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15:16Application 2 Book Cultural Proficiency Voices From The Field Level Two: Application Awareness-to-Action Symposium Division of Human Resources and Development 2016 ___________________________________________________________________________ Table of Contents Page Cultural Proficiency Overview ........................................................................... ..... 4 Presenter Contact Information ............................................................................... 5 Co-Teachers Developing Structures to Improve Planning of Instruction for ESOL Students Within the Current Co-Teaching Model Debra Harley ...................................................................................................................................... 7 Curriculum and Instruction Elkster Reads: Embracing Diversity, Strengthening Individuals Kim Bodin ......................................................................................................................................... 11 Promoting Understanding of Self and Others Through Talking Circles Karen Chapman ................................................................................................................................. 15 Inclusive Practices in Theatre Programs in the Howard County Public School System Steven Fleming .................................................................................................................................. 19 “Seeing is Believing” - Professional Learning at the School Level that Reflect Our School System Cynthia Jamieson ............................................................................................................................... 23 Valuing Diversity in the Classroom: Emphasizing Student Backgrounds in the Curriculum Eileen Nelson ..................................................................................................................................... 27 Special Education and Lack of Appropriate Instruction Michelle Steinbacher ......................................................................................................................... 31 Family & Community Involvement and Engagement Creating a Seamless School-to-Hone Bridge to Support Reading Development for Spanish Speakers in Primary Grades Nikia Darden ..................................................................................................................................... 35 International Week and International Festival William Martin .................................................................................................................................. 39 Mentoring ThatFitGirl’s Depression Campaign Jonene Ford ....................................................................................................................................... 43 Professional Development Universal Design for Learning Through the Lens of Cultural Proficiency Jana Poling ........................................................................................................................................ 47 ______________________________________________________________________________ Division of Human Resources and Development, Howard County Public School System 1 ______________________________________________________________________________ School Environment Motivating Teachers to Deliberately Impact School Culture Pauline Baek ..................................................................................................................................... 51 Improving School Community By Amplifying Student Voice Phillip Cohen .................................................................................................................................... 55 Community Building Circles and Their Impact on Student Engagement at Glenelg High School Dawn Currie-Scott ............................................................................................................................ 59 Community Building Circles and Their Impact on Staff and Students Engagement at Glenelg High School Carolyn Devlin ................................................................................................................................. 63 What’s Professionalism Got to Do WIth It? Hakim Jones ..................................................................................................................................... 67 Our Light Project Laura Kooyman ................................................................................................................................ 71 What is Your Cultural Blindspot? Amanda Lowman ............................................................................................................................. 75 Using Community Circles Within the Classroom to Create Humane Connections Among Staff and Students to Affect the Overall School Culture Jansen McMillan .............................................................................................................................. 79 Using Community Circles to Generate Human Connections Among Staff and Students to Affect School Culture William Reigel ................................................................................................................................. 83 The Effects of the Student-Teacher Interaction on Student Engagement Angela Shuman ................................................................................................................................ 87 Listening, Learning, and Leading with Student Voice for Equity and Inclusion Jennifer Street ................................................................................................................................... 91 What is Your Cultural Blindspot? Tahesha Todd ..................................................................................................................................... 95 Shared Values in the Classroom Heather Walker .................................................................................................................................. 99 Student Transitions Emphasizing Students’ Strengths During Articulation Lisa Goldberg ..................................................................................................................................... 103 _______________________________________________________________________________________ Division of Human Resources and Development, Howard County Public School System 2 ______________________________________________________________________________ Emphasizing Students’ Strengths During Articulation Kimberly Petry .................................................................................................................................... 107 Increasing ESOL Awareness Within the Waterloo Community and Building Laurie Poquette ................................................................................................................................... 111 Bridging the Gaps: Improving Post-secondary Outcomes for College-Bound Artistic Students Tracey Richards .................................................................................................................................. 115 The Establishment of Equitable Section 504 Coordination and Management Yochanon Stein ................................................................................................................................... 119 Understanding the Transition Process: Lacey and Donovon’s Stories Stephanie Wallace ............................................................................................................................... 123 _______________________________________________________________________________________ Division of Human Resources and Development, Howard County Public School System 3 ___________________________________________________________________________ Cultural Proficiency Overview The Howard County Public School System (HCPSS) is committed to cultural proficiency, which is defined as: • a mindset; a way of being, • an “inside-out” approach to change, • the use of specific tools for effectively describing, responding to, and planning for issues that emerge in • diverse environments, • polices and practices at the organizational level – and values, beliefs, and behaviors at the individual level – that enable effective cross-cultural interactions between and among staff, students, families, and community. Professional and Organizational Development To support the HCPSS commitment to cultural proficiency, they system offers three levels of structured professional learning in the form of in-service seminars and continuing professional development (CPD) courses. • Level 1: Awareness – Developing an acute understanding of one’s own individual and organizational culture and it’s influence on others, and engendering the will to change in service of others. • Level 2: Application – Intentionally and effectively using the four tools of cultural proficiency to guide personal, professional, and program improvement and organizational development. • Level 3: Facilitation – Building leadership capacity to facilitate cultural proficiency in others and self. • Additionally, Level 2 processes are integrated within other systemic programs such as Leadership Fellows. Documentation of Improved Practice and Policy Cultural proficiency serves as an educational leadership lens for participants in these HCPSS professional development offerings, as they work to lead in ways that • ensure every student has access to the benefits of a democratic
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