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Scroll Down to see all discussion prompts

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Scroll Down to see all discussion prompts

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Ten Things You Should Do to Be Culturally Competent- List

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Ten Things You Should Do to Be Culturally Competent- List

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Ten Things You Should Do To Promote Cultural Competence

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Discussion #1: Equity Challenges Around You: Chat Room (15 minutes)

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Discussion #1: Equity Challenges Around You: Chat Room (15 minutes)

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Share an equity challenge that currently exists in your school community

1. Why do you think it exists?

2. Identify one solution to the challenge.

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Article: What does it mean to be culturally competent?

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Article: What does it mean to be culturally competent?

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2022 Symposium Slides: Keynote Presentation:  Dr. Angela & Wendell Bass 

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2022 Symposium Slides: Keynote Presentation:  Dr. Angela & Wendell Bass 

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Supporting Equitable Learning Environments through Feedback & Coaching

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SDCOE E3 Supporting Equitable Learning Environments through Feedback and Coaching May 17, 2022

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Please give us feedback on your experience with today's presentation by completing the 2022 E3 Symposium Feedback Survey

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Please give us feedback on your experience with today's presentation by completing the 2022 E3 Symposium Feedback Survey

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Facilitators:

Wendell M. Bass Jr. served 30 years in SDUSD as a teacher and principal. Since retiring in 2009, he has served as an Adjunct Professor at Point Loma Nazarene University’s Graduate School of Education teaching students how to educate and work in diverse school settings.

Dr. Angela Bass served in SDUSD for 30 years. The last ten years, she served as vice president of Partners for Developing Futures and Executive Director for New Leaders, both national non-profits whose goal is to develop school leaders to serve in urban, underrepresented communities with excellence. Currently, she serves as Director of Clinical Fieldwork for San Diego State University’s Educational Leadership Department.

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Discussion #2: What Does it Mean to be Culturally Competent?

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Discussion #2: What Does it Mean to be Culturally Competent?

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After hearing the Ted Talk Cultural Pedagogy with Isael Torres, briefly discuss how your school community is addressing cultural competence? How will you begin to build Awareness, Knowledge and Skills in your school community?

AWARENESS

KNOWLEDGE

SKILLS

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Your Free Gift!: Case Studies on Diversity and Social Justice Education

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Your Free Gift!: Case Studies on Diversity and Social Justice Education

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Case Studies on Diversity and Social Justice Education offers pre and in-service educators a range of authentic case studies related to educational equity and social justice. Each case, written in a narrative, literary style, presents a complex, yet common, classroom situation in which an inequity or injustice is in play. These cases allow educators to practice the process of considering a range of contextual factors and sociopolitical complexities, checking their own biases, and making immediate- and longer-term decisions affecting their classroom practice.

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Discussion #3: A Case Study: “The Trouble with Grit”Chat Room: 35 minutes

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Discussion #3: A Case Study: “The Trouble with Grit”Chat Room: 35 minutes

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Take 5 minutes to read the case study, “The Trouble with Grit.”

Engage in a general conversation and respond to the following questions:

1. An equality view dictates we treat all students equally. This is the view Ms. Grady has applied to her homework policy when it comes to Samantha. How might her perspective change if she adopted an equity view instead, taking stock of the barriers and challenges individual students experience and crafting policy to be responsive to those barriers and challenges?

2. Do you agree with Ms. Grady that Samantha is displaying a lack of grit by not turning in her homework? Why or why not? In what ways is Samantha demonstrating grit and resilience?

3. Mr. Burns worries that Ms. Grady and several of his other colleagues have a deficit view of families experiencing poverty, tending to attribute conditions like Samantha not turning in her homework to supposed deficiencies in those families. How might the deficit view force us into misunderstandings of the challenges and barriers students like Samantha face at school?

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Discussion #4: Collective Genius & Collaboration: “Love in Action”

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Discussion #4: Collective Genius & Collaboration: “Love in Action”

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In your groups, please share equity actions that you are taking in your school community that have improved the relationships among teachers/staff, students and community. How did you do it?