Proposition 5: Teachers are Members of Learning Communities.
Rationale:
When a teacher considers it their job to inspire others to learn, they must by default, continue learning as part of their practice as well.Being a member of a learning community, means taking responsibility for one’s own professional growth and development. This includes participating in a variety of projects or taskforces that enable an environment where each member is responsible for their development as well as encouraging others to develop their own professional career.
One such example of a project is participation as the chair of the Cultural Competency Natural Work Group.As the chair person the educational leader must supervise, and manage resources, membership, projects, trainings and curriculum developed by the team.Additional experience in collaboration of other agencies and groups allows for the leader to strengthen ties between their entity and others in the community that share the same focus.Making efforts to join together agencies in one focal point, as well as, meeting the ever hanging need for topic sensitive trainings on diversity, certainly allowed the chairperson to think outside the constraints of traditional professional development and collaboration.
Another example of contributing to a learning community is active participation on the Diversity Council in Pottstown School District.This opportunity allowed the educator to become familiar with efforts done in the district to embrace and enhance cultural awareness.Living in a country so rich in diversity, it is truly paramount to ensure that educators throughout the region become familiar with resources, trainings and curriculum that follow the same standard of excellence that the diversity council has charged the schools to follow through.Being a member on the team required time committed to investigating resources and modules, along with creating a strategic plan for the district to follow in order to incorporate best practices in Diversity education.
Cooperative Extension
Proposal and Work Plan for State Programs
This Proposal and Work Plan will be used for the formal state buy-in to programs and for program implementation. It is primarily intended for YOUR use to ensure you’ve thought through your state program and that necessary pieces are in place to make it happen. It should clearly communicate to others your intent and what they can expect. Provide adequate detail to each component listed below. Use as much space as needed.An annotated version of this proposal is available on the Proposal Prep SharePoint site, at http://sharepoint.ag.psu.edu/coext/ProposalPrep/
The Proposal and Work Plan for State Programs has two parts.
Part I is due June 15, 2009.
Part I & II together are due October 1, 2009.Please submit to your State Program Leader.
PART I:Due June 15, 2009. Send to State Program Leader.
*Items for Statewide catalog listing.
*1.Title ofProposed Statewide Program:
Diversity…Is Simply Difference
2.Situation Statement of Need:
The cultural landscape of American society has been changing drastically in the last 30 years and will continue to change. The U.S. Census Bureau predicts that before mid-century no racial/ethnic group in the U.S. will be in the majority. The Hispanic/Latino, Asian American, and African American populations are increasing at rates faster than the Caucasian population.
The changes in the diversity of our society extend beyond race and ethnicity. The average age of the U.S. citizen is increasing; alternative family structures are becoming more commonplace; there is a growing gap between the rich and the poor; gay, lesbian, bisexual, and transgendered people are choosing to be open in their communities and workplaces; people with physical and mental challenges more actively seek to become contributing members of society; and there are a growing number of people whose religious beliefs do not fall under the Christian umbrella.
The result is clear: our social institutions, including the Cooperative Extension System, will need to change in order to effectively serve the diversity of communities and families across this nation. The demographic changes of the U.S. population today require that Cooperative Extension extend its reach to an increasingly diverse audience. If Cooperative Extension is to remain a viable organization and stay true to its mission of using its expertise to meet the public needs at the local level, we must develop the skills and abilities to work effectively with both our traditional audiences and an increasingly different population.
*3.Primary Audience/Stakeholder/Target Audience:
Increased cultural competence will help the following target audiences interact with and serve their clientele more effectively as that clientele becomes increasingly diverse.
4-H Teen Leaders
4-H Volunteer Leaders
Extension Educators
Potential future audiences may include: lay persons and professions in community organizations, social, civic, and fraternal groups from the local community across the life span.
4.Expected Impacts:
As a result of this proposed program:
Participants will be more sensitive to cultural differences and “tolerant” of others.
Participants will increase their personal comfort level when interacting with someone from a different background.
Pennsylvania Cooperative Extension will reach and serve diverse audiences with educational programs that are relevant and meaningful to their needs.
5.Educational Objectives:
As a result of the program, participants will:
Demonstrate increased awareness of the changing demographics nationally, statewide, and within one’s own particular county.
Demonstrate increased understanding of the concept of culture and how one’s cultural background influences one’s attitudes, behaviors, and relationships with others.
Be able to distinguish between fact and stereotype.
Understand the world from other’s/alternative points of view.
Make a commitment to engage in an activity/learning experience that will increase one’s understanding of diversity. Share the learning gained with a partner within 2 months of completing the program.
Apply new knowledge in the development of new extension programs, the adaptation of an existing program, or in the delivery of existing programs.
Teach others about cultural differences.
6.Public Value of the Program:
This program will help participants to function more effectively in our increasingly diverse society and prepare our educators, volunteers, youth, and citizens to be more competitive in a global environment.
*7.Brief Description of the Program
This program will provide one umbrella module on diversity as a concept. Additional modules will focus on various dimensions of diversity and provide activities that can be used to reinforce the concepts being taught. A series of modules are planned so leaders may select and chose the modules that are most appropriate for the audience being addressed.Three workshops will be developed around socio-economic status, and rankism.
Additionally, this program will provide one all-day workshop specifically aimed to educate extension educators from all over the state on different dimensions of diversity and its current trends.The professional development workshops that will provide researched based information that will affect how educators connect and understand their community as a whole.“Diversity Days” will happen once a year, and will give 2 consecutive workshops that are topics of interest and need based on annual surveys sent out to educators. Some topics to be considered for next year are around the following issues:
Working with Special Needs Audiences and their families
LGBTQ audiences
Socio-economic differences and how they affect general programming
.
8.Research or Evidence-Based Sources that Undergird the Program:
Based on a review of 20 empirical studies (many of them unpublished dissertations), Bezrukova and Jehn (2001) concluded that such [diversity] training can result in meaningful intercultural understanding, attitudes change and even behavioral change. (Bezrukova, K., & Jehn, K. A. 2001, p. 822) cited in
Susan E. Jackon, s. E. , Joshi, A., and Erhardt, N. L. (2003). Recent Research on Team and Organizational Diversity: SWOT Analysis and Implicaitons. Journal of Management, 29, 801.
*9.Proposed Statewide Delivery Options and Buy-in Needed for Each Option:
A pre-packaged workshop module will be delivered by the program team at a variety of on-going professional development venues.
Delivery to other audiences and as a Train-the-Trainer package for other extension educators will be dependent upon State Program Leader vision and approval. This will be determined in the future.
The Diversity Days program will be presented to extension educators once a year
10.Curriculum Needed:
Main “umbrella” module will include An Overview of Diversity Awareness with activities stemming from
Diversity Activities for Youth and Adults, More Diversity Activities for Youth and Adults and Diversity Discussion Starters and Proverbs, promoting Understanding across Generations and Cultures.
Additional resources will be presented based on curriculum already established as 4-H national and state level projects.Items such as :
Diversity Jeopardy
Guide to Exploring African Culture
Que Rico La Cultura
A Guide to Generations
Helping Youth with Autism Be Successful in Your Group, 4-H Club, or Camp
Generation Celebration
Exploring Clothes from Cultures Around the World
Let’s Get Real
List of books that focus on individual dimensions of diversity
List of web sites that provide diversity resources and educational materials
New Materials/Resources:
Create a series of video clips to supplement the workshop curriculum.
Other possibilities include the creation of podcasts on modules in the curriculum.
The team will search for additional diversity materials that are being used in other land/grant universities or that have been developed by other sources. These materials can be added to the planned module and may be used to develop additional modules.
A goal will be to have a draft version of the program ready to test at Spring Statewide In-service 2010. Video clips will not be available at that time. Additional modules and accompanying materials will be developed during the 2010-2011 year.
15.Budget Projection:
Currently, our team has been asked to focus our delivery to 4-H youth, 4-H Volunteer Leaders, and Extension Educators. Therefore, no registration fees are planned. We hope to use currently existing publications and materials that are available on line. Funds will be needed to create video clips. Additionally, funds may be needed to purchase existing curriculum from other sources, to support travel costs for team members to conduct training programs, duplication and material costs. Grant funding will be pursued.
A fee of 25.00 will be charged to outside organizations to cover cost of supplies.Each participant will receive a copy of all curriculum used and resources that will assist them in continuing to use the program in their sites.
16.Which issues does this program address?:
Please check.
Science, Engineering and Technology
Policy Education and Development
X
Positive Youth Development
Energy
X
Citizenship
Agricultural Profitability & Sustainability
Healthy Living
Entrepreneurship and Value-Added Agriculture
Leadership
Agriculture and Food Biosecurity
X
Volunteerism
Animal Health
Family Well-Being
Pest and Disease Management
Food Safety
Pollution Prevention and Mitigation
Human Health and Safety
Sustainable Land Uses
X
Citizen Engagement
Sustainable Natural Resources
Development of Skilled Workforce
X
Metropolitan Issues
X
Development of Strong Communities
X
International
Economic Development
X
Diversity
Submit Part I & Part II together to your State Program Leader by October 1st; and also post a copy to your team’s SharePoint site so you can modify and update, as appropriate, through the year.
PART II:Due October 1, 2009. Send to State Program Leader.
A. Implementation Details Needed by Your Team:
17.Timeline:
July-August-seek out first training for outside organization, Collect and present data at 30 and 60 days following training
Sept-review marketing initiatives, begin to collect information for Diversity Calendar
Oct-Nov. Develop Diversity Day.
Dec. review data collected by survey and create a graph tool
Feb. 2011-Begin initiative to collaborate with the Better Kid Care work group on presenting training to them. Touch base with Diversity Council to discuss additional collaboration efforts
Feb. March 2011- finish developing and deliver new program on Socioeconomics
April-May 2011- discuss possibility of VTC programfor Rankism for June, July, Develop resource site, publication for resources available on diversity issues
June 2010- Review and submit new program proposal, Review data from past year
18.Budget & Fiscal Management Summary:(please answer the following questions)
The State Program Team planning to will be conducting programs on a Cost-Recovery basis.Additionally, the State Program Team planning to conduct programs on a Revenue Enhancement basis as well.The money that is generated by revenue enhancement will be used to buy additional curriculum, and send team members to conferences and trainings on Diversity.Additionally, this funds will be allocated for printing costs of resources, travel costs, and the production of the toolkit at presentations.
A fee of 25.00 will be charged to outside organizations to cover cost of supplies.Each participant will receive a copy of all curriculum used and resources that will assist them in continuing to use the program in their sites.
19.Staff Development/In-service Plan:
Additionally, this program will provide two all-day workshops specifically aimed to educateextension educators from all over the state on different dimensions of diversity and its current trends.The professional development workshops that will provide researched based information that will affect how educators connect and understand their community as a whole.“Diversity Days” will happen once a year, , and will give 2 consecutive workshops that are topics of interest and need based on annual surveys sent out to educators. Some topics to be considered for next year are around the following issues:
Working with Special Needs Audiences and their families
LGBTQ audiences
Socio-economic differences and how they affect general programming
The group will additionally develop a possible training to be done during JCEP meetings/ conferences, as well as, Yearly in-services within outreach.
20.Evaluation Strategy Summary:
The state program has begun work of evaluations for before and after workshops.Currently, the group has an evaluation that is filled out by educators and agencies during diversity trainings, to identify the needs of areas of diversity that are not being covered at the present time.This evaluation piece will allow the team to focus efforts on adding additional resources and trainings/workshops in the next 18-24 months.This evaluation will additionally allow the group to seek out the opinion of already identified stakeholders.
The State Program Team does have an evaluation strategy for the program.
The team does have common evaluation methods and instruments for the program.
The team does have a clear idea of what you will do with the evaluation data.
21.What other Natural Work Group(s) is this program connected to?
Please check all that apply.
X
4-H and Youth Development
Horticulture
Agricultural Entrepreneurship
Livestock
Dairy Systems
Marcellus Shale
X
Economic and Community Development
Nutrition, Diet and Health
X
Emergency Preparedness
Poultry
Equine
Renewable and Alternative Energy
Family Financial Management
Renewable Natural Resources
X
Family Strengths
Rural Health and Safety
Field Crop Management (CMEG)
Water Resources
Food Safety
22.Who are your cooperating departments in the College of Agricultural Sciences?
·Diversity Outreach
·Student Affairs
·Diversity Council
·Dept. of Multicultural Programs
23.Who are your cooperating departments elsewhere in Penn State (but who are located outside the College of Agricultural Sciences)?
·Dept. of Education
·Health and Human Development
·Rural Psychology
·Outreach
24. Who are your other cooperating partners, such as other universities, state agencies or organizations, etc?
Lincoln University
West Chester University
Montgomery County Community College
Reading Area Community College
Migrant Education Program
University of Hawaii
York College of PA
Community College of Allegheny
Rutgers University
25. What are your plans for scholarly articles and peer-reviewed presentations?
The group will be focusing efforts on developing a diversity competency calendar that will be available for the Outreach department, so that they are aware of holidays and days of interest when scheduling meetings and conferences.This calendar will be used for the 2011-2012 calendar year.The calendar will be posted on SharePoint.
B. Implementation Details Needed by Your Team & by Others:
Use “suggested” formats as applicable to your group, adapting as necessary.
26.Roles, Resources, & Responsibilities: (needed by CEDs, Academic Unit Leaders & your team)‘Roles, Resources, & Responsibilities’ file name for this team:
*See Attached Form
27. SharePoint URL where this plan and supporting documents will be kept
List the SPECIFIC URL where the plan will be kept (e.g. the specific document folder), NOT just the overall SharePoint URL for your team.
Pottstown School District Diversity Strategic Plan
2010-2011
Diversity Advisory Council Mission Statement:“To encourage and enhance the diversity and cultural competence of the Pottstown School District so that our community continues to evolve into a more inclusive environment which embraces diversity.”
Strategic recommendations of the Diversity Advisory Council to the Pottstown School District.
Goal I:Staff Development and Cultural Competence
The school district will support ongoing staff development in the area of diversity training and cultural competency.
ACTION STEPS
PERSON RESPONSIBLE
DESCRIPTION
COMPLETION DATE
PROGRESS
The school district will be diverse in the selection of training partners.
When training partners are needed the school district will take a more active role in seeking out trainers from diverse populations.
Ongoing as needed
Develop a list/file of competent and capable trainers, who have sufficient knowledge of cultural diversity/competence.
Resource list has been developed.
Adopt definition of cultural competency.
Disseminate definition to staff in multiple and varied formats.
Definition - An understanding, appreciation and respect of cultural differences and similarities within, among, and between groups; a willingness and ability to draw on community based values, traditions and customs and to work with knowledgeable persons from the community that promote unity.
On the school web site
In curriculum – All staff workshops/courses/trainings would consistently include the definition of cultural competency.Examples: the definition would be included on top of all agendas; or definition to be included as an agenda item during staff trainings (promoting regular discussion about “cultural competency”)
In departmental assessments – Example, each department should undergo an annual “assessment” (via survey format or focus group) allowing for regular constructive feedback from the staff of the department.The cultural competency definition would be stated on the assessments; a question would be included about the effectiveness of the department in adopting cultural competency.
Adopt definition by – revised definition was approved at the May 2010 Council meeting.
Disseminate definition by
Put on web site by
Recommended change to definition of Cultural Competency –
Add “acceptance” before “a willingness to draw on community resources” which would make the definition:
“An understanding, appreciation and acceptance (council voted to use respect instead of acceptance) of cultural differences and similarities within, among and between groups; a willingness and ability to draw on community based values, traditions and customs and to work with knowledgeable persons from the community that promote unity.”
What is Ruby Payne’s definition?
Staff training on cultural diversity –
Act 48 credits will have to be available, for teachers to be open and willing to attend
Some agencies able to provide Act 48:Fellowship Farm, Penn State Coop., St. Joseph’s University, Pottstown and Phila. Human Relations Commissions.Maybe American Red Cross?
Other ways to provide information/training to staff –
Book studies, also to be included as part of induction requirements.
Rebecca Villegas would be willing to run a book study and suggested that the book (s) chosen go deeper than differences in race and religion.She mentioned one book from the University of Michigan, The Cinderella Project.
Discussed the importance of educating new teachers, especially if they have not previously worked in and urban environment.
Online book studies, especially for new, younger teachers who seem more comfortable with seeking information online.Active participation and discussion with other staff should be included.
Southern Poverty Law Project provides many free resources
Develop a program for universal orientation and ongoing educational activities to develop awareness, knowledge, and skills about diversity, inclusiveness and cultural competency for staff.
Program to be developed by
There was some discussion as to the role of our group, since we do not have authority to add trainings to the in service/induction requirements.They require administrative approval, so we are only making recommendations to the Diversity Council.
COMMITTEE ACTION PLAN
Develop district book and online studies to increase staff competence in cultural diversity
Choose a group leader!
Goal II: Staff Recruitment and Retention
The school district will commit resources to initiatives that focus on recruitment and retention of staff that reflect the diversity of the community.
ACTION STEPS
PERSON RESPONSIBLE
DESCRIPTION
COMPLETION DATE
PROGRESS
Research lessons learned by other school districts with success rates and take the best ideas for recruiting and retaining diverse staff.
Anita Scaltrito
The group decided to contact Reading School District to discuss their recruitment strategies.
The district ethnic ratio was discussed as was the national average for teachers.The national average is 87% white.At 94% white, PSD needs to increase its minority teacher base.
The consensus was that our immediate goal should be to meet the national average and our long range goal should be to exceed the national average.
The school district will work to retain exemplary employees
Perry Augustine
will contact Dr. Sparagana for information regarding recruitment, student teaching opportunities and contacts for Teach for America
Expanding the base of colleges the district recruits from was suggested.It was mentioned that Pottstown is unwelcoming to new minority staff.
The district should actively recruit from minority colleges such as Spellman, Bucknell, Lincoln, Howard, Chaney and Morgan.
It was also suggested that we change or alter what is reviewed on resumes to include affiliations with campus groups and sororities or fraternities.
It is also felt that we need to include the full spectrum of subgroups, i.e. handicapped or sexual orientation.
The district also needs to offer more student teaching opportunities
Encourage Pottstown students to pursue teaching degrees and return to Pottstown to teach
Karen Shaner
Melvenna Santiago
Check with John Armato regarding alumni tracking.
Obtain a listing of colleges from the high school guidance office.
Goal III:Student Outreach
The school district will facilitate ways in which students of different backgrounds can learn and collaborate together.
ACTION STEPS
PERSON RESPONSIBLE
DESCRIPTION
COMPLETION DATE
PROGRESS
Recruit middle and high school students to participate on the Diversity Advisory Council
Gail Cooper, Sally House
Others as needed
Recruitment of 2-3 students who will consistently attend Diversity Council meetings.
Recruitment of a pool of students who will implement programs and activities under the direction of the Student Outreach Team and Student Coordinators
Ongoing communication with key students to evaluate progress and to provide support
Procedure for recruitment in place by 3/25/10; Pending until Club is added – see next item
Coordinate with Pam Bateson/Maureen Stocker by 5/3/10 to see if we can have a new Diversity Club approved by the schools for 2010-11 school year.Start to formulate what types of information the club will focus on.Do we need to fundraise, etc?
Recruitment to take place by 9/15/10 for the 2010-2011 school year.
Ms. Cooper already has some MS students to participate.She will be securing a few key students to attend Diversity Council meetings.Ms. House will be evaluatingco-curricular activities at the HS and working with Mr. Rodriguez to secure some key students as well as a pool of students to carry out activities.
ommunicate behavior expectations and develop a range of corrective actions for those who violate school hate-prevention policies.
Maureen Stocker, Pam Bateson
Others as needed
Utilize the “No Place for Hate” format. Plan to implement a program of acceptance and diversity awareness into peer mediation. Focus on implementing the diversity message into restorative practices. What does this look like? Determine scenarios when the diversity message should be included in corrective actions.
Some ideas of implementation into peer mediation and appropriate implementation scenarios by 03/25/10;
Continue developing brainstorming ideas and move ahead with obtaining answers to brainstorming questions.Update team by 5/3/1 Formulation of a document by 1st day of 10-11 School year which peer mediators can follow to include the diversity message.
Communicate behavior expectations and develop a range of corrective actions for those who violate school hate-prevention policies.
Identify topics for RP circles, related to diversity and tolerance.Create affective statements for staff to use in addressing these issues.*
Check in with each building regarding “No Place for Hate” status – have this discussion at Elementary and Secondary Principal meetings; Utilize ADL resources, ideas, and format for school process to raise awareness, create buy-in, and establish acceptable ways to talk/behave.
Contact other sources for speakers/programs (Fellowship Farm? American Conference on Diversity? N.A.A.C.P?); Roll-out Diversity Awareness through”infomercials” spliced from student essays.Integrate tolerance education into schools by sponsoring events such as “No name calling week” and “Day of Silence.”
*ed student representatives to be involved in planning and providing feedback for this action.
*Need to address student awareness levels for many types of intolerance (racism, homophobia, etc.) Examples at HS level: use of n-word, “Oreo”, wearing Confederate flag, homophobic statements, intolerance for others with disabilities and/or lack of understand about accommodations.
*Need to educate the student body as a whole about tolerance
In coordination with Gail Cooper/Sally House, start a club or student team to garner support and spearhead projects (i.e. fundraising) to help educate the student body.
Identify speakers, activities, and other venues for raising awareness and engaging students and community.
Prior to identifying scenarios for discipline or RP/corrective actions, need to educate and inform.
Processes of Peer Mediation and Restorative Practices could incorporate higher levels of training (ex. Restorative Practices for Bullying that was attended by several PSD employees last spring.)
Develop a program of ongoing educational activities to develop awareness, knowledge, and skills about diversity, inclusiveness and cultural competency for students.
ALL
Development of activities such as a student theatrical presentation which models how to handle different situations involving diversity issues, posters around school, Diversity Newsletter, Creating a “Safe place to ask hard questions,” Having a Diversity Day which provides students with diversity education.
On hold until student Diversity Reps are in place to help create and implement the activities.
ncourage students to return after completion of their secondary education and become productive members of the community.
Robert Spencer,
Cheryl Tyson
Others as needed
Communicate with Class Advisors and High School Principal to track students’ post-secondary education or status after high school.Invite area alumni to participate in school activities.
Communication with Mr. Rodriguez by 03/25/10 to see what kind of tracking procedures are already in place and how we can best access that information for 2010 graduates.
By next meeting 5/3/10, determine what types of students we will be asking to participate in post-graduate involvement: college-bound, workforce, unemployed/non-college bound-or a mix of all different types.Pull sample list of last year’s grads.
Starting with 10-11 school year, Invite 2010 graduates to participate in school activities. Working with class advisors starting at the beginning of the 10-11 school year to identify better ways of tracking students and gaining student involvement.
Community Involvement Brainstorming:
Have graduates come in and have a chat with HS students about post-graduation life; also to encourage future post-graduates to participate in the community this way.
This is one way for recent graduate’s to come back to the community and serve the school district without any long-term commitment.
Tracking Progress: spoke with Liz Bernhard of the High School Guidance Office.She advised us on the interpretation in the Attendance portion of CSIU.She advises that we can pull reports of recent students and interpret if they successfully graduated or withdrew as well as their post-secondary plans.
Also obtained a borrowed copy of the 2009 Pottstown Alumni Directory from Mr. Armato as a “jumping off point” for our tracking process.
Goal IV: Community Engagement
The school district will create a welcoming environment for individuals and groups by taking a leadership role in promoting, hosting and supporting diversity in the community.
ACTION STEPS
PERSON RESPONSIBLE
DESCRIPTION
COMPLETION DATE
PROGRESS
Create a contact information list of community groups and organizations that address diversity
Danielle McCoy
Rita Cohen
Karen Osley
Examples – Human Relations Commission, NAACP, CCLU, YWCA,
Danielle will review the “blue binder” of agencies in the area to facilitate a contact list.
Rita will contact the district social worker to review/brainstorm organizations that promote diversity (e.g., Fellowship Farm, 4-H, etc.)
Karen will contact the Girl Scouts/Boy Scouts to add to the list of resources.
Disseminate list of resources to school district personnel and public library.
John Armato
The list of resources will be placed in school/public libraries, guidance offices, churches, website, etc.
Partner with community organizations to promote diverse activities during in-school and after-school hours.
Examples – Cultural Food Festival, Diversity Celebration Events
Strategies of how to highlight cultural awareness through district resources was discussed:
School calendar – spotlight different culture each month
Web site – cultural awareness
Suggestions of events to promote diverse activities:
“Empty” Bowl Dinner
Storytellers
Cultural Appreciation Week
“Night at the Museum”
Cultural holidays
Family Nights (revive-held in the past)
Develop a list of community events.Promote and encourage staff, student and family attendance.
John Armato
Examples – YWCA Black Heritage Celebration, Cinco de Mayo celebrations,
John will contact agencies to develop a list of community events.This list of resources will be placed in school/public libraries, guidance offices
3/29/10 – meeting
How to promote community/staff participation was discussed.Rita noted that trust was a key component to engaging the community, as well as commonality.All agreed engaging the community/staff will be challenging.
Reflection;
While both of these projects required a considerable amount of time and investment, the educator was able to recognize the potential for growth from both projects.The cultural competency group gave the educator the experience of being an educational leader, a role that is crucial for professional development and enhancement.While program team efforts were facilitated by the chair, the was minimal need for micromanagement, and delegation was a key component for the educator to become familiar with and use on all basis’.Additionally, the Diversity Council opportunity, allowed the educator to feel a close connection to the other individuals throughout the district and community that shared a sense of passion for the areas of diversity and cultural awareness. Having a group of individuals that shares the interest of a community in harmony also allowed the educator to reflect on how programming can be done so that there are equal and shared resources for everyone in the district.