Final Project -Plan for Building Culturally Responsive Leadership

Final Project -Plan for Building Culturally Responsive Leadership Capacity

our Final Project in this module consists of two parts:

Part 1: Culturally Responsive Leadership (1,000 words; 30%)
Part 2: Collaborating for Success (3,000 words; 70%)

The purpose of the Plan for Building Culturally Responsive Leadership Capacity is to develop a train-the-trainer session for your colleagues to learn about culturally responsive practices and leadership. Such a plan can support other professional practitioners in their efforts to foster effective, culturally responsive learning communities.

Throughout this module, you delved into resources, participated in activities and completed assignments to help you grow professionally as a culturally responsive leader of learning. You are now at a point in the module when you will draw on all that you have learned to complete this Final Project. Many of the elements for your Final Project were first submitted as Individual Assignments during the various module units. You have received feedback on these Individual Assignments from your Faculty Member, and you should carefully review the feedback and incorporate it into your Final Project.

You also will add one section to Part 2 of your Final Project in which you will critically reflect on:

How the building of your Plan for Building Culturally Responsive Leadership Capacity will help you deepen culturally responsive skilfulness in others in order to promote their professional development as culturally responsive leaders of learning
How you will sustain your effort to build culturally responsive leadership capacity as a leader of learning committed to creating positive social change in an effort to effect social justice in your learning context

Here are the details:

Part 1: Culturally Responsive Leadership (1,000 words; 30%)
- Based on what you learned from your literature review (see Unit 1), identify five culturally responsive leadership practices you would like to exemplify as a leader of learning. These five practices will serve as the basis of your Plan for Building Culturally Responsive Leadership Capacity.
- Select one research-based resource (e.g. scholarly book excerpt, journal article, Web article, etc.) for each of the five culturally responsive leadership practices you have chosen. Provide a justification/rationale for how each research-based resource will support your plan to develop culturally responsive leaders as a leader of learning. Conduct your review in the form of an annotated bibliography that includes the following for each article:
  - Bibliographic information: Title, author(s), publisher or originating source, date written in Harvard style format. For more help with style formatting, see University of Roehampton Referencing Style Guide Harvard Version 2012 in your unit resources.
  - Annotations: The annotations for each source, written in paragraph form.
    - Briefly summarise the scholarly resource.
    - Critically analyse the research/insights presented and explain how they relate to culturally responsive leadership.
    - Summarise the key takeaways that will support your Plan for Building Culturally Responsive Leadership Capacity.
Part 2: Collaborating for Success (3,000 words; 70%)
- Critically analyse the DIRT Temperament Survey results of two of your colleagues and:
  - In an essay of 600–650 words, analyse and provide a summary of the temperament breakdown for each of your colleagues based on the respective DIRT Temperament Survey results.
    - Summarise which communication and collaboration practices you believe would enable the three of you to collaborate effectively on a team in a learning context.
    - Recommend two communication and two collaboration strategies you would want to use as a leader of learning when working with these colleagues to develop their understanding of the five culturally responsive practices you identified in Unit 1. Support your recommendations by explaining how each strategy aligns to a finding from your colleagues’ temperament surveys.
  - In 600–650 words, summarise your analysis of how your two colleagues’ temperaments may impact decision-making and tension, based on their DIRT Temperament Survey results.
    - Summarise the two resources you chose and explain your reasons for choosing them to address potential group-dynamics issues with these colleagues. In other words, discuss the ways these resources relate to the analysis of your colleagues’ DIRT results related to decision-making and tension. Give examples of how strategies from these resources might be used with your colleagues.
    - Also, provide a rationale for how these resources would contribute to your colleagues’ understanding of the five culturally responsive practices you identified and your Plan for Building Culturally Responsive Leadership Capacity.
  - In 600–650 words, summarise your analysis of your colleagues’ motivation based on their DIRT Temperament Survey results.
    - Identify and summarise the two current research-based resources you chose and explain your rationale for choosing these resources and the strategies you have identified to address the motivational needs of your colleagues. Give examples of ways these strategies may help foster your colleagues’ motivation.
    - Discuss how these resources and strategies will support your colleagues’ understanding of the five culturally responsive practices you identified for your Plan for Building Culturally Responsive Leadership Capacity and help your colleagues become culturally responsive leaders of learning.
  - In 600–650 words, summarise the three change principles you consider most important to helping your colleagues understand the five culturally responsive leadership practices you identified for your Plan for Building Culturally Responsive Leadership Capacity.
    - Provide a critical analysis of how these change principles align with your colleagues’ temperaments (as described in their DIRT survey results) such that the colleagues would be more likely to make the changes necessary to deepen their understanding and practice of culturally responsive leadership. Point out any principles you think would work well for one colleague, but not for the other, based on their differences in temperament.
  - In 400–600 words, critically reflect on:
    - How the building of your Plan for Building Culturally Responsive Leadership Capacity will help you deepen culturally responsive skilfulness in others in order to promote their professional development as culturally responsive leaders of learning
  - How you will sustain your effort to build culturally responsive leadership capacity as a leader of learning committed to creating positive social change in an effort to effect social justice in your learning context

By the end of this unit, submit all sections of your Final Project to your Faculty Member for grading. These elements, and their grade weights, are described in the Final Project area of the Module Menu.

Part 1: Culturally Responsive Leadership (1,000 words; 30%)

With classrooms and teaching environments being very diverse today, it is important, as a leader, to be able to relate to each student according to his/her unique characteristic, and to respond properly to cultural and racial diversity, as well as the diversity created from socio-economic status. This is the educational issue which I intend to focus upon and develop a greater insight into. There are five culturally responsive leadership practices that I would like to exemplify as a leader of learning. These are:

Promote supportive racially and ethnically responsive school conditions
Value social capital and respect for diversity and positive relationships
Implement strong culturally responsive practices in the classrooms
Develop a broad and open perspective which builds trust
Promotion of change

The following literature will aid me considerably on my quest to perfect those leadership skills.

Resource One

Hawley, W., & S. Nieto, (2010), ‘Another Inconvenient Truth: Race and Ethnicity Matter’, Educational Leadership, 68 (3) 66-71

This article supports and helps to develop the understanding of the role of school culture and conditions in promoting culturally responsive leadership. The article is targeted towards educators, researchers and policy makers as it questions the huge gap between white and Asian students and students of colour in the United States. It challenges the assumption that all students regardless of background and race respond to the same solutions.

The article presents three steps for effective implementation of culturally responsive leadership along with practical strategies for implementation in schools. A key takeaway from this article is that school policies, procedures and practices affect students’ opportunities to learn and there should be a common, shared understanding of high expectations amongst all. In my current school setting, this is an aspect that needs to be developed as many teachers have lower expectations of certain minority groups of students.

Resource Two

Taliaferro, Alisa., (2011), ‘It Is Simple, But Not Easy-Culturally Responsive Leadership and Social Capital: A Framework for Closing the Opportunity Gap’, in Academic Leadership, 9 (4) 1-7

The article furthers my understanding of the role of social capital in culturally responsive leadership. The idea that social capital which promotes trusting relationships through networking and co-operation as the central tool for ensuring positive outcomes for all students in the school community is interesting.

Taliaferro, examines the traditional role of the principal and concludes that the culturally responsive leaders respect diversity and develop communities where diversity is celebrated, social networks are central and there is trust and cooperation between students, staff and the parent community. This is a feature which needs to be developed within my school and a focus on this will enhance the culturally responsive leadership capacity of my team.

Resource Three

Ford, B., Stuart, D., Vakil, S., (2014), ‘Culturally responsive Teaching in the 21^st Century Inclusive Classroom’, in Journal of the International Association of Special Education, 15 (2) 56-62

In this article, the authors review the place of pedagogy in meeting the needs of a diverse community including those who are culturally, linguistically diverse along with those with learning difficulties. This article further develops my understanding of the role of pedagogy in developing culturally responsive leadership.

The paper explores the factors that impact the performance of ‘culturally and linguistically diverse’ students which result in a high proportion of ‘CLD’ students being identified as having learning or other difficulties. The articles identifies strategies for teachers and school leaders to implement in the classrooms to improve student and community inclusion and to promote cohesion and culturally responsive practices.

Key takeaways for me are the strategies which are very clearly identified and include teacher efficacy and its influence on students’ achievement, the creation of inclusive learning environments, building home-school and community relations and implementing culturally responsive strategies in the classroom. The identification of these main strategies makes the article a valuable resources for me as I work towards being more responsive towards meeting the needs of a diverse school community.

Resource Four

Tschannen-Moran, M. (2012). Becoming a Trustworthy Leader, in Jossey-Bass Publishers, The Jossey-Bass Reader on Educational Leadership. San Francisco, CA: John Wiley & Sons.

Tschannen-Moran explains the importance of trustworthy leadership in the learning environment. Without trust between all stakeholders involved (teachers, students, parents, community), nothing of value can be achieved. Tschannen-Moran states the five facets of trust (benevolence, honesty, openness, reliability, and competence) and relates them to the five functions of leadership (visioning, modeling, coaching, managing and mediating). She shows that there are different levels of personnel that best achieve these functions. When the whole system adheres to these trustworthy leadership aspects, success is sure to be achieved.

This article was a great read and I think applies to all the five leadership practices I want to achieve but in particular to the development of a broad and open perspective which builds trust. Trust is an aspect that is lacking in my current workplace so this literature helped to enrich my understanding and will support the cultural responsive improvement of the leadership within the school.

Resource Five

Sullivan, A. & A’Vant, E., (2009), Multicultural Affairs: On the Need for Cultural Responsiveness’, in Communique, 38 (3) 8-9

This article was chosen as it addresses the promotion of change as a culturally responsive practice. It encourages the tackling and elimination of practices which hinder or negatively impact equality and respect for diversity. It encourages all staff to be empowered to speak up and help to develop policies, practices and procedures which support equity and respectful relationships.

The idea of empowering and engaging all stakeholders in positive change is one which appeals to me and is an approach which will support my plan for developing culturally responsive leadership.

Part 2: Collaborating for Success (3,000 words; 70%)

Hanan’s survey shows her to be a relater. This means that Hanan would be the one in the group to ensure that everyone gets along. Because her strengths include being supportive and agreeable, she will not bring any negativity to the group. Her personality and input will be consistent, and she will be loyal to the group members. Her strength in working in established work patterns makes her an ideal worker in the group –she won’t shirk her part. While her strengths make her an integral part of any working group, her weaknesses could end up sabotaging her work.

Hanan’s weaknesses as a relater are that it is hard for her to accept change. Her loyalty to the group members and her work, as well as established work patterns will make it hard for her to accept any new changes that may occur in the group. This can be disadvantageous to the group if they choose a new direction, and Hanan is not able to deal and work with it. Making any type of choice is hard for Hanan, and she will usually be in the background, with the decisions being implemented without any aggressive input from her – she is quick to acquiesce. Of course,

Sarah’s survey indicates that she is a thinker. Being a thinker means that Sarah has a tendency to be thorough, disciplined and conscientious, as well as analytical. Sarah will be able to help with decisions that are best for the group because she will be able to analyze any possibilities thoroughly. These strengths make her an asset to the group, as will her ability to be diplomatic with people. Her strengths are offset, however, by her weaknesses.

Sarah’s weaknesses can mean that all her work can be undone, as she has a tendency to be bogged down in detail. This will make it hard for her to finish tasks, as will her rigidness to the “how-to’s.” Not being able to change readily and adapt, and her hesitancy to try new things means she could be the reason why the group does not move forward, or succeed in their tasks.

Based on Hanan and Sarah’s DIRT Temperament Survey results, one of the best collaboration strategies to use with them would be encourage open dialogue amongst the team and base this discussion as a start on the collaborative styles questions (Conderman, et al., 2009) . This would ensure that from the start, the team are aware of each other’s working styles. The strengthening of relationships amongst the team would be the priority for my plan.

‘Collaboration should be structured carefully’ (Berry, B, et al., 2009) In order to ensure that collaboration is facilitated and promoted, I would ensure that formal opportunities are planned for the team with clear agendas and expected outcomes. Knowing the information ahead of time helps to deal with both these colleagues’ weaknesses: Hanan’s leniency and trouble meeting deadlines would be counteracted when she is told ahead of time what is expected of her, and Sarah’s strength of being detail oriented will allow her to do a superb job with any task. In terms of Miscisin’s strategy, both Hanan and Sarah would benefit by using this collaboration style because it caters to their need for competency and responsibility (Conderman, et al., 2009). Hanan and Sarah have strengths and weaknesses that complement each other, and hence, there wouldn’t be as much deadlock when it comes to getting tasks done. Friend states that for a team to collaborate effectively ‘ each person’s contribution is truly valued’ (Laureate Education 2014).

Clear communication is essential between the team and the best communication methods to use with Hanan and Sarah would be the sandwich technique and paraphrasing. Using the sandwich technique, would mean that whilst discussing culturally responsive practices displayed by Hanan and Sarah, I would identify their strength and successes first and then move on to an aspect which needed focus and improvement before going on to a success again. Using the paraphrasing communication technique, one can continue to show Hanan and Sarah the different culturally responsive practices by paraphrasing and rephrasing aspects of the conversation to ensure that they actually do understand the strategies and practices.

Decision-Making and Tension

When working in a group, the personalities and temperaments of the different members always factor in the success of the group, and its ability to move forward. Hanan and Sarah’s DIRT Temperament Survey results show that their weaknesses and strengths can have big implications to the decision-making process of the group. My own DIRT Temperament Surveys show that I am an influencer. This means that I have a tendency to want to be recognized, and I can motivate and influence my team members. The ability to influence Hanan and Sarah is something that will work out to my advantage, but not necessarily for the team as a whole. Because they are not strong decision makers, they will not be able to help me make an active decision, yet, because my own weakness is a lack of following through with details, the decisions I make for the group may never come to fruition.

Decision making in this group will be full of tension because I, as an influencer, will have quite a bit of control in how the decisions are made. This may prove to be a disadvantage to the group, because decisions need to be made collaboratively. As Marilyn Friend says, ‘collaboration must be voluntary’ and has to have ‘parity’(Laureate Education, Inc. 2014). When any members of the group are not able to have a distinct voice in the decision making, their collaboration/participation is voluntary, but there is no parity because they are not able to have an active, aggressive choice in the decision making. Friend goes on to say that when one person makes all the decisions in a group, there is no actual sharing happening. While influencers don’t always make the decisions, the fact that both Hanan and Sarah have weaknesses that affect their ability to make decisions, my role as a decision-maker increases dramatically.

Our group, consisting of relater Hanan, thinker Sarah and I, the influencer, will face the tensions that are common among people with these same temperaments. According to the Working Together portion of the DIRT Temperament survey website, the tensions will lie in the fact that as an influencer, my lack of depth in my relationships and my quickness will cause a problem for Hanan. Her loyalty to the group, and its members, as well as her easy going personality, will find it difficult to reconcile with mine. These tensions will be exasperated over the tensions I will have with Sarah over my lack of attention to detail, when she is so detail oriented. Of course, they too will have tensions: Hanan’s tension with Sarah will be because of the fact that Hanan will be much more friendly and considered with the relationships, as opposed to Sarah’s focus on detail. These two aspects of their personalities puts them at the different end of the spectrum. Sarah will have tension with Hanan over her inability to articulate to Hanan and I how she actually feels. These tensions are surmountable and have to be addressed when we are working together, especially when we attempt to work together in a learning environment. As we journey to become leaders, knowing how to communicate and collaborate together effectively will be essential in relating to the school community.

Due to our differing personalities, there is bound to be some tension when decisions are being made. Macdonald (2011) mentions that ‘using effective communication skills can help to both prevent such situations from occurring and provide you with tools to collaboratively resolve issues when they do.’ My colleagues and I can definitely benefit from the information in this article. According to the authors, Alessandra’s The Platinum Rule (treat others the way they want to be treated) helps communication to occur when members remember that they have to treat their fellow members as the members want to be treated. Only in relating to them in the ways that are easiest to them can proper communication be achieved. Free and unrestricted communication is very important when it comes to being leaders, and in culturally responsive practices in the classroom.

Motivation

Hanan’s motivators, based on her DIRT Temperament surveys include relationships and appreciation. It is important for a relater to build positive relationships with fellow colleagues and to be appreciated for their input and cooperation within the group. For Hanan, doing her part of the work in an environment that is sincere, free of conflict and traditional is essential. She cannot function too well in an environment that is full of conflict, and with little opportunity to foster relationships.

Sarah’s motivators, as a thinker, rely more on the academic side. Sarah needs to know that she is right, and the need to accomplish quality work pushes her to do the best that she can. She needs an environment that gives her the opportunity to focus on detail, as she works best when allowed to do so. Her analytical brain requires that she be given a specific job description that clearly spells out her role within the group, and the exact description of her duties.

In terms of culturally responsive practices, both Hanan and Sarah would need to adapt to apply these practices. Sarah’s need to be right, and adhere to evidentiary experience will make it hard for her to relate to students on a proper culturally sensitive level. Hanan’s need to build relationships may end up making her lose sight of applying the culturally responsive practices; she may be too busy fostering and building relationships, instead of addressing issues via proper responses.

Rethinking Successful School Leadership in Challenging U.S. Schools (Johnson, 2007) shows how the three women had to apply their own experiences and actually bring in the communities to get success. This would benefit Hanan because she works better when being able to build relationship. Her best culturally responsive practice would be to cultivate and enhance her ability to bring the community and other support members on board in terms of the students’ learning. The literature gives examples such as ways in which the new principal of Costello School turned the school around by making it her goal ‘to create a safe and nurturing child-centered learning environment that focused on addressing students’ basic social and emotional needs’ ( Johnson 2007).

For Sarah, developing a broad and open perspective will prove to be very difficult. This is an important culturally responsive practice; if Sarah is not able to be less rigid in her views and her practices, she will have a very difficult time applying this practice. Baldwin (2015) offers many different strategies and ways that will help Sarah to change her practices, which will allow her to better relate to students. For example, strategies that Sarah can develop from study of this literature includes focus on strategies that will promote home-school links as Baldwin states,‘infuse the educational process with meaningful connections to students’ home cultures’ (2015). To be a leader, it is essential to gain the trust of those who you wish to lead, and if you are not able to relate to them, or you are unable to flexible, you will not become the trustworthy leader you want to be. Sarah’s tendencies to be rigid, and so reliant on evidence, can make it very difficult for her to come to terms of certain aspects of a student’s culture that may not be based in fact and evidence.

Both the sources mentioned will aid Hanan and Sarah as well as I on the road to being better leaders, especially in our multicultural and diverse environment. The leaders of today need to know the different strategies and practices that can be put in practice to address the new challenges. It’s not always possible to put theoretical strategies into practice, but both Johnson (2007) and Baldwin (2015) show how this can happen, while still achieving success among students.

Principles of Change

Dear , You have selected very interesting change principles. It seems that they are tailored to your team. You should discuss more about them indicating what they evolve and how they can be applied to your education settings. Some examples would add value to your work. There are no reference to your plan as leader and no connections to your 5 points of your plan. This is fundamental for this assignment and for your final project. You should pay close attention to this part. Extra resources would sustain your arguments and provide plurality to your work. You could be more active and engaged in discussion board. You have some really interesting ideas and your classmate want to know about them. Good luck with your final project!

The three principles of change that are most important in helping Hanan and Sarah understand the five culturally responsive leadership practices are:

Change is a process, not an event
Change is a highly personal experience
Change entails growth in both feelings about and skills in using new programs (SEDL)

The first principle of change – change is a process, not an event – aligns with both my colleagues’ temperaments because they both require time to change their ways, since they do not do well with change. Hanan would need to be guided to her change, while Sarah would need to see proof as to why the change should be made in the first place. Hanan and Sarah must be made to see the importance of change, and in doing so, must realize that they can implement culturally responsive practices, even if they have to do so slowly, as they acclimatize themselves to the change needed.

The second principle – change is a highly personal experience – also aligns with their temperaments as both Hanan and Sarah will internalize their experiences. Hanan, while quick to make new relationships, is not very good with change and needs to slowly take her time in accepting changing. Hanan’s personal experience of change will allow her to grasp the

importance of any culturally responsive practice changes that take place. Sarah’s temperament also aligns with this second principle because she, as a thinker, is interested in learning from her past mistakes. This makes her open to change based on errant past behavior. She has her own pace to follow, heeding change, while learning from the mistakes. Change becomes a personalized journey and experience for both of them.

Using the new skills that they learn about culturally responsive practices and new technologies to apply in the classroom, will bring new opportunities and challenges for both Hanan and Sarah. Hanan will find it challenging to do too many new things as she has a tendency to fall into established work habits, and Sarah’s challenge will come from her tendency to be hesitant in trying new things. Hanan dn Sarah will have to grow in their own personal feelings and skills to be able to properly engage in the changes that will present themselves when they start to use culturally responsive practices.

Plan for Building Culturally Responsive Leadership Capacity

My plan for building culturally responsive leadership capacity is to start with the five responses I have outlined at the beginning of this paper. I think that when I apply those practices to my leadership and teaching techniques that I will be able to set up a momentum in my career that I hope will continue to grow. By applying those five practices, I hope that I will be able to include all the students in my care, and be able to relate to them all. Because my interest and focus has been on being as inclusive as I can be, this topic has interested me. I am ecstatic at having learned some actual practices to put into practice.

My challenges will be great, as I already know that I will have the most problems with two of the five practices. Keeping an open and broad mind will be hard for me, even though I know this is imperative to allow change to happen. I tend to have a stubborn streak and to think I am right. I have to be able to leave that attitude behind and embrace learning new ways and techniques to teach my students. Once I have learned to open my mind and act upon new changes, I should be able to share this with fellow co-teachers and instructors.

No society will ever advance if any of its population is not afforded the same opportunity as others. When it comes to education, if there are any biases/prejudices/stereotypes, will result in sever circumstances. That population will not be able to advance in any way, financially, academically, etc., due to this large hindrance. Education should be balanced and equal, and affordable to all. This can only help achieve positive academic results, which is the aim of every teacher (or at least should be!).

Just like fair and equitable education should be given to all, so should these high expectations be on the teachers. All teachers should be able to deal properly with their diverse classrooms. Teaching teachers how to be open minded, be sensitive and inclusive of all cultures and differences, expect high expectations of their students, deliver student centered methods, and involve family and friends as a support system for the students will be hard, but I am determined to utilize the collaboration skills I have learned to make sure that the teachers that I am paired up with in the future and with whom I will be working. To sustain my own knowledge and the knowledge of those teachers who have taken this journey with me, I intend to be a lifelong student in that I will continue to constantly take courses to learn about all the new methods, theories and practices available. Today’s classroom is growing, both in number and experience.

This is because of the phenomena of tablets, smartphones, and social media. Being able to keep abreast of technological changes as well as of the new methods developed to teach such students is the only way that I can continue to be a great leader and instructor.

Hawley, W., & S. Nieto, (2010), ‘Another Inconvenient Truth: Race and Ethnicity Matter’, Educational Leadership, 68 (3) 66-71

Ford, T., (2013), ‘Applying culturally responsive practices: Implications for mainstream education’ in Waikato Journal of Education’, 18 (2) 25-36

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Final Project -Plan for Building Culturally Responsive Leadership Capacity

Final Project -Plan for Building Culturally Responsive Leadership Capacity

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