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The moral of the story? We're all in this together!

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The moral of the story? We're all in this together!

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• Department of Education

• Board of Education

• District Leadership

• School Leadership (administrators and department heads)

• Teaching Professionals and Educators (Head Teachers, SpEd Teachers, Teacher Assistants
and Paraprofessionals)

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Courageous Conversations @ Whitworth: Geneva Gay

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Geneva Gay is a professor of education at the University of Washington, in Seattle, and is nationally and internationally known for her scholarship in multicultural education. Gay spoke at Whitworth on Oct. 4, 2012, as part of the university's Speakers & Artists Series.

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A vicious cycle that continues to permeate through society today and undoubtedly impacts the classroom

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A vicious cycle that continues to permeate through society today and undoubtedly impacts the classroom

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1. To what extent has student engagement and academic achievement been impacted by SSI programming implementation?

2. As a result of participating in SSI, are educators better prepared to work in culturally diverse classrooms?

3. Do educators who complete SSI integrate more multi-cultural or culturally inclusive content into their curriculum planning?

4. What percentage of educators continue to implement SSI practices into their curriculum development post SSI training? One year? Three years? Five years?

5. How has educator participation in SSI affected teacher/student relationship building? Student/student relationship building?

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Padlet Evaluation Plan Wall

EDUC 804

Dr. Kristen Betts

Drexel University

Fall 2014

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SSI is an educator training/mentor program in which 1 full week of professional development and four quarterly on-site, full-day technical assistance (TA) trainings (within an academic year) are provided around cultural responsiveness training and delivery methods for educators across the academic disciplines. With the support of various stakeholders and collaborators, including the Department of Education, Board of Education, school district administrators, educators and student support providers; SSI participants will engage in professional development and shared learning experiences that will provide job-embedded resources for building culturally responsive teaching and delivery methods.

As a result of these refined and newly acquired responsive skills, educators will be better positioned to implement more culturally inclusive curriculum into their lesson plans with a heightened knowledge and comfort level in better supporting every student.

Additionally, development teams will be established and charged with follow-up measures to ensure best practices and level of effort; while educators will be charged with continued growth and learning in order to increase capacity around culturally relevant materials.

In the end, students who are typically marginalized and unable to recognize or relate to course materials will begin to feel valued and inspired to excel academically, and students as a whole will benefit from a more cultured and well-rounded learning experience.

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The development of administrator and educator cultural competency is imperative to the implementation of teaching practices that are culturally responsive and accessible to all students. Today, the United States is currently comprised of a myriad of cultures and ethnic groups; and research is indicative of cultural shifts growing exponentially in the future.

As schools become more diverse, it is important to apply practices that ensure classroom instruction best serve students by incorporating culturally inclusive curriculum; thereby fostering an environment where students are made to feel valued and engaged; prompting excellence in classroom performance.

The literature contends that in many instances, students are likely to move forward through coursework despite uncertainties.  However, when students are introduced to literature in a way that is encouraging and enables them to draw on commonalities, they are less likely to retreat from learning. (Cook,1996)

Supporting Scholars Institute (SSI) will provide a motivating social context for professional development trainings and modeling of strategies for raising cultural awareness (across academic disciplines) within the classroom to take place.

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Hi Ashley,

I just want to say, I love the program you are evaluating!

Some general housekeeping: your logic model does not load entirely. I don’t see your narrative, maybe you have not included it yet. I like your use of videos and imagery.

I really like your introduction and the background information on SSI. I think you should add a purpose statement to tie it all together. And consider moving them near each other so that there is flow to the story. I know that you said it was only a rough draft, but just wanted to throw it out there as a suggestion.

You will be collecting a lot of data to answer these questions. I am glad that you acknowledged on your evaluation matrix: “The information in the matrix table above illustrates the many collaborative efforts necessary to implement and sustain SSI programming.”

I am sure you have been working with Prof. Betts on finalizing your questions, though I do have a suggestion for taking out the word “improved” in question #1: To what extent has student engagement and academic achievement been impacted by SSI programming implementation?

As far as a rough draft goes, you are on the right track. This is an important program and I hope there is great success with it. I can’t wait to find out more! Great work!!!

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First, thank you so much for taking the time to provide me with such valuable feedback. I have been grappling with loading my logic model and have found a way for it to be viewed in full, but there are a few extra steps to necessary for that. If I am unable to figure it out before the final project, I will provide directions for viewing it. It's the only thing giving me trouble! lol

Yes, you're absolutely correct about both the purpose statement and the term "improved" in my first question. I actually toyed with "impacted" initially, so in this case, great minds truly do think alike huh?

Once I receive feedback from Dana and Dr. Betts, I am going to work on the flow of all of the sections so that that it does tell a story. I'm not sure if it's evident through this Padlet, but I explained to Dr. Betts that this program doesn't currently exist, but is actually something I am truly striving to get off of the ground. I appreciate your suggested critiques and will be sure to keep them in mind for the final post.

I am also going to narrow down my research questions to 4 or 5.

Should you think of anything else, please feel free to shoot me a message. Have a great weekend:)

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You're questions help me a great deal in ensuring I cover all bases in terms of intended audience, who should be evaluated and consideration of comparative analysis. This is why it's such a blessing to be able to collaborate and share our work with one another.

As for K12 or higher ed, I definitely had K-12 in mind when developing this program after a few unfortunate situations my niece fell victim to. However, higher ed is my passion and I believe this should definitely be a component of higher ed curriculum as well.

Yes, I will collect data on non-participants as well so that I am better able to decipher the program's impact on teacher practices and student learning. I am working on a student survey now and will aim to be much clearer about follow-up timelines in my final padlet.

Thanks as always for your insight, it truly is appreciated and let me know if you think of anything else:)

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Ashley,
Thanks so much for sharing your Padlet!  What
an interesting topic.  I enjoyed reading your background
and "tidbit as it really helped me get a good sense of what type of program you are evaluating.  I also enjoyed
your different types of entries you included on your Padlet.  In looking at your Key Evaluation Questions, I had
a few comments.
Question 1) I reviewed your evaluation matrix but I'm still
unsure what data you are collecting to answer this question.  Are you measuring any student outcomes?  Will you be surveying students to get a sense of engagement?  (is this a K12 initiative or higher ed?)

Question 2) Will you be surveying/interviewing only the
teachers who participated in the program?  Have you considered surveying a group of teachers who did not participate to measure differences?  Also, what would the schedule be - would you survey immediately and then a few months out after they have had time to apply what they have learned?

Question 5) Would you be surveying both teachers and students?  If not students, how would you measure student to student relationship building?

I think that is all for now!  Sorry I am commenting so late in the week.  Hope this helps :)