September,2015
Elements of Cultural Competence
- Purpose: To include foundational elements of cultural competence in teacher training.
- Description of services provided:As part of the training in the state’s three instructional frameworks, and two leadership frameworks, teachers and principals participate in professional learning about cultural competence.
- Criteria for grants: No grants were awarded.
- Beneficiaries in State FY 2014-15 School Year:
# of OSPI staff associated with this funding (FTEs): 0
# of contractors: 0
- State funding since inception: FY15 as onetime $27,000
- Number of beneficiaries (e.g., schools, students, districts) since inception: None
- Average and range of funding per beneficiary, 2014-15 school year: None
- Evaluations of program/major findings: None.
- Major challenges faced by the program:There are no major challengesin meeting the purpose of the funding; OSPI was able to achieve the goals of this program using funding already in place.
- Statutory and/or Budget language: Budget Proviso:ESSB 6052 Sec. 1510(16) $27,000 of the general fund--state appropriation for fiscal 2015is a one-time appropriation provided solely for the office of the superintendent of public instruction to include foundation elements developed by the professional educator standards board within the content of the training.
- Other relevant information: The Instructional Framework authors meet with OSPI three times per year to discuss emerging issues and plan for training capacity. This proviso was brought to their attention at one of the 2014-15 meetings. The authors were able to clearly show how cultural competence is a key theme in each of the instructional frameworks, and has been part of the training that framework specialists, teachers, and principals have been receiving since this training has begun in support of Washington’s revised teacher evaluation systems. The state’s eight criteria for teacher evaluation and the leadership framework for principal evaluation address cultural competence in a number of places. Please see the attached chart for the crosswalk between the four components of the cultural competence framework, the state’s eight teacher evaluation criteria, and the state’s eight principal evaluation criteria. (Should it be decided in the future that additional training would be desirablefor the state’s 125 framework facilitators, the cost would be approximately $140,000. This would not include the cost of then rolling it out to the state’s teachers and principals.)
WA Cultural Competence Matrix & Principal and Teacher Evaluation Criteria
All of the instructional and leadership frameworks used in the evaluation of teacher and building administrators, in Washington state, align with the Washington Cultural Competency Matrix at the criteria level. That alignment is listed below. Each of the framework authors had been very intentional in including cultural competency throughout their frameworks.
Cultural Competence Framework / Principal Evaluation Criteria / Teacher Evaluation CriteriaComponent 1.0: Professional Ethics within a Global and Multicultural Society
Ethical and moral concepts and practices that undergird Equity, Civil Rights and Cultural Competence for education professionals and systems.
- Human Rights
- Social Justice
Criterion 6: Managing Resources
Criterion 8: Closing the Gap / Criterion 1: Centering Instruction on High Expectations for Student Achievement
Criterion 3: Recognizing Individual Student Needs and Developing Strategies to Address Those Needs
Criterion 7: Communicating and Collaborating with Parents and the School Community
Component 2.0 Civil Rights and Nondiscrimination Law
An understanding of State and Federal Civil Rights and Non-discrimination laws.
- Civil Rights Law
- Safe Schools
Criterion 8: Closing the Gap / Criterion 5: Fostering and Managing a Safe Positive Learning Environment
Criterion 7: Communicating and Collaborating with Parents and the School Community
Component 3.0 Reflective Practice, Self-Awareness & Anti-Bias
Awareness of one’s own cultural background and how it influences perception, values and practices. Understanding of structural benefits and privileges and how they mold educational practices and organizations. Ability to find and use tools, processes and programs that promote professional & organizational self-examination and assessment in order to mitigate behaviors and practices (e.g.: racism, sexism, homophobia, unearned-privilege, euro-centrism, etc) that undermine inclusion, equity and Cultural Competence in education.
- Societal advantages
- Cosmology, Spirituality, Creed, and Religion
- Understanding Culture and Identity
Criterion 2: Ensuring School Safety
Criterion 4: Aligning Curriculum
Criterion 6: Managing Resources
Criterion 8: Closing the Gap / Criterion 1: Centering Instruction on High Expectations for Student Achievement
Criterion 2: Demonstrating Effective Teaching Practices
Criterion 3: Recognizing Individual Student Needs and Developing Strategies to Address Those Needs
Criterion 8: Exhibiting Collaborative and Collegial Practices Focused on Improving Instructional Practice and Student Learning
Component 4.0 Repertoires of Practice for Teaching Effectiveness for Culturally Diverse Populations
An understanding of the broad range of experiences and groups that students bring to the classroom and how those experiences impact learning. The ability of individuals and systems to work effectively with students and the communities they are from.
- Culturally Responsive School/Classroom
- Curriculum, Instruction, and Assessment: Equity Pedagogy
- Language
- Partnerships with Families and Communities
Criterion 4: Aligning Curriculum
Criterion 5: Improving Instruction
Criterion 7: Engaging Communities
Criterion 8: Closing the Gap / Criterion 1: Centering Instruction on High Expectations for Student Achievement
Criterion 2: Demonstrating Effective Teaching Practices
Criterion 3: Recognizing Individual Student Needs and Developing Strategies to Address Those Needs
Criterion 4: Providing Clear and Intentional Focus on Subject Matter, Content and Curriculum