Chapter 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.
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
Quotes
Questions
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.
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
- “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)
Questions
- 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?
- 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?
- 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.
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.