<![CDATA[Ms. Alvarado's Digital Portfolio - EDL 640]]>Wed, 27 Jan 2016 01:00:57 -0800Weebly<![CDATA[Aligning Our Behaviors with Our Values]]>Thu, 02 Jul 2015 08:52:26 GMThttp://rvlearns.weebly.com/edl-640/aligning-our-behaviors-with-our-valuesChapter Ten 
Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society.
-Fullan, 2003, p. 29
Michael Fullan’s (2003) quote reminds me of the importance of leadership actions that can lead to desired goal of student achievement. As a result, my actions are aligned with my values of equity of educational experiences for students with diverse backgrounds. Since I am an advocate for students in language immersion and students with disabilities, it is my responsibility to provide an adequate educational environment in, which students can thrive. Furthermore, I can confidently state that my colleagues align with the core values of Riverview’s mission statement. As educators, we must allow students to become leaders for the 21st century and achieve confidence in language acquisition regardless of backgrounds and learning abilities.


Final Reflections, Questions and Actions

What am I most intentional about in my teaching and learning? In my own learning, I am intentional to continue to seek opportunities to expand my professional learning network on social media like Twitter, Instagram and Pinterest. In addition, I continue to attend professional development to enhance my skills as an educator within my school, district, county and state.

In my own teaching, I am intentional to continue to engage students in become critical thinkers for the 21st century. For instance, I implement relevant information and ensure students use accountable talk to justify their own thinking. In addition, I am intentional to allow them opportunity to become experts and share their cultural background and content knowledge, so they can have ownership of their own learning.

Who am I, in relations to my colleagues? In relation to my colleagues, I am a proactive educational leader, that can provide opportunities for reflective learnings from each other in other to enhance our teaching practices to better serve our students’ needs. In addition, I am a transparent learner, who will share effective practices with colleagues.

Who are we as a professional community? As a professional learning community, we are passionate about language immersion and usage of technology. As a result, we are a collective unit of individuals who are passionate about effective strategies and practices for the educational shift. As a result, we are a group of educators that meets regularly, shares expertise, and works collaboratively to improve student achievement.

What are we learning? As educators, we are learning the 21st century practices and strategies in Common Core State Standards and Next Generation Science Standards. In addition, we are pioneers in new educational opportunities to enhance our content knowledge and provide rigor to prepare our students for global competency.

What do we do with what we learn? We attend professional trainings to comprehend the “WHY”, then we apply the new learning within our classrooms, which is the “HOW.” Lastly, we analyze the results from our application to ensure we implemented the practices with fidelity or next steps, which is the “WHAT.” With data analysis, we can justify the importance of the new practices, then share it with colleagues at our school site.

Who else do we need to include in our professional community? In order to maintain a strong professional learning community, we should continue to include parents, students and community leaders to enhance students’ educational experience.

What additional data would be helpful to us as we develop our learning goals? In order to develop learning goals, we can use qualitative data and qualitative data. For instance, the data will come from surveys, interviews, classroom observations and student work.

Commit to Action Reflection 

I am willing to commit myself to the use of Cultural Proficiency as a lens through which I examine and design or redesign my current work in the following ways: 1) ensure students’ perspectives and voices are respected 2) inclusion of various perspectives when teaching empathy 3) pose breakthrough questions during collaboration time with staff and parents

My short-term goals include the Cultural Proficiency perspective to ensure students thrive in school each day. I will demonstrate respectful and open mindedness with students, teachers and families.  My long-term goals include to become an educational leader that can provide professional development workshops on the importance of Culturally Professional Learning Communities.

The first steps to begin the journey of transforming into a culturally proficient educator is continuing the reflective process in my own personal and professional life, so that I can become a leader who can develop students who are contributing citizens who embrace differences in cultures, languages, religions and sexual orientations.

Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
<![CDATA[Institutionalizing Cultural Knowledge through Collective Learning]]>Thu, 02 Jul 2015 08:51:34 GMThttp://rvlearns.weebly.com/edl-640/institutionalizing-cultural-knowledge-through-collective-learningChapter Nine
Establishing knowledge sharing practices is as much a route to creating collaborative cultures as it is a product of the latter. This means that the organization must frame the giving and receiving of knowledge as a responsibility and must reinforce such sharing through incentives and opportunities to engage in it.

-Fullan, 2003, p. 86
Fullan’s quote focuses on collaborative learning and the importance of sharing practices. In my opinion, a learning community must develop a form of trust. Trust to share and accept different ideas. A trust can can hold an organization together and in the long run have an abundance of benefits for teachers, parents, students and the community being served.


Based on Table 1.9   Institutionalizing Cultural Knowledge Through Collective Learning and Generative Knowledge in Culturally Proficient Learning Communities, the question could led ongoing discussion amongst educators in my school site is “In what ways  do I develop and use a continuous improvement inquiry model to assess progress toward clearly stated achievement goals?” This question allows educators the platform for reflective thinking and share specifically on the steps taken for inquiry learning to meet the needs of students.

The question could lead to further learning for myself and my school site is “I engage in inquiry to inform my thinking and behaviors to…” This question can launch the school-wide discussion on the importance of inquiry learning and the benefits seen in classrooms. Lastly, the incomplete sentence framed questions, allows educators, parents and community members to share their own connections based on information that can best suit the students’ needs. Therefore, these questions stems allow for the reflective process to flourish with ongoing discussion.

Breakthrough Reflection

The outcomes will be positive after providing the entire school with opportunities for professional learning communities. As stated on page 115, “this dialogue of [...] opportunities for deepening the conversation in a manner that is indicative of culturally proficient learning community.” As a school team, educators can learn about the students’ background to best serve them. Furthermore, the stakeholders that should be included in the learning team and be active participants in the process should be parents, teachers, administration and community leaders. In order to provide a more inclusive decision making, we must respect everyone’s voice and allow all participants to speak at the table. Some guidelines for professionalism and respect will be mentioned before each meeting within the agenda to ensure we stay on track and demonstrate professionalism as leaders in education. 

Going Deeper: Three Keys 

  • Learning about our communities and the cultures within those communities extends and deepens our learning in a way that we educators benefit from personally and, as a result, we become more effective professionals. (Lindsey et. al, p.110) How do educators take the time within our school site to get to know our students background, if they are predominantly caucasian? 
  • To institutionalize cultural knowledge describes the extent to which professional learning shapes policies and practices that meet the needs of a diverse community and the extent to which professional learning opportunities are encouraged, shared, and applied both in classrooms and throughout the school and community for the purpose of improving student learning. (Lindsey et. al, p.111)  How can we continue to encourage and share educators to share student learning to stakeholders on a feasible way? Should we attempt quarterly or monthly digital newsletters? 
  • Banks (1994) describes, the “additive” approaches and focuses on learning and how best to engage parents or guardians and community groups as partners in their students’ education. (Lindsey et. al, p.110) With the implementation of LCAP, how can we continue to share relevant information in students’ learning and allow them to become involved in leadership teams for the weak areas in the district like writing and science? 

As the vital role of an educator, the information from this chapter on the importance of reflective practice and working interdependently with my colleagues. In addition, a true learning community works together instead of independently to maximize the time on shared ideas and practices. Furthermore, through reflective practice, educators can focus on structured data collection and analysis to guide our assessments and instruction. This process is crucial since our language immersion program is unique within our district, we as educators need to collaborate within the reflective process, so we can assess student’s needs, monitor their progress and plan for student achievement and to improve instructional practice. The only productive way to begin is to develop a strong learning community and become a unit of wealth of knowledge with students, parents and the community.

Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
<![CDATA[Adapting to Diversity Through Supportive and Shared Conditions]]>Thu, 02 Jul 2015 08:50:38 GMThttp://rvlearns.weebly.com/edl-640/adapting-to-diversity-through-supportive-and-shared-conditionsChapter Eight 
The courses, the texts, and the experiences all are aimed at addressing some alleged pathology on the part of the students, their families, their communities, and/or their cultures. The school quickly imperializes the space of normalcy, and any students who do not conform to that space are thought to have abnormalities that emanate from outside of the school in the "dangerous, chaotic worlds" of their families and communities."
Ladson-Billings, 2005, p.19

The quote has many negative connotations based on “normalcy” of society. Fortunately, society has evolved into a rich and diverse cultures and languages. So, not all students and their families fit in the norms of society. And since they are different from others, that does not allow them to be labeled as “dangerous or chaotic”. So as an educator, it’s our job to dive into texts and curriculum that values cultural differences and demonstrates the richness on can learn from being culturally diverse and aware individual.


In order to adapt to the needs of students and their families, schools must allow these stakeholders to become active participants in decision making, so their voices and needs are addressed. The first step would be to invite them to leadership team meetings, so they can provide some insight from their point of view. Some traditional conditions in place at my school to access or engage student learning is allow students to have ownership of the school. Students have a voice and students’ have grade level representatives and student ambassadors allow them to share their pride of Riverview. these opportunities provide student engagement and access to further learning. Furthermore, we value student and family input for events and ideas. For example, Riverview hosts an annual International Fair, in which families and community members are invited to volunteer, organize the event, share a booth, etc. This form of community involvement allows individuals to value the diversity of community of Lakeside.

Going Deeper with Cultural Proficiency 

The experience of multiple perspective and experience of colleagues allows for open discussion and discovery on how to better serve our students. As a result, educators must “learn-unlearn-relearn” the process of learning community through the reflective process. Therefore, the question that will guide my work in education is “In what ways do I teach appropriate communication skills to allow for multiple voices and experiences in the classroom?” This question can launch lesson on allowing various cultural perspectives on holidays. In addition, this question can be used as a launch for lesson planning in all grade levels. And through reflective practices, I can select appropriate texts to teach students open communication skills in different cultures. 

The question that will provide ongoing discussion between colleagues at my school is “In what ways do I incorporate cultural knowledge into classroom, irrespective of demographic composition of the school or district?” This questions can allow educators to share effective practices on cultural relevance to develop culturally proficient students. 

The question that will led to further opportunity for learning for the entire school is “In what ways do we develop adaptive practices to support newcomers as well as veteran community members?” This questions can allow more opportunities for community members who are new to become active participants during the LCAP process. In addition, the second question that can continue to have active community participation is being reflective on how we allow various individuals share their insight, opinions, and feelings. These questions can lead to stronger partnership with community members.

Going Deeper: Three Keys

  1. “Today, multiple assessments, culturally relevant instructional practices, and standards based curriculum provide great opportunities to learn knowledge and develop skills that will prepare us to be more effective at educating all learners.”  (Lindsey et. al, p.101)
  2. Learning about new cultural groups of students should be the core of what we do as educators. Learning about our students must be on par with learning effective ways to teach, or learning new content, or acquiring new technology skills. (Lindsey et. al, p.100)  
  3. Members of the learning community need time to work together to identify goals and targets for teachers and students. [time, trust, targets and talk, which are all hallmarks of learning communities] (Lindsey et. al, p.103)
  1. If an educator continue to be inactive towards the change in education, after various breakthrough questions and encouragement to attend professional development provided by school or district, what could some next steps?
  2. How can we teach staff members to use the breakthrough language, since it can be applied to teaching practices during student collaboration? And how can we create the buy-in of the language and question statements? 
  3. Lastly, in order to have effective learning community in place, educational leaders must pay close attention to structural and relational factors. What are some structural or relational factors in my school that could impede in developing supportive teams to adapt diversity? 

As the vital role of an educator, the information from this chapter continues to point on towards the importance of collaboration. Collaboration with families and within our own staff members, who may think about education in a different way. The educational system continues to evolve towards NGSS and CCSS expectation in hand, the  curricula continues to change also. So it is beneficial to invest in teacher collaboration to share ideas, strategies and effective practices. Teachers should accept change and be able to try new things in the classroom. As a result, this chapter continues to share the importance of providing a supportive learning community with same vision and mission.

Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
<![CDATA[Culture Project on Homelessness]]>Tue, 23 Jun 2015 21:35:24 GMThttp://rvlearns.weebly.com/edl-640/culture-project-on-homlessness
<![CDATA[Managing the Dynamics of Difference Through Collaboration]]>Mon, 22 Jun 2015 02:47:29 GMThttp://rvlearns.weebly.com/edl-640/managing-the-dynamics-of-difference-through-collaborationChapter Seven 
“The mix of values in a society provides vantage points from which to view reality. Conflict and heterogeneity are resources for social learning. Although people may not share one another’s values, they may learn vital information that would ordinarily be lost to view without engaging the perspectives of those who challenge them?”     -Heifetz, 1994, p.35
The quote from Heifetz states that society will have differences of opinions and beliefs and based on those differences, individuals can learn from the differences of opinions  and values. In order to change in a positive manner, we must identify the differences, so we can develop a community with mixture of values to inform change and growth of a community. Based on the raised issues of the school community, individuals attempt to share their opinions and ideas about events within the school. However, my school site does not address or bring to attention the cultural differences. Since majority of the teachers are hispanic and most of the parent community is white, we do not bring up the issue of race and socioeconomic. However, within staff, we mention the differences in values, and try to come up with a solution. Usually the solutions are “think-win-win”, but hardly input the beliefs of both cultural groups at the same time. In my opinion, after reading chapter seven, both cultural groups must become transparent in the process of decision making.  

Going Deeper with Cultural Proficiency

Which of the questions guide how you approach your work at the school? Which questions are presented in the ongoing discussions among faculty and staff at your school? Which questions pose the opportunity for further learning for you and your school? 

The third column on Table 7.1 on page 89 refers to the interactions and poses questions to guide culturally proficient communities. As a result, in my opinion, the questions that could guide the approach of my own work is “in what ways do I foster discussion about race, gender, sexual orientation, socioeconomics, and faith as related to the needs of our community?” This questions can allow me to address the needs of the community that I serve. In addition, this question can allow students to become experts in their own culture and share about their race, religion, etc. 

The questions that could be utilized for ongoing discussion among staff at the school are  1) in what ways do we use assessment data to inform successful and unsuccessful practices? 2) in what ways do we foster alternative narratives  in the classroom and in the formal curriculum? These questions can lead to ongoing discussions because collaborative leadership is demonstrated by allowing opportunities to share opinions, experiences and perspectives about diversity. In addition, an effective professional development community must include multiple perspectives on relevant topics in order to build open conversations about diversity. As a result, these questions provides input from staff on the practices and curriculum ideas within the classroom. 

The questions that could be used to pose the opportunity for further learning the school are 1)  in what ways are our decision making process transparent and subject to change on community needs? 2)  in what ways do we foster alternative narrative  and views in school meetings 3) in parent and community meetings? These questions can lead to opportunity to further expand the learning at our school  because “most people can feel the tension from avoidance and feeling of discomfort can be eliminated throughout the school”
if a different perspective is shared throughout meetings and decision-making process throughout the school year. Furthermore, it make a positive difference when alternative narratives are provided because “when a value for diversity exist, then managing issues [can be] explored and resolved as a part of ongoing communication, problem solving and collaboration” from all stakeholder in community (Lindsey et. al, p.89).  


How do groups develop  norms for conversation that make a safe environment and lead to all participants contributing to the conversation? How does the facilitator  or group create a safety for all voices to be heard and challenge underlying beliefs that may block educator effectiveness?

The norms of conversation include fostering an open discussion on a topic related to the needs of the community by allowing opportunities for participants to focus on their emotions and views in a public platform  and encouraging differences of opinion. Furthermore, the facilitator allows the opportunities to share opinions and discussions  by acknowledging ideas, feeling and thoughts. Participants can be open and state clarifying statements about the topic. Also, in order to continue the awareness of contextual issues, the facilitator can state breakthrough questions and statements. The breakthrough questions and statements allows positive thinking and encourages new ideas by reducing anxiety. The breakthrough questions and statements include tentative language and embed positive intention and possibility. Also, in order to address the challenge underlying beliefs that may block educator effectiveness the group must be open to differences in opinion, perspectives and beliefs.

Going Deeper: Three Keys 

“The change process benefits from having a facilitator who can identify sources of resistance and collaboration and uses the resulting dissonance to spark learning and group development (Lindsey et. al, p.91)

“Not wanting to get stuck in a downward spiral of negative, difficult statements and questions that serve as barriers to moving forward to improve educational practice”, how might I be able to smoothly pose breakthrough questions or statements that address issues of diversity and bring awareness within my own school community? 
(Lindsey et. al, p.93)

Hargraves (in Hord and Sommers, 2008) mentioned that “all leadership involves opposition and necessity of dealing with it (p.xi)” As an educational leader, how can I begin to foster open discussions as related to the needs of the school community?


Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin. 
<![CDATA[State Education Agencies (SEAs)]]>Wed, 17 Jun 2015 02:42:55 GMThttp://rvlearns.weebly.com/edl-640/state-education-agencies-seas
<![CDATA[Valuing Diversity is a Reflection of Shared Beliefs, Values and Vision]]>Mon, 15 Jun 2015 03:05:11 GMThttp://rvlearns.weebly.com/edl-640/valuing-diversity-is-a-reflection-of-shared-beliefs-values-and-visionChapter Six
Within grade level meetings, we characterize the value of diversity as being able to bring in difference cultures and languages within the classrooms and share ideas and projects in order to carry out the school mission. Within our school culture, diversity is claimed to bring substantial potential benefits such as better decision making and improved problem solving, greater creativity and innovation, which leads to enhanced our immersion development, and more successful lesson in teaching about diversity. During faculty meetings, we strive share the same value of diversity. For instance, our school host an annual INternational Fair that demonstrates different cultures, dances, music and languages. As a a school community, we ensure to demonstrate the different culture with respect and dignity.

Reflection on Problem Based Learning
The stakeholders that would be involved during the process to ensure we are being mindful of moving forward to improve educational practices.  The guidelines used for those who might use to identify who needs to be at the table for project based learning are those individuals to need some scaffolding to inform the development of problem based learning activities.

Reflection on Breakthrough Questions
The sexual orientation of Jehovah’s parents is not an issue to the learning community. We can demonstrate diversity and acceptance of the LGBT community by including Jehovah’s parents within our learning community. Furthermore, this school year, I’ve had the support and privilege to work with a family of two gay men who raise three children in an exceptional manner. My perception of them is no difference than any straight families. All families hold a valuable role in the learning community and their input should be included. As a result, my school site and district values the various dynamics of families and accepts the LGBT community.

Going Deeper: Three Keys
  • One of the organizational challenges in newly developing learning communities is how to meld the cultures of grade level and department units with shared beliefs, values, and vision for the school in a way that promotes unity and individuality. (Lindsey, et. al., p. 78) How can we find the balance to promote unity of diversity and individualism? 
  • Diversity training, or equity work, usually incorporates learning about issues of gender, race, ethnicity, language, faith, ableness, and sexual orientation. (Lindsey, et. al., p. 78) How can we have an organized learning community and focus on each topic each month? Who can lead or facilitate these diversity trainings? How do we expect teachers to use this information in their classrooms? 
  • As the learning team continued to meet, one member asked the group, “What is the purpose of this learning team anyway? What are we hoping to learn that will make us better teachers?” (Lindsey, et. al., p. 82) How can we ensure as learning community to have a clear objective and mission, so that all members of the school can understand the goal of diversity training and frequent meetings?


Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
<![CDATA[Assessing Cultural Knowledge Through Shared Personal Practice]]>Sun, 14 Jun 2015 23:10:17 GMThttp://rvlearns.weebly.com/edl-640/assessing-cultural-knowledge-through-shared-personal-practiceChapter Five 
In regards to educator accountability, my belief and actions simple state that all educators must hold responsibility and integrity to maintain student academic achievements. Within my school site, professional successes are recognized and acknowledged by administrators and teachers. However, challenges are accepted and teachers can advise other teachers or ask administration for guidance. In addition, community members like parent volunteers also share the responsibility of success and challenges at Riverview Language Academy. One specific moment occurred during a Lighthouse Team meeting and divided duties to upload and update our evidence binder to reach Lighthouse status. It has been a challenge to find specific evidence, videos, or photos, but administration and teacher praise is constantly brought to our attention to keep the moral in high spirit. This form of accountability allows everyone to hold a valuable place in the collaboration process. As a result, our LH team holds accountability are a critical component to continue forward.

The questions that would lead and guide my professional work would be the following “in what ways do I learn about the organizational cultures that exist within the school?” because  within the question I can refer to diverse organizational cultures like grade level, staff-faculty cultures and departmental. This reflective question could benefit my professionalism by understanding the differences between cultures in the school site to enhance relationships with staff members. In addition, by learning from each other, my school site relationships can blossom and extend to the district level to solidify more professional  relationships.

The questions that would lead and guide the school’s professional development plan would be the following question, “as a learning community, how do we learn about each other and the unique learning needs within our learning community?” This reflective question can lead to effective PLC times because  within our own school site, we have individuals who are experts in educational gaps and experienced in closing the educational gaps of cultural, linguistic, learning, and communication styles.  this reflective question could benefit the learning community because each individual hold valuable information that be shared with each other to foster a stronger learning community. For instance, the resource specialist teacher and speech and language therapist can share their expertise on linguistic and learning gaps to guide student learning and academic success within our community. in addition, some individuals have administrative credentials and can share about methods to continue family, school and community connections and to foster the realizations for a stronger partnership with families. Also, many teachers are savvy with technology and can share strategies and resources that can build connections between languages and cultures through 21st century tools like Skype, Twitter and Voicethread. Overall, the students within our school can benefit from the collaboration and reflective during the learning community based on the reflective question of valuing learning needs and expertise within our school.

Going Deeper: Three Keys
  • Educators helping educators develop a shared understanding for all staff members’ success in meeting the needs of all students becomes the mantra that cascades throughout the schools and district.  (Lindsey, et. al., p. 64)
  • Schools that have embraced accountability as opportunity are examining their own practices and modifying them in ways that focus on academic and social successes for all the cultural groups of their students (Lindsey, et. al., p. 62)
  • Recognizing barrier comments and questions and then posing breakthrough questions is a leadership skill to be developed with the learning community. (Lindsey, et. al., p. 65)

  • How can I share the information to my grade level team, so they feel confident in developing the leadership skills of using both barrier and breakthrough questions  in regard to policy, program and procedures?
  • “Sharing our practices means trusting and believing in ourselves, our colleagues and most of all out students” (Lindsey, et. al., p. 64).  How can we develop the trust when there is a change with administrations and assistant superintendents within the district? How do we build the relationships early in the school year?
  • How can community members give and receive feedback in order to support their individual movement and the overall benefit for the entire school community?


Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
<![CDATA[Sustaining a Culturally Proficient Learning Community]]>Mon, 08 Jun 2015 03:33:12 GMThttp://rvlearns.weebly.com/edl-640/sustaining-a-culturally-proficient-learning-communityChapter Four
Within my community, we have an active Parent and Community involvement, which is an asset because we can utilize family business to support our school’s mission and vision. For example, we had a family donate 7 Habits signs and posters to display throughout Riverview Language Academy and Winter Gardens to demonstrate leadership common language between both school sites. In addition, the positive parent and community involvement allow our various events on campus like Internation Fair, showcase our students’ skills in the trilingual school of Mandarin, Spanish and English.  

This school year, I have been a participant and contributor to Lighthouse (LH) Team. During professional learning communities, the Lighthouse  (LH) Team  reports back to all staff on important upcoming events for families and students. We share ideas and lessons on Leader in Me website. The weekly LH meetings have close ties with community members and businesses. In addition, we collaborate with parents to ensure we have their perspective to ensure our activities and events benefit everyone in our community. In addition, I am the lead teacher for Learning Headquarters and designated as “train the trainer” and share the resources to my grade level team. When they have questions or need some further assistance in writing, I provide my undivided attention to ensure the success of all students in writing. As a result, it’s my belief that I am an active contributor to my learning community and continue to provide ideas to meet the needs of all students in the school.

From my students, I am able to learn about their family traditions and cultures, so it’s very important to develop the relationship with them, so their opinions are valued because they are the important “clients” within our school and community.

In order for me to learn about my families in my school learning community, I connect by creating a common bond for their child’s educational experience at school. Then, through various forms of communication via conference, phone calls, emails, I am able to learn more about what they value in education.

As a continue to share the journey within my learning community, I am able to identify myself as a component to a puzzle masterpiece. I know each individual holds a valuable place in our learning community and their input can provide our learning community with a deeper understanding of synergy and communication. As a learner, I am become a transparent leader in order to serve our community as best as we can as a collective group.

Reflection on Shift to Language of Professional Communities
At Riverview Language Academy, the languages we utilize are based on collaborative model because families are important stakeholders that have made the program so successful. 
In my opinion, families are perceived as members of the PLC and partners in their child’s education more so based on LCAP and district’s goal to include all stakeholders. Within my school site, Riverview has always allowed parents to voice their opinions on events and with their support families developed a positive relationship and appreciate with teachers and administration. The chart on page 59, demonstrated the languages used for transformation. With the new transition of administration, both teachers and families will continue to build an ongoing trust in the process to select a highly qualified principal that will continue to lead the school into a culturally proficient community and emphasize the importance of valuing differences in cultures. 

Going Deeper: 3 Keys

  • “Culturally proficient learning communities are willing to dig deeper, ask difficult questions, and explore their own assumptions and actions in ways that benefit the students and families they serve.” (Lindsey, et al., pg. 52)
  • “The collaborative model requires a shift from the language of blaming the students and their circumstances to the language of personal responsibility for teaching and learning.” (Kegen & Lahey, 2001)
  • “Establish relationships with numerous local businesses and universities to provide internships and partnerships for the students” (Lindsey, et al. pg. 56)

  1. In the text it states how Dr. Campbell collaborated with Sam Brewer and were able to attempt to develop a Cultural Proficiency Curriculum for their district, how long was the journey and how how did the instructional coaches address the issues of social, political, cultural and economy with the students and families? 
  2. On page 57, it states that Dr. Campbell selected a leadership team to coach for Culturally Proficiency, how were those individuals selected for the program? 
  3. How academic benefits did they gain from the Twin Goals of Culturally Proficient Learning Community to insure standards-based instruction? What did they have in place to develop a strong transition in the district? 

Chapter four has demonstrated a feasible examples to begin the transformation to develop Culturally Proficient Learning Community. The key components include passionate educational leaders like Dr. Campbell and Sam Brewer who select an instructional leadership team to coach others on culturally proficient instructional strategies. In addition, by utilizing cultural proficiency, it helped to manage the dynamics of diversity in the school community. Therefore, it is crucial to share the information to all staff including administrators and teachers about the importance of addressing issues in cultural differences in a positive manner in order to develop an appreciate and foster leaders who can thrive in a multicultural world with diverse languages and beliefs. As I reflect on next steps, it would be my goal to embed cultural value in literature and share the lesson and ideas with other colleagues and possibly during our PLCs.


Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.

<![CDATA[The Evolution of Learning Communities]]>Mon, 08 Jun 2015 03:12:21 GMThttp://rvlearns.weebly.com/edl-640/the-evolution-of-learning-communitiesChapter Three Picture
What would it take in your school to have environments that provide the leadership and support to sustain the creativity and vitality of your learning communities?

Changes that will give renewed vitality to our school is to change the structures of our professional learning communities. This past school year, weekly formal meetings were held to focus on steps towards experts in principles of 7 Habits and Leader in Me curriculum integration. Our lighthouse team has worked diligently to order posted and signs for leadership and shared ideas to staff on activities for habit of the week. How can we utilize the lead teachers and parents in order to enhance the creativity and vitality for our PLCs? Our school can unify both cultural proficiency language and beliefs since our school mission and goal is to create global leaders of tomorrow. Our school demographics is predominantly English Speakers from caucasian descent. These students will become global leaders by continuing to share literature, videos and activities on languages, cultures, religions, and sexual orientation. Within our weekly meeting, the Lighthouse team members collaborate in order to develop leadership activities, this can be feasible if we tie in value of difference cultures to enhance students’ empathy and appreciation towards cultures.

What is your understanding of culturally proficient learning communities? In what ways are you and your colleagues in community learning? How might a culturally proficient learning community support your current practices?

After reading the chapter on evolution of learning communities, it was evident on how a culturally proficient learning community should have share of student academic excellence and continue to ask administrators and teachers this  question on page 35, “What can we learn and do that will enable su to be more successful with our students?” By allowing the perspective of students and families in the community, administrators and teachers can best serve the needs of the community. Within culturally proficient learning communities’ success there needs to be some reflective dialogue amongst teachers about different culture, languages, religions, sexual orientations, etc and through the purposeful collaboration to reach the goal of success for all students.

A prime example of community learning at riverview Language Academy, is the Lighthouse Team weekly meetings, in which we have a common goal to become a Lighthouse status school that demonstrates leadership skills through cultural and language appreciation events for families and community members. The Lighthouse team is composed of three parents, two administrators, lead teachers from kinder through fifth grade. Each week, we share our ideas on upcoming events like Leader in Me curriculum, Leadership Day, Parent informational nights on 7 Habits and International Day. All these events include the voices of students and families. In addition, we have collaboratively worked with Panda Express to provide food for parent informational nights.

Culturally proficient learning community support our current practices by providing additional support to our teachers in the methods and strategies to share common language on embracing the diverse community we serve.  In addition, it would be a great opportunity to share literature the focus on value of cultural difference and leads children to be proactive participants in their own community. By collaborating in PLCs, educators can model the various ways we value each other’s perspective and ideas because we each can contribute for a greater good in academic success for all students.

Going Deeper: 3 Keys

  1. “Educators who make the paradigmatic shift to being responsible for better serving their students are engaged as culturally proficient learning communities.” (Lindsey, et al., pg. 37)
  2. “Aspiring to be culturally proficient school administrators and seeking to broaden the school’s leadership, paying attention to equity and the future cultural needs of the school may be achieved by embracing the Guiding Principles and Essential Elements of Cultural Proficiency.” (Lindsey, et al., pg. 36)
  3. “School leaders who intentionally structure conversations and dialogue to help surface these deeply held assumptions, values, and beliefs are aware that these are the initial steps in creating a common, shared vision and mission as a learning community.” (Lindsey, et al., pg. 48)

  1. Riverview and Winter Gardens will have a shift in administration, how can we advise the upcoming administrators about developing a culturally proficient learning community? Which teachers can become school leaders to develop purposeful PLCs?
  2. In the book it states “engaging the perspective and voices of families, students, and the community is critical to the learning of the PLC.” How can we include their voices in PLC and continue to reflect on what’s best for our students and community? 
  3. “In what ways do learning communities systematically assess their culture, exhibit value of diversity within their community, manage the dynamics of difference found within the community, adapt to those differences and institutionalize new cultural knowledge?” (Lindsey, et al., pg. 49)

The various terminologies within this chapter of “professionals who come together with a common desire to learn in a community, to inquire into expanded possibilities, and to strive for continually improving professional practices.” (Lindsey, et al., pg. 38) In addition, on page 47 by demonstrating the examples of how culturally proficient community leaders explicitly arranged accessible meeting time and space, materials and resources for the community. These examples made is feasible to service the school-community and to develop those relationships to expand of the goal of student academic success. Lastly, Hord’s five tenets integrated with cultural proficient provided with a solid idea of important components to ensure a successful culturally proficient learning community.


Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.