Diversity – High Performing Leaders Understand, Respond To, And Influence The Personal, Political, Social, Economic, Legal, And Cultural Relationships In The Classroom, The School And The Local Community

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Diversity – High Performing Leaders understand, respond to, and influence the

personal, political, social, economic, legal, and cultural relationships in the

classroom, the school and the local community.

 Has skills necessary for interactive and interpersonal situations

 Understands how multicultural awareness, gender sensitivity, and racial

and ethnic appreciation affect an educational organization

 Is able to interact with the various cultural, ethnic, racial, and special

interest groups in the community

 Is aware of how the teaching staff provides for the diverse perspectives

appropriate to the student population and school community

 Provides opportunities to involve school community in a broad range of

school activities

 Interacts effectively with diverse individuals and groups

 Conforms to legal and ethical standards related to diversity

 Is perceptive and tactful in dealing with diverse populations

 Recognizes when crisis communications are necessary and is building a

repertoire of skills to deal with them

 Arranges for students and families whose home language is not English to

engage in school activities and communication through oral and written

translations

 Has a plan for the hiring and retention of a diverse staff McElroy 2

 Has a plan to develop ways to improve relations with various cultural,

ethnic, racial and special interest groups in the community

Diversely populated schools are the norm in our society today. Long gone are the days of predominately one race schools. High performing school leaders understand, respond to, and influence our diverse population. “Diversity includes different age, gender, sexual orientation, political beliefs, socioeconomic status, religion, physical and mental ability, language, and ethnicity” (Cunningham &

Cordeiro, 2006, p. 93). Given this definition of diversity, the degree of diversity within a school can still be vastly different across the United States. I have taught for several years in very diverse classrooms. In addition to my experiences as a teacher, there have been two distinct experiences during my graduate work which have impacted my ability to understand, respond to, and impact diverse populations.

The first experience was a group project on multicultural education reform titled Jalapeños in a Candy Jar (artifact 35). Group projects always present a certain amount of diversity. In order to collaborate successfully with a group, one has to be understanding of differences. Classroom teachers have to learn to appreciate differences. Teaching tolerance is not enough in our current society.

Six interrelated goals for multicultural education have been identified: equity, empowerment, cultural pluralism, understanding and harmony, expanded knowledge, and actions guided by an informed multicultural perspective

(Cunningham & Cordeiro, 2006, p. 106). These goals are not achievable McElroy 3 overnight. When my group developed our plan for multicultural education reform, it was a three year process. I realized that even at the end of three years, this would still be a work in process. Our population is in a continual state of change.

James Banks’s Approaches to Multicultural Curriculum Reform has formed my basis for analyzing the levels of integration of ethnic content in a school curriculum. Banks’s model illustrates three levels of integration: level 1 is the contributions approach, focusing on heroes and holidays; level 2 is the additive approach, adding concepts and perspectives to the curriculum without changing structure; level 3 is the transformation approach, which changes the structure of the curriculum enabling students to view concepts and issues from a different cultural perspective; level 4 is the social action approach, signifying students’ ability to make decisions and take action to solve social issues (Cunningham &

Cordeiro, 2006, p. 107). This model allows me to establish the current ethnic content within a school curriculum. I utilized it during this group project, as well as analyzing my own school curriculum and the summer school curriculum. It is essential that a school leader has a solid understanding of the current diversity within a school in order to influence it appropriately. Thoughtful consideration and actions regarding multicultural curriculum will assist educational leaders in elevating their school toward social justice.

My second experience involved research on the least restrictive environment

(LRE) requirement according to Section 1412 of the Individuals with Disabilities

Education Act (IDEA) of 1990 which I conducted during my graduate level School

Law class (artifact 36) . This was an eye opening experience for me and has McElroy 4 forever changed my perception of the necessity of diversity in classrooms across the United States. It is essential that school leaders have a firm grasp on special education laws in order to protect the rights of all children enrolled in their school regardless of age, gender, sexual orientation, political beliefs, socioeconomic status, religion, physical and mental ability, language, or ethnicity.

Historically in the United States, students with disabilities have been discriminated against by segregating them from non-disabled students. Many children with disabilities were excluded from public schools (LaMort, 2005, pp.

323-332). It was thought that their disabilities prevented them from conforming to ordinary cognitive, physical, or hygiene standards. Prior to the enactment of the

Education for All Handicapped Children Act of 1975, this was the norm. Due to successful advocacy by parents and the community before the United States court system, the discrimination has diminished. Over the past few decades, legislation has been written to prevent this discrimination from occurring in our public schools.

Currently teachers, school administrators, and parents of students with disabilities convene in conference rooms within public schools for development of

Individualized Education Plans (IEP). Each identified student with a disability is given an IEP which states their educational placement. This placement must meet the least restrictive environment (LRE) requirement according to Section

1412 of the Individuals with Disabilities Education Act (IDEA) of 1990. In 1997 the United States Congress reauthorized the IDEA, recognizing that disabilities McElroy 5 are a natural part of human existence and should not lessen their right to be a part of society.

Over the past few years, the percentage of students with disabilities served has increased at a higher rate than general school enrollment rates (Rueda &

Gallego, 2000). According to the U.S. Department of Education in 1996-1997, students with specific learning disabilities were the largest single category for school aged children (Rueda & Gallego, 2000). Given these increasingly high statistics and the LRE requirement of IDEA, the trend has been to educate students with disabilities within the general education classroom. According to the U.S. Department of Education in 1995-1996, 95% of school aged children with disabilities were educated with the children without disabilities (Rueda &

Gallego, 2000). Although the times spent with non-disabled students still varies, a positive trend toward least restrictive environments prevails.

In response to several court cases, Congress enacted the Individuals with

Disabilities Education Act. Legislation was born protecting children with disabilities. Congress passed Section 504 of the Rehabilitation Act which prohibited discrimination against handicapped persons in programs which receive federal funding. Public Law 94-142, the Education for All Handicapped

Children Act, was passed in 1975. This act was renamed IDEA in 1990 with some additions and changes. Congress reauthorized IDEA in 1997 with significant amendments. This reauthorization assured that all children with disabilities are provided with a “Free Appropriate Public Education” (FAPE). In McElroy 6 accordance with Section 1412 of the IDEA, children with disabilities must be placed in the least restrictive environment. The LRE requirements § 300.114 are

Each public agency must ensure that—

(i) To the maximum extent appropriate, children with disabilities, including

children in public or private institutions or other care facilities, are

educated with children who are non-disabled; and

(ii) Special classes, separate schooling, or other removal of children with

disabilities from the regular educational environment occurs only if the

nature or severity of the disability is such that education in regular

classes with the use of supplementary aids and services cannot be

achieved satisfactorily.

IDEA assures students with disabilities a free and appropriate education in the least restrictive environment through their IEPs. This is of tremendous significance to school leaders. School leaders must ensure that each classroom teacher is equipped with the skills, resources, and support to accommodate the differences within their classrooms. School leaders are advocates for each student and must ensure their rights are observed, guaranteeing every student the right to a free and appropriate education.

Diversity adds new complexity to teaching and leading in schools. Teacher and administrator preparation programs must address this need immediately.

School leaders need exposure to diversity outside their home school. The challenge for educational programs is to develop educators with a passion for public concerns. Program studies should extend their vision beyond their own McElroy 7 schools, thus helping participants recognize that their positions carry a larger public responsibility. These experiences will enable them to face difficult issues and take risks. A 2006 research study proposed four specific tasks for educational leadership programs: programs should provide opportunities for field experience in educational settings beyond students' familiarity; an emphasis on true critical reflection, where students' reflective views are purposefully widened and angled; recognize the importance for more of us in educational leadership to engage in research focused on what works to connect the local to the global; endorse a fundamental shift toward critical pedagogy and a commitment to leadership for social justice (Hoff, Yoder, & Hoff, 2006). I am fortunate to have been employed by two separate school districts, both of which were considerably different. Florida Gulf Coast University has the prudence to require two different placements for practicum experiences in their Educational Leadership Masters degree program (artifact 27 and artifact 37). These experiences provided me with two diverse perspectives on being an educational leader.

High performing school leaders must be able to understand, respond to, and influence diverse communities. This can be accomplished through a solid knowledge base in multicultural education. Such theories as James Banks can illuminate one’s knowledge base, as it did mine. Protecting the rights of all individuals should rank high on school leaders’ priority lists. I value the knowledge I have acquired about school law. School leaders must uphold the

IDEA and ensure equitable and fair treatment of all individuals. I have learned that the least restrictive environment requirement directly impacts diversity in McElroy 8 schools. Our schools and classrooms are very diverse and school leaders must be equipped with the knowledge and skills to promote social justice. McElroy 9

References

Cunningham, W.G., & Cordeiro, P.A (2006). Educational leadership a problem- based approach. Boston, MA: Pearson Education, Inc.

Hoff, D.L, Yoder, N. & Hoff, P.S. (2006). Preparing educational leaders to embrace the "public" in public schools. Journal of Educational Administration, 44(3), 239. Retrieved July 3, 2007, from ABI/INFORM Global database. (Document ID: 1127945581).

Individuals with Disability Education Act (IDEA) of 1997 § 300.114 LRE requirements (1997).

LaMort, M. (2005). School law: Cases and concepts (8th ed.). Boston, MA: Pearson Education, Inc.

Rueda, R., & Gallego, M. (2000). The least restrictive environment. Remedial and Special Education, 21, Retrieved February 15, 2007, from ProQuest database ID: 51988789.