Week 2 Assignment – Culturally Proficient Leaders (55 Points)

Overview

The purpose of the Week 2 assignment is to develop an understanding of the principles, elements, and tools of cultural proficiency, recognize the value of cultural proficiency as an approach to leading and managing the dynamics of diversity and equity, and become familiar with the cultural perspectives of male and female individuals; gay, lesbian, bisexual, and transgendered (LGBTQ) individuals; and individuals with disabilities and gifted individuals.

During this week’s activities, you will:

1.      Attend or view the recording of the weekly web conference.

2.      Participate in the Week 2 Discussion Board forum.

3.      View the Week 2 Videos.

4.      Complete the Week 2 Readings.

5.      Complete the Week 2 Quiz

6.      Analyze and respond to the struggles to gain equity discussion prompt.

7.      Submit the Cultural Proficiency Receptivity Scale and reflect on the scale.

8.      Critique the cultural proficiency lecture.

9.      Reflect on gender, sexual orientation, and exceptionality issues.

10.  Work toward completion of culminating final project and interim practicum/internship plan.

11.  Review the syllabus and plan accordingly to complete all assignments by the due dates!

Week 2 targets the following Course Learning Outcomes

·         CLO 2: Analyze and synthesize the role culture and experiences of cultural groups play in the lives of students, their families, and the community.

·         CLO 3: Engage in self-exploration and reflection of personal attitudes, beliefs, and assumptions regarding diversity and equity.

Week 2 Learning Outcomes

Candidates will:

·         W2LO1: Summarize the principles, elements, and tools of cultural proficiency (CLO2, CLO3).

·         W2LO2: Cultivate the value of cultural proficiency as an approach to leading and managing the dynamics of diversity and equity (CLO2, CLO3).

·         W2LO3: Identify cultural perspectives and shared common values of male and female individuals; gay, lesbian, bisexual, and transgendered (LGBTQ) individuals; and individuals with disabilities and gifted individuals.  (CLO2, (CLO3)

·         W2LO4. Describe gender and LGBTQ discrimination and issues faced by individuals with exceptionalities as well as the struggles these cultural groups have made for equality in the U. S. (CLO2, CLO3)

·         W2LO5. Analyze coping strategies, including key legislation, for male and female individuals, LGBTQ individuals, and individuals with exceptionalities. (CLO2, CLO3)

*** IMPORTANT NOTE REGARDING WEEKS 4 AND 5 ASSIGNMENTS ***

·          Week 4 Assignment 2 – Cultural Autobiography: In Week 4 you will submit a 3 to 5-page cultural autobiography paper. The purpose of the Week 4 Assignment 2 is guide you through a reflective process of your own cultural background and how your worldview has been shaped by family, role models and life experiences. It will also assist you in looking at one’s self as a cultural being and in recognizing the humanity in others. In this paper, you will examine your current cultural identity and identify what you will do to progress in your racial identity development.  This assignment is worth 40 points. Begin working on your cultural autobiography early, DO NOT wait until week 4! Refer to Module 4 for instruction and details.

·          Week 5 Assignment 2 – Culminating Project: In Week 5 you will submit a culminating project. This assignment is intended to be an implementable plan for educational equity in your school, district, or organization. The project can take the form of an equity audit or a strategic plan for diversity, equity, access, and excellence. You are to consider the approaches to equity, diversity, and cultural proficiency presented during the course to complete your project.

The culminating project will consist of two parts:

1.        Paper. A scholarly 4 to 6-page (plus title page and reference page) APA formatted paper.

2.        Presentation. A PowerPoint presentation developed to present your plan. 

This assignment is worth 94 points. Begin working on your culminating project early, DO NOT wait until week 5! Refer to Module 5 for instructions and details.

·          Week 5 Assignment 3 – Interim Practicum/Internship Log: In Week 5 you will submit your Interim Practicum/Internship Log documenting progress to-date.  The required number of hours and activities are determined by your course enrollment.

This assignment is worth 20 points. Refer to Module 5 for instructions and details.

Week 2 Assignment, Part 1: Web Conference (6 points) (W2LO 1, W2LO 2, CLO 3)
Due Week 2

During this class, you can participate in weekly web conferences. At the beginning of your course, the professor(s) will provide a list of scheduled web conferences and the URL to access the sessions.

You do not need to download or purchase additional software to participate in the conferences. However, a headset with microphone and web camera is preferred equipment.  For further details, see the information sent to you by the professor(s) and/or Instructional Associate via weekly overviews, email, discussion board, and/or announcements.

Directions: After attending the web conference or listening to the recording of the conference, post insights gained from the discussion.

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Week 2 Assignment, Part 2: Culturally Proficiency Receptivity Scale (10 points) (W2LO 2, CLO 3)

Directions: For this portion of this week’s assignment, complete the Cultural Proficiency Receptivity Scale presented below. For each item, place an ‘X’ by the number (or bold the number) to which your feelings on the issue best corresponds using the scale.

1. I believe that all children and youth learn successfully when informed and caring teachers assist them and make sufficient resources available to them.

           Strongly Disagree             Agree                  Strongly Agree

2. I want to do whatever is necessary to ensure that the students for whom I am responsible are well-educated and successful learners.

           Strongly Disagree             Agree                  Strongly Agree

3. I am committed to creating both an educational environment and learning experiences for our students that honor and respect who they are.

           Strongly Disagree             Agree                  Strongly Agree

4. I am willing to ask myself uncomfortable questions about racism, cultural preferences, and insufficient learning conditions and resources that are obstacles to learning for many students.

           Strongly Disagree             Agree                  Strongly Agree

5. I am willing to ask questions about racism, cultural preferences, and insufficient learning conditions and resources that may be uncomfortable for others in my school or district.

           Strongly Disagree             Agree                  Strongly Agree

6. I believe that all students benefit from educational practices that engage them in learning about their cultural heritage and understanding their cultural background.

           Strongly Disagree             Agree                  Strongly Agree

7. I believe that all students benefit from educational practices that provide them with hope, direction, and preparation for their future lives.

           Strongly Disagree             Agree                  Strongly Agree

8. It is important to know how well our district serves the various cultural and ethnic communities represented in our schools, and it is also important to understand how well served they feel by the educational practices in our schools.

           Strongly Disagree             Agree                  Strongly Agree

9. It is important to know how the various cultural and ethnic communities represented in our schools view me as an educational leader and to understand how well my leadership serves their expectations.

           Strongly Disagree             Agree                  Strongly Agree

10. Our district and schools are successful only when all demographic groups are improving academically and socially.

           Strongly Disagree             Agree                  Strongly Agree

11. Cultural discomfort and disagreements are normal occurrences in a diverse society such as ours and are parts of everyday interactions.

           Strongly Disagree             Agree                  Strongly Agree

12. I believe that lack of cultural understanding and historic distrust can result in cultural discomfort and disagreements.

           Strongly Disagree             Agree                  Strongly Agree

13. I believe we can learn about and implement diverse and improved instructional practices that will effectively serve all our students.

           Strongly Disagree             Agree                  Strongly Agree

14. I believe we can use disaggregated data to understand more precisely the achievement status of all students in our schools, and that we can use that information to identify and implement effective instructional practices for each of them.

           Strongly Disagree             Agree                  Strongly Agree

15. As a leader, it is important for me to be able to communicate across cultures and to facilitate communication among diverse cultural groups.

           Strongly Disagree             Agree                  Strongly Agree

In the space below, write a brief reflection on your responses to the survey. What do you feel your responses tell you about yourself and your preparedness as a culturally responsive/aspiring leader? How does your cultural proficiency self-assessment impact your understandings and behaviors as a socially just leader? Have you always felt the way you do now about social justice issues? Be critically self-reflective; demonstrate knowledge of critical theory, social justice, multiculturalism and changing societal demographics.

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Week 2 Assignment, Part 3:  Lecture Critique – Cultural Proficiency (18 pts) (W2LO 1, W2LO 2, CLO 2, CLO 3)

Directions:  Critique the week 3 cultural proficiency lecture. Respond to each guiding questions in two-three well-developed paragraphs.

Guiding Question 1. Briefly summarize key points from the lecture.

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Guiding Question 2. Which elements of cultural proficiency are present in your school/district? What similarities and differences are evident from different perspectives (i.e., teachers, staff, students, gender, and ethnicity/race)? Explain.

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Guiding Question 3. Identify the principal standards; domains and competencies; and knowledge, skills, and mindsets involved or implicated in Cultural Proficiency. (Refer to Appendix A in the syllabus.) Analyze the implications of various factors (e.g., staffing patters, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning. How might you apply what you learn from this lecture in your role as an educational leader?

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Week 2 Assignment, Part 4: Gender, Sexual Orientation, and Exceptionality (21 pts) (W2LO 3, W2LO 4, W2LO 5, CLO 2, CLO 3)

Directions:

Respond to each reflective prompt (in three to four well-developed paragraphs), related to male and female individuals; gay, lesbian, bisexual, and transgendered (LGBTQ) individuals; and individuals with disabilities and gifted individuals.

Reflective Prompt 1: The French proverb, “plus ça change, plus c'est la même chose” is roughly translated in English as “the more things change, the more they remain the same.” This adage is one of the multiple perspectives offered to explain the impact of the women’s rights movement.  Many believe that despite some changes, males are still considered to be the dominant gender in the U.S. Reflect on your perspectives on the impact of the women’s rights movement in creating gender equity in the U. S.

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Reflective Prompt 2:  Chapter 5 is replete with examples of historical discrimination against people with diverse sexual identities. Select one of the topics, conduct some brief research, then reflect on the topic.

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Reflective Prompt 3: Reflect on the key court cases presented in Chapter 6 relevant to the educational rights of students with disabilities. Include at least five ways in which the landmark decision, Brown v. Board of Education, impacts the educational experience of children with disabilities.

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Rubric

Use the following Rubric to guide your work on the Week 2 Assignment.

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Status NEW Posted 24 Sep 2019 02:09 PM My Price 10.00

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file 1569336455-EDLD 5312 Week 2 Assignment Answer.docx preview (4861 words )

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