8085 MOD 2 DISCUSSION2
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8085MOD2DISCUURESPONSE.docxRESPONSE 1
Julie Wright
Julie Wright initial post RE: Discussion 2 - Module 2
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https://youtu.be/f8nkcRMZKV4 Dr. Rosemarie Allen
In this inspiring TED Talk, Dr. Rosemarie Allen retold stories from her own childhood of events that had her labeled as behaviorally destructive and expelled several times per year. She stated that children don't get themselves expelled. That is an adult decision (Allen, 2016). As I listened to her stories of how her curiosity as a learner was so frequently misunderstood and punished by her teachers, I realized how important it is for us as leaders to expose even the most hidden biases among our staff and begin to eliminate them. Cultural awareness training can help overcome biases.
SRI Education (n.d.) posted the following suggestions on how to train staff on cultural awareness and implicit biases. Conversations with staff should start with the fact that bias is normal. It is natural to notice the differences between people. Emphasize that our goal is to create a positive school climate by understanding the negative effects disproportionality can have on education and social outcomes. Ask the staff to consider where training should begin. What skills might they want to build to improve the inclusiveness of all cultures, languages, needs, and abilities? Work together to create policies and procedures that reduce discipline disproportionality. Define challenging behaviors and work together to design appropriate responses. Designate a diversity point person who might bring attention to or explain the challenges that children of color and children with disabilities experience.
These conversations can be difficult, uncomfortable, and emotional. That is okay but it is important to understand that people from different cultures may behave differently in the same situations or might perceive the same behavior in different ways (SRI Education, n.d.). Adults must be willing to engage in self-reflection and discuss openly their perceptions and experiences in a safe environment so everyone can be better prepared to meet the needs of all children. Aguilar (2016) offered several steps to help school leaders facilitate conversations about equity. Among them, the following stood out to me. Give staff an idea of what will be discussed before the meeting. Give them an opportunity to anonymously share any hopes and fears they may have about this discussion. Ask people to begin by reflecting on what they'll need in order to feel comfortable. Enter the conversation acutely aware of your own positionality in the discussion. Who are you as it relates to your gender and racial identity? Be as prepared as possible but know that you will make mistakes. Remind everyone they are responsible for themselves and that expression of emotions is okay.
References
Aguilar, E. (2016, November 4). School leaders: Having conversations about equity. Edutopia. https://www.edutopia.org/blog/school-leaders-having-conversations-about-equity-elena-aguilar
Allen, R. (2016, August 1). School suspensions are an adult behavior | Rosemarie Allen | TEDxMileHigh [Video]. YouTube. https://youtu.be/f8nkcRMZKV4
SRI Education. (n.d.). 1.7: Train staff on cultural awareness and implicit biases, focusing specifically on bias based on race, gender, and mental and physical ability. Preventing Suspensions and Expulsions in Early Childhood Settings | An Administrator’s Guide to Supporting All Children's Success. https://preventexpulsion.org/1g-provide-professional-development-and-ongoing-support-for-all-program-staff-on-culturally-responsive-practices-and-implicit-bias/
RESPOSE 2
Whitney Farley
RE: Discussion 2 - Module 2
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Main Question Post
An effective leader is self-aware, cognizant of their organizational climate, and collaborative by nature (Amanchukwu et al., 2015; Bloom & Abel, 2015). These characteristics contribute to the healthy development of the organization and its ability to thrive. The organizations that are led by early childhood leaders are child-centered with a strong focus on community influence. Influences from the community often bring a different set of ideals, beliefs, and values to the organization. Leaders of an organization play a significant role in promoting responsive and respectful work environments that lead to cultural competence. Cultural competence refers to the understanding and respect for cultures other than one’s own (National Education Association, 2010). In the early childhood field, we strive for culturally competent learning environments and work environment to create a respectful climate for children to grow and thrive.
Leadership Role
In the media piece provided, early learning experts describe the importance of cultural competence to the early learning environment. Educators have an ethical responsibility to recognize and respect the diverse cultural backgrounds of which the children in their programs come from (National Education Association, 2010). This understanding should also be imbedded into the workplace culture in order for it to translate to the classroom. This is where the values of the early childhood leader comes in. In the context of cultural competence, the role of the early childhood leader should be to model culturally respectful and responsive actions to set the tone for the organization. Educational organizations with a workplace culture of valuing diversity, shared beliefs, and ethical collaborations are effective in creating warm organizational climates that support children’s development and learning (Bloom & Abel, 2015). I believe that this trickle-down effect also contributes to a culturally competent community.
Maintenance of a Culturally Competent Community
A leader’s role is not always easy. From my experience in the early childhood education field, there are many changes that occur in staff, families, and leadership. As these variables change, so can the ideals and values of the organization. The leader must ensure that the community stays committed to their practices of cultural competency. To do so, I believe that the leader must lay the foundation for cultural competency, encourage ongoing collaboration, and remain committed to self-reflection. Keeping in tune with oneself and our personal openness to diverse perspectives contribute to the foundation of cultural competency and effective collaboration towards shared values (Bloom and Abel, 2015; Community Foundations of Canada, 2021). The leader sets the tone for these actions. The ideals and beliefs of the organization are not only reflective of its community, but also of its leader. By taking on leadership practices that are participative, open, and collaborative, leaders ensure that the voices and perspective of the staff are included, encouraged, and respected (Amanchukwu et al., 2015). The efforts mentioned can provide a steady maintenance of a culturally competent community. As long as the leader remains active in these practices, the organization as a whole will continue to grow and thrive.
References
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6–14. doi:10.5923/j.mm.20150501.02.
Bloom, P. J. & Abel, M. B. (2015). Expanding the lens—leadership as an organizational asset. Young Children, 70(2), 10–17.
Community Foundations of Canada. (2021). Fact sheet: Gender equality institutional change. https://communityfoundations.ca/wp-content/uploads/2021/08/Fact-Sheet_-Institutional-Change-Fact-Sheet.pdf.
National Education Association. (2010). Cultural competence: What does it mean for educators? [Video]. YouTube. https://www.youtube.com/watch?v=U42MApeXi9w.
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