Disabling the disparity: building the cultural competence of school and teacher leaders

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Arlisa Armond (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Craig Peck

Abstract: There is a critical need for culturally competent school and teacher leaders to provide equitable and inclusive school environments for our nation’s growing number of culturally and linguistically diverse students. This must begin with culturally competent educators who provide this multicultural educational experience for students. In a national public school system with majority White educators and over 50% students of color, there is a large cultural gap between teachers and their culturally diverse students. In addition, there has not been consistently documented professional development models for cultural competence that adequately connect and engage school and teacher leaders, students, and the communities which they represent. Students of color are underperforming on standardized assessments in comparison to their White peers at an alarming rate. In addition, students of color represent the lowest high school graduation rates and percentages of college admissions and graduations. Simultaneously, these same students have the highest school suspension rates and dropout rates as well as the highest representation in the juvenile justice system, among other concerning statistics. My research addresses these issues and provides a viable solution which engages students, educators, and communities in this critical work. Using a design-based research approach, I created a professional development model, the Cultural Competence Innovation Model (CCIM-pronounced “Kim”). I created my CCIM professional development model to empower school and teacher leaders to implement a school-wide community engagement plan that equips school and teacher leaders with the necessary tools to provide inclusive, equitable, high impact, results-oriented school environments. The professional core learning outcomes of knowledge, skills, and attitudes are addressed within my CCIM professional development model. My CCIM PD model provides the cultural competence training and support that enables school and teacher leaders to enact a collaborative, inclusive, flexible school environment. After providing an introduction to my topic and study, I review existing research. I examine scholarship regarding the history of racism in our country, the current oppressive, national educational structures in place, and the potential impact of effective, strategic implementation of culturally relevant and sustaining pedagogy (CRSP) in ultimately developing students as global citizens. I discuss CRSP as the necessary training for school and teacher leaders to provide more inclusive school environments. CRSP, therefore, is an essential element of my CCIM professional development model. I next introduce my qualitative, design-based research methodology that included an adapted iterative design process known as ADDED. I used ADDED to create my CCIM professional development model. A team of thirteen research participant practitioners, referred to as a total school community, completed four design rounds to help me collaboratively construct my CCIM professional development model. The four design rounds consisted of individual interviews, focus groups, and opportunities for design feedback and proposed next steps. In conclusion, I reveal my finalized version of my CCIM professional development model and discuss my future goals for implementation in schools and/or school districts across the nation.

Additional Information

Language: English
Date: 2018
Cultural competence, Culturally relevant and sustaining pedagogy, Equity, Professional development
Educational leadership
School improvement programs
Culturally relevant pedagogy
Educational equalization
Multicultural education
Cultural competence

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