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SSI participant & non-participant survey ?s

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SSI participant & non-participant survey ?s

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1. Are there any structures in place to assist and ensure students of color are successful across the disciplines?

2. What do you think promotes success and/or failures among students of color at this institution? Within your class?

3. What are some major academic barriers of success for students of color?

4. What are some major social barriers of success for students of color?

5. What curriculum or area of studies does your department offer that embraces multiple cultures and/or experience?

6. Do you currently teach at an ethnically and culturally diverse institution? If so, what made you decide to teach there? If not, would you ever teach at an ethnically and culturally diverse institution?

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1. What, if any, has been an academic barrier of success for you or other students of color?

2. What, if any, has been a social barrier of success for you or other students of color?

3. Do you believe your school is/has been successful in incorporating diversity into curriculum and throughout the school? If yes, how? If not? What areas require improvement?

4. What school supports, extracurricular activities, clubs, or programs would you say have helped you attain and maintain success in school?

5. Have you been able to establish and maintain a relationship with your teacher(s)? If so, what has helped grow that relationship? If not, what has prevented relationship building?

6. Have you been able to establish and maintain a relationship with your peer(s)? If so, what has helped grow that relationship? If not, what has prevented relationship building?

7. Please identify subject areas you feel have incorporated various cultures into the curriculum?

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Overview of Evaluation ?s and Program Components

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Overview of Evaluation ?s and Program Components

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The purpose of this program evaluation plan is to examine the efficacy of SSI in providing educators with training that enables culturally inclusive curriculum planning and to prepare educators to teach in diverse classrooms.

When a student is made to feel as though they are a part of the composition/literature being read, written, and discussed; they are more likely to positively respond and excel in their academics. Through the Supporting Scholars Institute, a platform for working relationships to be cultivated and courageous conversations to take place will be garnered; while actively working to promote culturally relevant classroom curriculum.

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Why cultural inclusionary and sensitiveness training is so critical: A 3rd gradeTeacher's response

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Why cultural inclusionary and sensitiveness training is so critical: A 3rd gradeTeacher's response

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Why cultural inclusionary and sensitiveness training is so critical: A 3rd grader's letter of persuasion

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Why cultural inclusionary and sensitiveness training is so critical: A 3rd grader's letter of persuasion

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Padlet Evaluation Plan Wall

EDUC 804

Dr. Kristen Betts

Drexel University

Fall 2014

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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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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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• 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)

• Students

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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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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 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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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?