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Strategic Response to Diversity Gibraltar School District

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Title: Strategic Response to Diversity Gibraltar School District


1
Strategic Response to Diversity Gibraltar
School District
  • By Jill S. Boisvenue
  • EAD 850 Issues and Strategies in
  • Multicultural Education
  • Michigan State University
  • Spring 2007

2
Rationale
  • After experiencing an influx in the numbers of
    students of color within my first five years as a
    teacher in the Gibraltar School District, I see a
    need for developing a strategic plan for
    addressing the cultural and diversity needs of
    our students and our schools.

3
Timeline
4
Phase I
  • Commitment to Strategic Process

5
What is Multicultural Education?
  • Every student must have an equal opportunity to
    achieve to her or his full potential.
  • Every student must be prepared to competently
    participate in an increasingly intercultural
    society.
  • Teachers must be prepared to effectively
    facilitate learning for every individual student,
    no matter how culturally similar or different
    from her- or himself.
  • Schools must be active participants in ending
    oppression of all types, first by ending
    oppression within their own walls, then by
    producing socially and critically active and
    aware students.
  • Education must become more fully student-centered
    and inclusive of the voices and experiences of
    the students.
  • Educators, activists, and others must take a more
    active role in reexamining all educational
    practices and how they affect the learning of all
    students testing methods, teaching approaches,
    evaluation and assessment, school psychology and
    counseling, educational materials and textbooks,
    etc.
  • Gorski Covert (1996 2000)

6
Why Strategic Response?
  • Our school districts demographics are changing
    and diversity is increasing
  • Teacher survey is evidence that a serious
    response to diversity in the classroom is
    necessary
  • District mission statement addresses all
    students therefore, all students needs should
    be considered, respected and met.

7
Why Strategic Response?
  • (All) Students need to
  • Be actively engaged in learning
  • Belong to a strong community in the classroom
  • See themselves as able and capable learners
  • Set personal learning goals
  • Be learning in a variety of ways
  • Be emotionally involved in their learning
  • Learn at their own different rates
  • Be involved in rich, in-depth inquiry
  • Be able to learn best (with) the content
    connected to the world and to their lives.
  • Have choice and clear expectations
  • Brownlie, Fay Feniak, Catherine Schnellert,
    Leyton (2006)

8
Why Gibraltar School District?
  • Gibraltar School District is complied of students
    from four communities Woodhaven, Brownstown,
    Gibraltar, and some from Trenton.
  • Demographics in all communities are changing and
    diversity is increasing.
  • Staff Survey (pretest) shows a need for
    increasing diversity awareness and increasing the
    skills necessary to meet the needs of all of the
    students within our changing population. (United
    States Consensus Bureau 2000)

9
Conscious vs. Blind
Color Blind Teachers/Staff treat all students th
e same, paying no attention to the color of their
skin.
Color Conscious Teachers/Staff are mindful of th
e diversity that exists and color is always
kept in the forefront of teaching practices and
pedagogy.
10
Staff Survey (Pretest Posttest)
11
Creating a Task Force
  • Developing a Strategic Perspective
  • Evaluating curriculum and instruction as a in
    terms of the cultural and diversity needs of our
    students.
  • Diversifying the Task Force
  • The elementary teaching staff consists of 87
    teachers, all of which are White. Therefore, it
    is important to include staff members who have a
    variety of cultural and social experiences.

12
Mission Statement Should Drive Instruction
  • Reevaluate our districts mission statement in
    comparison to reality.
  • Alter the mission statement to include statements
    that show include all students and their needs.
  • Develop a method of assessing accountability for
    teachers and their multicultural practices
  • GSD MISSION STATEMENT
  • The mission of the Gibraltar Schools, in
    partnership with students, parents and community,
    is to develop each student's skills, competencies
    and understanding necessary to think
    independently and make sound decisions, to
    realize self-worth, to adapt to the challenges of
    the future and to foster the process of lifelong
    learning.  Each student will develop and possess
    the skills necessary to be a functioning and
    contributing member of our society. Gibraltar
    School District, Wayne County, Michigan

13
Phase II
  • Data Analysis Collecting Baseline Data and
    Benchmarking at the District and School Levels

14
Data Assessment
This shows the increase in diversity within our
school district and the surrounding communities.
The district demographics information is current,
where as the community demographics is from the
US Census 2000.
15
Data Assessment
District Demographics as of April 2007.
16
Data Assessment
Gibraltar School District Demographics by grade
level as of April 2007.
17
Data Assessment
Demographics of the four communities that make up
the Gibraltar School District Woodhaven,
Brownstown, Gibraltar, and part of Trenton, MI
per the US Census 2000.
18
Curriculum Analysis/ Multicultural Awareness
  • Reading
  • Rigby Balanced Literacy Program
  • Accelerate Reader
  • Star Reader
  • Math
  • McMillian/McGraw Hill
  • Accelerated Math
  • Star Math
  • Science
  • Discovery Works, Kent County
  • Social Studies
  • Kent County
  • Writing
  • Lucy Calkins Units of Study
  • Write Time for Kids!
  • An analysis will be conducted concerning all of
    the textbooks and teaching resources our district
    has purchased and of all that will be purchased
    in the future.
  • Develop a standard guideline to be used when
    evaluating textbooks and teaching materials.

19
Professional Development
  • Provide district-wide professional development
    that addresses the culturally relevant concerns
    should be provided.
  • Encourage teachers to attend additional workshops
    focused on multicultural education and meeting
    the needs of all students including those
    students of color.

20
Parent and Community Involvement
  • Evaluate our parent groups, district committees,
    community outreach, school programs.
  • What percentage of these members are parents of
    color?
  • Develop a plan to include parents of color and
    create a welcoming environment by reevaluating
    programs and groups and assessing them to see if
    they include cultural diversity and interest in
    and of themselves.

21
Students of Color
  • When disaggregating data for North Central
    Association accreditation, include an analysis of
    our students of color.
  • Review this information in all of our districts
    forms Zangle Teacher Connection, NCA, MEAP,
    ITBS.
  • Survey students to assess their feelings
    regarding the meeting of their needs in the
    classroom/school.
  • Not only analyze the information, but use it to
    drive instruction and to drive our shift in
    making GSD a place where, literally, all students
    can learn.

22
Phase III
  • Implementation, Development of Diversity Goals in
    School and District Plan

23
Develop Diversity Goals for
  • Parental Involvement
  • Curriculum and Instructional Practices
  • Professional Development
  • Students of Color
  • Support Systems

24
The development of the three Diversity Goals
should
  • Be driven by data
  • Promote diversity in our schools
  • Follow our developed implementation plan
  • Be measurable

25
Phase IV
Integration Process
26
Got Integration?
  • Create buy-in while implementing our diversity
    goals by recognizing those staff members who are
    finding success with the implementation.
  • Continuously assess the implementation process
    via staff surveys on a monthly basis.

27
Phase V
  • Evaluation

28
Evaluation
  • Monitor and reevaluate diversity goals via the
    data gathered over the course of the
    implementation.
  • Compare the Staff Survey pretest and posttest and
    allow that information to drive the monitoring
    and reevaluating of the districts diversity
    goals.

29
Resources
  • Madesen, Jean, Mabokela, Reitumetse (2005).
    Culturally Relevant Schools Routledge Taylor
    Francis Group
  • Nieto, Sonia (2004). Affirming Diversity The
    Sociopolitical Context of Multicultural Education
    Pearson Education, Inc.
  • Gorski, Paul Covert, Bob (1996 2000) Defining
    Multicultural Education
  • Steps Toward Multicultural Curriculum
    Transformation. (n.d.). Retrieved April 23,
    2007, from http//www.edchange.org/multicultural/c
    urriculum/steps.html
  • Brownlie, Fay Feniak, Catherine Schnellert,
    Leyton (2006) Student Diversity Classroom
    strategies to meet the learning needs of all
    students Pembroke Publishers
  • Zangle Teacher Connection Gibraltar School
    District
  • NCA Commission on Accreditation and School
    Improvement
  • United States Census. (2000). Retrieved April 20,
    2007, from http//censtats.census.gov/pub/Profiles
    .shtml
  • www.edutopia.com
  • http//www.teachersagainstprejudice.org/
  • http//www.uww.edu/learn/diversity/classroomdiscus
    sions.php
  • http//www.jimwrightonline.com/pdfdocs/classic.pdf

  • http//www.edchange.org/multicultural/
  • http//en.wikipedia.org

30
Appendix A Some Staff Surveys (pretest)
conducted as a means of assessing their own
beliefs and practices
31
Appendix A
32
Appendix A
33
Appendix A
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