Transcript Minority Serving Institutions and Their Contribution to

Calling All School Leaders!
Reducing Disproportionality
through Culturally Responsive
Leadership (CRL)
Lisa Maria Grillo
Tracy D. Dace
University of New Mexico - Albuquerque, NM
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Presentation Agenda
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Introductions
Overview of Session and Significance
Core Principals of CRL
Creating a CRL Climate to Reduce
Disproportionality
Case Study and Discussion
Question and Answer
Summary
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Outcomes
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Participants will gain knowledge of the core
principles of CRL
Participants will engage in a research-focused
discussion of ways to implement CRL in an
effort to reduce disproportionality
Participants will receive clear examples of
CRL strategies to address disproportionality
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Significance of the Session
Significant
increase of school-aged
culturally, linguistically diverse
children
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What is
Culturally Responsive Leadership?
Definition:
Culturally responsive leadership involves a
set of leadership behaviors that
demonstrate knowledge, understanding,
affirmation, and appreciation of the
various characteristics of a particular
cultural community.
Grillo and Dace, 2005
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Culturally Responsive Leadership
Culturally responsive leadership is
one of the most important roles for
contemporary school leaders.
Juettner, 2003
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CRL Core Principles
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Sensitivity to cultural nuances in
communication
Deliberate and sequential processes
Appreciation of one’s own cultural
biases
Cultural responsiveness in education
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CRL Core Principles
Students are impacted by how school
leaders respond to hierarchical
systems.
(Klingner, et al. 2005)
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CRL Core Principles
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Principal’s values and leadership style
shape the school’s climate for learning
and achievement.
School leaders have to address the
cultural issues within the school
context and external entities, such as
school district and government
agencies.
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Foundational Knowledge
Cultural
Racism
superiority (White Supremacy)
Dominant
cultural values (Individualism,
Achievement, Property, Materialism)
Segregation/Integration
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Creating a CRL Climate
Deconstructing
and recreating the
current value system pertaining to
low achieving students
Which values inhibit progress?
Which values facilitate success?
Revisiting
mission and value statements
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The Medical Model
Searches
for, diagnoses, labels, and
prescribes treatment for problems.
The
value of Deficiency-- looks for
deficits in children who need “fixing.”
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Affirmative Values
Every
student is intelligent, able to
learn, and worthy of success
As a school, we promote for every
child:
Excellence
Achievement
Collaboration
Inclusiveness
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Organizational Climate
Chance and Chance (2002)
Milieu
Ecology
Climate
Organization
Culture
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Teachers
Milieu
are culturally-competent
Parents are invited and encouraged to
participate
Focus on parental goals
Community response to support students
Students are constantly affirmed and
reminded of their worth
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Ecology
Classrooms/Learning space
Access to technology
Assistive technology
Visual aids and other devices to
accommodate various learning styles
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Organization
Communication
is culturally-responsive,
channels and networks are clearly defined,
accessible, and effective
Culturally-responsive school-level policies
Replacing
traditional suspension policies with
school-based interventions that focus on
support, counseling, and rehabilitation.
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Authentic
Culture
multicultural curriculum
(Beyond Heroes and Holidays!)
Culture is affirmed, embraced, and
included.
Culture is one which fosters
achievement for ALL students.
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Case Study and Discussion
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Case study on culturally responsive
leadership
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Divide into small groups
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Large group processing
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Contact Information
Lisa Maria Grillo
Assistant Professor
Department of
Educational Leadership
University of New Mexico
(505) 277-4387 (office)
[email protected]
Tracy Dace
Special Education
Doctoral Student
University of New Mexico
(505) 248-1906 (home)
[email protected]
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