetuate institutionalized racism by masking lowered standards as accommodations.  My classroom is a safe place to excel and there is no excuse not to.

Enter the second phase: resistance.  While my privileged students welcome my high standards, my students from traditionally underrepresented groups feel as though I am being hard on them.  These students have become accustomed to the reduced expectations they have received from their peers and past teachers. They become combative because they feel I have betrayed the nonexistent agreement that they deserve special treatment.  This is where I get frustrated with their uninformed white teachers of the past.  Their teachers who offer pity disguised as empathy and attempt to overcompensate for their perceived lack of connection by lowering their standards under the guise of differentiating instruction.  This is where I get frustrated with my students’ well-intentioned, former teachers who attempt to connect, but instead cripple. I cringe as these teachers pat themselves on the back for opening minds, but in reality have done nothing short of impose their middle class values and belief systems on a captive audience.  My students, especially my students of color, then come to me thinking I’m being unfair, unjust, pushing them because I have some hidden agenda to prove that education is power. I am simply demanding the same high expectations and high standards for all of my students.

Many of my students have become quite adept at playing the victim.  They see themselves as victims of society, victims of the system.  In many ways, they are right.  We are failing our students.  The research shows that black and Latino students are more likely to be referred to special education than their white counterparts.  Herein lies our most egregious failure: allowing students of color to believe that they somehow deserve special treatment.  I attempt to break this mentality by holding a mirror up to my students and telling them to stop looking around for someone to blame. This cannot be done in a 10-minute mini-lesson.  Day in and day out I model taking responsibility for my own successes and failures- teaching how controllable actions dictate one’s path.  I share anecdotes of my own struggle with cultural identity, opening up conversations about blurring racial lines and shattering stereotypes.  I demonstrate how adversity is not unique to teens and that we must focus only on what we can control.

As the weeks wear on, my students begin the transition to trusting me, and once they come to this realization they move into the third phase: acceptance. It is only when we reach this point that we are able to form authentic relationships and thereby increase learning and achievement.

Stacy Endman

My students often tell me: “You’re not white.  You’re Jewish.”  As if there is a glaring distinction between the two.  I’ve often wondered why they’ve taken the time to point this out to me.  At first, I was convinced it was because of the region of my school.  The Westside of Indianapolis isn’t necessarily the center of the Midwest Jewish population.  I thought, “Certainly, my students had to be telling me because I was the only Jew to have come into their lives—and my ‘Jewishness’ qualified me for non-white status.”

However, after a few years of examining this quandary, I’ve come to understand that my students’ perception relates to educational-theorist Paulo Freire’s subversion of the traditional educational system. Freire states “Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.”  In order for our oppressed students to experience humanization, the educator must instill trust in her students and call upon their creative voice and unique perspective in the classroom.  This dissolve of traditional teacher-student relationships lets students know their humanity is treasured and they need to stand up against discrimination and all systems of oppression. I make it very clear to my students that institutionalized racism pollutes their high school institution.  It is hidden in the curriculum, dominating the design of classroom compositions, ensuring who goes on and who drops out.  It is my goal to be very deliberate about the inequities that plague their lives.  Current research indicates that only 50 % of all black students are expected to graduate from high school.  These numbers are no accident.  The system does not work in their favor.  I think it is through this transparency and authentic interaction that the students come to see me as an ally.  There are so many teachers who choose not venture into the murky waters of discussing race.  It has become somewhat poetic to adopt a color-blind mentality in the classroom.  Teachers believe they are servicing students by treating them all the same.  Our students come to us with a different history and different needs.  It is an absolute disservice to dismiss race as a crucial factor in our interaction with them.  Anti-racist activist Tim Wise explains, “It is white denial, as much as anything, which has allowed racial inequity to persist for so long.”  See, it’s so much easier not to talk about race.  The topic is too confusing, too controversial or too uncomfortable.  So the obvious solution is not to talk about it all!  And students, who often want nothing more than to use the academic forum to deconstruct their notions about race, are silenced and taught that it’s not a polite subject.

When I began teaching an AP English Language class, I decided to design a unit around the social construct of race.  I found out quickly, in my predominately white AP class, that most students were irate when I explained to them the extent and advantage of their white privilege.  Many of my white students turned on me quickly, defining my passion for anti-racism as a defect in my character.  I knew that I couldn’t completely change their minds, but I also knew a few seeds were planted.

My quest to raise racial consciousness in my classroom, however, is my duty as a teacher.   This does not mean that my students of color flock to me and adore me.  My relationships with them can often be treacherous.  I look like the women who have crippled them, who have patronized them and who have stunted their educational path.  I have seen and heard of incidents where teachers have lowered their expectations for their students of color, adopt an attitude of pity and accept mediocrity.   I choose, very deliberately, to challenge them and to not always “play nice.”  Sometimes they get it, and sometimes there is a lot of resistance to my actions.  I have been labeled “mean” or “difficult” because of my quest to dare my students to achieve more.  My classroom can often be an uncomfortable space.  Yet, I think we’ve played nice for too long in school.  Doubt and uneasiness are areas of strength where new insight can be achieved and original understandings are articulated to welcome true justice.  My favorite poet, Anis Mojgani, elegantly explains in his poem Shake the Dust, “Do not settle for letting these waves settle.”  The pursuit of equity in the classroom is never easy and it is never over.

Martha Sacks

The majority of my students are Latino.  Initially, I am confronted with some resistance from my students.  They tend to quickly pigeonhole me as simply “a white teacher,” as someone who dismisses their experiences and is therefore ignorant to their daily challenges.  This is not to mean in any way that they are disrespectful, but rather just guarded towards me.  Like most students in the first few weeks of school, they test me to discover how much I really care about them not just as my students, but as individuals.  However, as the semester rolls on, the students begin to warm to me and eventually greet me with a reciprocal relationship of authentic understanding.  Reaching this level of understanding requires time.  Just because I am a white teacher does not mean I am not genuinely empathetic to their challenges as minorities.  I share my own experiences as a religious minority.  I tell stories of challenges I faced in high school, how I was treated poorly for being a minority too, and how I dealt (or in some cases, didn’t deal) with the adversity.  It does, however, mean that I cannot fully understand their experiences as racial minorities.  My “minority-ness” is something I can hide, which is in some ways a privilege.  I am able to determine when I share the fact that I am not always part of the majority group.  My cultural identifier is a choice.  Regardless of the choice, I can appreciate my students’ experiences and we share those experiences and find that common ground.

I allow conversations about diversity to occur in my classroom as needed, as teachable moments, and equally importantly, I model how to address intolerance now as an adult and in current situations.  For example, last year a video segment was shown on our school’s closed-circuit television station that interviewed some of our English language learners talking about various topics: how our English as a New Language (ENL) Club prepares students for college and what the students’ viewpoints were about immigration.  In some of my students’ classes, slurs were made about these interviewed students as the segment aired.  Comments such as, “She can’t even speak English – how is she ever going to go to college?” and “We don’t want you here.  Go back to where you came from” were stated.  Unfortunately, the teachers in these classrooms did not address the situation.  This lack of action sent the message to my students that 1) the teachers agreed with the racial comments and/or 2) the teachers didn’t care enough about the ENL students to even address the situation.

I initially told my students that I didn’t think either of these options were actually the truth.  I said that I believed the teachers simply did not know how to address the predicament, thus sending the message through their silence and lack of action that they agreed with the statements.  Although my students understood it on an intellectual level, I don’t think they truly believed it.  This being the case, I called for one of our Assistant Principals to come to the class to speak to the students about the situation.  I modeled for my students the importance of having a voice when they are faced with adversity.  If we don’t speak up, and inform others of acts of injustice, then we can’t expect others to change their behavior.  We are then simply perpetuating the situation.  The Assistant Principal listened to their concerns and validated their emotions.  More importantly, it made her even more aware of the need for cultural competency training among our staff.  She shared the situation with the administrative team in our school and a seed was planted.  This example of intolerance contributed to laying the groundwork for the implementation of cultural responsivity training for our staff, which is an initiative on which we are working more diligently this year than in years past.

In hindsight, I realize that though extremely well-intentioned, I actually defended my colleagues’ lack of responses and gave them the benefit of the doubt by saying they did not know what to do.  While it may not initially seem like a destructive action, what I really did was ask my students to act more as the adults in the situation than the actual adults simply to expedite the resolution.  Isn’t it odd that I have more faith in my students to address situations of intolerance simply because they have more experience with it than adults?  My statement in reality perpetuated the exact situation I am trying to diminish.  We need to encourage and teach adults how to address acts of intolerance and conduct appropriate conversations about race.  Why should children have to suffer because adults are not expeditious in addressing these types of acts?

Students need to have their voices and their experiences heard and validated.  These are the incidents that define us as young adults and help to shape who we are.  Students need to feel safe in confronting such issues.  Adults and students alike need the guidance and the tools in conducting these difficult conversations.  Just because I am a white teacher does not mean I am unable to provide that support to my students or to my colleagues.  TOC

Related Links

Creating School Diversity

Achieving Cultural Diversity

Incorporating Cultural Diversity in the Classroom

By: Gerald Denman

Throughout the state of Washington, educators are deeply concerned with the challenge of building a culturally responsive learning environment in their schools.  The Puyallup School District, through a consistent and systematic approach, has become a leader in this regard.

The Office of Diversity Affairs (ODA) continues to uphold the precept that as the dynamics of the district change, so must the systems and facilities that are available to develop its human capital. Over the past 10 years, the district has evolved in the areas of socioeconomic need, ethnic and cultural need, special education need, and group dynamics that had an impact on student achievement.  In response to these changes, the ODA, along with talented staff and incredible volunteers, are continuing to implement effective programs with notable results.

The Principles of the Office of Diversity Affairs

The principles of the ODA are grounded in part by its mission statement: “Building a culturally responsive learning community.” To honor and ensure its mission, the ODA maintains a dynamic system of accountability and responsiveness to all groups within the district and its surrounding community.  This is reinforced by supporting a number of critical foundations within the department.

One of these foundations is the establishment of committees such as the Diversity Committees, School Site Level Equity and Resolution Council, and Site Level ODA representatives within each building.  Other districtwide committees include the Ethnic Minority Parent Community Council and the Peer Support Network Committee.  These teams ensure continual communication within the district while providing timely response and support for annual projects.

Another key area of responsibility is the monitoring of multicultural-infused curriculum.  The Puyallup School District promotes the inclusion of the 21st century culturally based novels, as well as Respecting Ethnic And Cultural Heritage (REACH) Read Aloud within its K-12 classrooms.  The ODA helps to guide this process, as well as act as a resource, for teachers and administrators.

A third component of the department is to assist the Human Resources Department in the recruitment and retention of quality educators.

Finally, the department maintains vital community outreach programs and partnerships with private and public organizations that support student achievement. All four grounding structures are fundamental to the district’s marked progress in closing the achievement gap through culturally responsive initiatives.

After seven years of existence, the ODA remains committed to strategically refining its functions as a resource for proactive intervention, presenters of information about culture and race, and training and development of culturally responsive staff and community members; an ombudsperson for families, staff, community, and diverse stakeholders; a facilitator for committee meetings and disputes resolutions; and a monitor for accountability.

I consider the Office of Diversity Affairs’ greatest success has been the increased awareness of diversity that has been fostered throughout the district.  I believe we are uncovering the blinders that have held us back from serving all of our families equally. As a direct response to the concerns of our stakeholders, systems and policies related to athletics, extracurricular activities, special education, and harassment, as well as curricular biases, are more closely scrutinized.  Such practices, along with the continued commitment of educators and community support, make the Puyallup School District a catalyst for change in the state of Washington and around the nation. TOC

Related Links

Achieving Cultural Diversity

Incorporating Cultural Diversity in the Classroom

Job Search on Teachers of Color

iversity, Teaching jobs, Schools, classroom, Special Education, Teacher Diversity, inclusion, Culturally Responsive, language, Culture Race,

How to Get the Teaching Job You Want
job opportunity + job interview = job offer

By  Leslie McCracken

With Today’s economy under such vacillating turmoil, job searching is something that relegates a keen sense of preparation. The fact that there are more candidates than jobs makes it imperative to be competitive in a talent pool that is rich, if not saturated. To stay on top of the competitive pile, it is necessary to mitigate all obstacles that can potentially keep you from landing the perfect job. By constantly polishing your skills and learning how to present yourself as a key value add to your industry, you invariably increase your chances of landing on your feet in the midst of a volatile employment climate.

Making a living is important. Through preparation, presentation and follow up, you can increase your overall job prospects and land your perfect job in the midst of a tumultuous economy. In short, plan your work and then work your plan.

Picking the right fit: Doing your Due Diligence

To know if the company you are seeking employment with is the right fit for you, do your homework. Information gathering is a necessary precursor to establishing a long lasting and concrete relationship between you and your future employer.

Here are some methods to consider to help you get a better understanding of two things—the position they seek to fill and an overall snapshot of the hiring organization.

Review the potential job’s academic profile and website. Research who they are, how long they have been in business and whether, or not they have any noteworthy accomplishments in the recent past. By knowing a little about the company (and if possible the individuals you will be working with) prior to your interview, you give them a reason to recognize that you are a strong candidate and thorough in your preliminary investigative skills.

What direction are they going? Does the school talk about increasing its visibility through technology or community activities, etc.? If so, you may be in a position to platform certain skills that assist them in their overall growth process, thus enhancing your prospect desirability.

Assess your skills. It is of great benefit to you to ensure that you are aware of what talents you have and whether, or not they will translate well into the position that you are applying for. There is nothing worse than being on an interview for a position that seeks a skill set or talent for which you are ill prepared.

Understand the Scope of Work—essentially you must know your audience and cater to their needs.  If a position becomes available that you are interested in applying to, and it requires special skills and training, it’s important to know this before applying for the position. This saves time on both ends. Understand your range, and work within it.

Talent Assessment: Know yourself and what skills you bring to the table

Hard Skills

• Education – Training and certifications. Remember, knowledge increases your overall value.
• Strategic Agility – This skill anticipates and adapts to future trends, and leverages resources to maximize organization effectiveness.
• Computer Savvy
• Time management – This skill is maximized by learning how to manage competing priorities.
• Integrating new concepts.
• Conflict management - In a teaching environment, conflict is inevitable. The way in which it is mitigated is crucial to your overall value to the organization.
• Driving performance – Maintain the ability to produce consistent performance from your students by remaining creative, engaging and pliable.

Soft Skills

• Interpersonal Savvy – Builds collaborative, constructive and effective relationships; uses diplomacy and tact.
• Organizational agility – Ability to utilize formal channels and informal networks to get things done, anticipates needs of colleagues and students.
• Result orientation – Proactive, balancing competing priorities, accountability.
• Communication – Fosters growth by actively listening, respectively encourages communication, and delivers oral and written communications with clarity.
• Values – Acts with integrity and is trustworthy.
• Passion, enthusiasm, confidence, purpose and flexibility

Resume and Cover Letter: Putting your best on paper

A resume is an overview of your professional skill set, and is, in fact, a marketing tool to sell yourself as a capable and desired professional. With this in mind, consider how you want your resume to be read. As you check out jobs, consider which area is of most interest to you. Go back, look over your resume and decide if your resume puts you in the best light for the type of job that you are applying for.

A strong, well-written cover letter (although not mandatory) does help. The purpose of the cover letter is to introduce yourself and your interest in the role you are applying for. It provides a broad stroke of your teaching objectives, skill level and professional interests. Avoid stating inflated opinions of yourself; instead stick to the facts. Keep it concise and to the point and try not to be redundant (remember, your resume will be attached, which will provide the greater details of your skill set). It’s alright to reveal a bit of personality in your cover letter, but keep it professional. Avoid fancy fonts and graphics, which can be distracting. Make sure to include current contact information.

Proper Interview and business place attire: Looking the part

Interviews are set to establish your level of aptitude and fit for a position, so be prepared and be on time. When it comes to an interview and making a strong first impression, being on time means arriving at least 15 minutes early.

Be professional. Suits are always a safe bet. Women who choose to wear a skirt should also wear stockings. Stick to traditional colors such as navy, black, brown, beige, gray (preferably charcoal) taupe, and maroon (women only).

Interview: Thinking on your feet – What to be prepared for

On the surface, most interviews are established to see if you are qualified for the role that they are seeking to fill. However, there is an underlying objective besides your skill set that is being evaluated: that is how well you will integrate into the culture or environment (i.e., are you a team player)? This being said, understanding the nature of the questions being posed by the interviewer is key.

Power questions for your interviewer: Things you need to know to better asses your fit

Are you open to new ideas within the classroom? If so, how does one go about plat forming them?

Are you supportive of those pursuing educational goals outside of work? If so, is their a program in place that I can gain information and support from?

What is the school’s policy towards faculty resources and/or training opportunities for students and staff?

What percentage of this role is administrative?

Closing the Deal: Negotiating strategies

Save questions about salary and benefits until candidacy interest has been solidified.

If you are the candidate they seek, they will take the time to bring you up to speed on the comprehensive compensation package.

It is always a nice touch to thank your interviewer for the opportunity to meet with them, and considering you for the position. There are a few ways to do this. The standard way is to place a Thank you card or letter in the mail no less than 24 hours after the meeting. It is also acceptable to send a Thank you email as well. Make sure to include something you learned in the interview, something you liked about the position, and lastly (but most importantly), something that will remind them of why you are the best candidate for the job.

Final Tips

With preparation, diligence and through canvassing of job prospects, your dream job is not elusive. Networking is also a wonderful way to utilize the abundant resources available, and help you to stay on top of the job market. Finally, take the time to take a strength finder test to assess your skills. Above all, be confident and do NOT give up. Your perfect teaching job is just around the corner. TOC

Related information:

Find A School District Committed to Diversity

Special Education Teachers in Demand

If you’ve ever seen him on CNN, listened to him on talk radio, or read any of his tweets on Twitter, then you’ve already gotten a glimpse of how Dr. Perry pushes the envelope. Whether it’s about teachers unions, the failing school systems, or his ideas on modern education and exploring the universe, he’s been know to ruffle a few feathers and get your attention.

Teachers of Color: Could tell our readers a little bit about your background, and why you decided to start Capital Preparatory Magnet School?

Dr. Perry: I was called to do it.  I have seen first hand how education can change a person’s life and I want to use it as a tool to change people’s lives. We opened a school that is essentially a social service agency that delivers education. 

Teachers of Color: How was the Capital Prep Magnet School founded and why was it founded?

Dr. Perry: It was part of a desegregation case, but I had been looking to start a school for a couple of years. I was tired of seeing our children languishing in raggedy schools, so we started a school.

Teachers of Color: How do you measure success at your school?

Dr. Perry: Our success is measured by whether our kids get into college. Also, the way kids feel about education is very important to us.  The fact that they learn to love education and they learn to love themselves.

Teachers of Color: How do you select the students for enrollment at Capital Prep?

Dr. Perry: It’s by lottery. Many people think we just go out and select the cream of the crop. We don’t. We can’t. We get over 2,000 applications every year from kids who live in some of the worst neighborhoods in the state. In the country. That’s the pool we select from. We take kids as they are and where they are, and we turn them into what we believe they should be.

Teachers of Color: What are some of the issues you find yourself dealing with in running a school?

Dr. Perry: The primary issue is making a modern educational experience that has extended days and is year round. And, of course the ‘old school’ union.

Teachers of Color: You’ve often said the Teacher’s Union is the biggest challenge. Why is that, and do you think a new teacher should consider joining the union?

Dr. Perry: I think if you love children and you love education, you can’t join a teachers union because they are working literally against our children and our families and our communities.  Specifically, they fight every single form of school reform that there is.

Teachers of Color: What do you think is wrong with teacher unions? What do you say to our readers who support the ideology of unions?

Dr. Perry: What teacher unions do is guarantee people jobs regardless of what their actual contributions to the profession are. Young educators in training are going to lose their jobs to those teachers with tenure, or because their schools are failing and closes down.

Teachers of Color: How does that differ from your school and those who share your philosophy? How should it (the system) be?

Dr. Perry: How it should be is simply this.  It should be fully in vouchers.  I believe that we as a nation believe in vouchers.  We just don’t realize that always.

We believe in Section 8 which is a voucher.  We believe in food stamps which is a voucher.  Medicaid, Medicare both vouchers. Most importantly, as it relates to education, we believe in federal student financial aid which is what? A voucher.  A Pell Grant is a voucher.  It’s a federal voucher.

It says we will pay for your education up to  a specified amount. Based on your income. They will give you federal student financial aid.  This is expected for public and private schools.  So, I fully believe that our schools should be on a voucher system. But, the teachers unions are dead set against it even though every single parent in America wants to have the choice of where to send their child to school.

Teachers of Color: Right, but (Dr. Perry continues to say…)

Dr. Perry: Listen, there are some children, for instance, who don’t want to sit in a regular classroom.  They’re just not built for that. My thought is, if we had vouchers, that would allow them to learn in different schools throughout the country. In other communities.  What if it were a network of explorer schools throughout the country where the children could visit?  They could go from Harvard to New Haven, or from New Haven to Bridgeport, or from Bridgeport to New York City, right?  Trained, caring teachers would be with them, right.  What if we put them in a van that would take them somewhere outside of their community to learn.  Imagine how fired up those kids would be.

Teachers of Color: Great point.

Dr. Perry: That’s what you do with access to new schools.

Teachers of Color: I would like to have you talk a little bit about what you look for in teachers.  What are your expectations of the teachers you hired at Capital Prep?

Dr. Perry: Passion, and a love for kids.  I want to hear them use words like love.  I want to hear that their hobbies are doing things with kids.  That’s what I want to hear.

Teachers of Color: What about their background? What do you look for?

Dr. Perry: I don’t care what color they are. I don’t care what community they come from. I realized when I started this school that I needed to get good teachers regardless of their hue.  Everybody needs to understand that we owe it to our children to put the best teachers in front of them.

Teachers of Color: In looking back over the years, what have you found to have been Capital Prep’s teachers most successful traits and skills?

Dr. Perry: Determination and a true sense of competitiveness. A teacher who wants to do better and improve in every way.

Teachers of Color: Many of our readers are young, enthusiastic educators who are going into our communities to work in schools with high teacher turnover, and a high teacher burn out rate.  What can they do to keep this passion you speak of, and what can they do to continue to want to go out and make an impact and make a difference?

Dr. Perry: They need to work in a school that values excellence.  One of the reasons why teachers burn out is because they feel like they are the only ones pushing this big ball up the hill.  They must find a school that speaks to their heart.  They must find a school where the people want to be winners and where winning means doing whatever they have to.

Hey, if that school is a technical high school, then they better know how to build a building better than any human being on earth.  If that school is science high school, they better know more about science than any human beings on earth.  The school had better be the best or working toward being the best in the world at what they do.  And if that teacher is passionate, really passionate, they’ll make it.

Teachers of Color: Thank you Dr. Perry for your time and advice to our readers. TOC

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