Final Project Paola gorman

Final Project

EDU 6306.48Paola Gorman

9/28/2014

By PresenterMedia.com

http://www.presentermedia.com/mspp.html

Cultural Diversity and Awareness

At My Home Campus

Teachers Becoming Global Leaders

Azucena-ArgentinianDebby- Caucasian Jorge- Mexican

Laura-African American

School’s Demographics

Student Population

Teacher Population

Texas Education Agency. (2013).2012-2013 Texas Academic Performance Report. Data file. Retrieved from

http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/campus/c170902112.pdf

Texas Teacher Demographics

Texas Education Agency. (2013).2012-2013 Texas Academic Performance Report. Data file. Retrieved from

http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/campus/c170902112.pdf

The connection between public education and the state of the economy—both

local and global—becomes less tenuous and more intertwined as the world adjusts to the pervasive dynamics of globalization(2013 p.13).

If education serves as a tool that potentially stratifies society, then the teacher as a critical component within the delivery of the curriculum possesses a key role as an interrupter to this stratifying process. The instructional practices of these individuals determine if space is allotted to develop the personal agency of the student (2013).

Today’s Pk-12 classrooms are very diverse racially, ethnically, socioeconomically,

and linguistically. The classrooms are also immersed with students who

speak English as a second language (ESOL), have special needs, and have gifts and

talents (Irvine, 2003).(21)

Research About Globalization and

Public Schools

Golden, Sandra. "An Examination of Teachers' Sense of Efficacy, Cultural Awareness, and their Pedagogy in

Diverse Classrooms." Order No. 3279201 Kent State University, 2007. Ann Arbor: ProQuest.

Web. 27 Sep. 2014.

Menand, Howard. "Globalization and Education: 21st Century Instructional Practices for Urban Teachers. "

Order No. 3563208 The University of North Carolina at Charlotte, 2013. Ann Arbor: ProQuest. Web. 27

Sep.2014

To begin, it seems that globalization brings to mind ideas about either worldwide economics or historical-cultural dynamics more often prevalent in the social studies curriculum (i.e. the study of societies and their

cultures)(2013).

Being culturally aware also means the ability to address and interact with those who are different without passing judgment and accepting others who are different( 2007p.24).

Since education serves a very diverse population, teachers should recognize the cultural differences in their classrooms and learn to create classrooms that are inviting.(2007p.32)

Why Teacher Must Become Global

Leaders



Web. 27 Sep. 2014.

Menand, Howard. "Globalization and Education: 21st Century Instructional Practices for Urban Teachers.

" Order No. 3563208 The University of North Carolina at Charlotte, 2013. Ann Arbor: ProQuest.

Web. 27 Sep.2014

As we seek to create globally competitive citizens, it is important that our schools

create globally aware citizens who not only compete but also understand how to

collaborate at a global level (2013).

To gain a better understanding of students, teachers should first have a clear

awareness of self and be able to recognize and acknowledge their own biases, attitudes,

and values. Some researchers and educators are concerned that without this conceptual

understanding of self, teachers will only perpetuate stereotyping children of color,

children from single-parent households, or children living in poverty.(2007p.20)

Teachers should realize that their own cultural backgrounds influence what happens in the

classroom—more specifically culturally diverse classrooms, which are not new to the 21st

century, but inherently, bring more complex issues of diversity in communities and in

classrooms.(2007 p.21)

Why Teachers Must Become Global

Leaders Continued



Web. 27 Sep. 2014.

Menand, Howard. "Globalization and Education: 21st Century Instructional Practices for Urban Teachers.

" Order No. 3563208 The University of North Carolina at Charlotte, 2013. Ann Arbor: ProQuest.

Web. 27 Sep.2014

1. Cultural Self-Awareness- What is your cultural background and based on your cultural background how would you describe your leadership/teaching style?

2. Inviting the Unknown- What are some of the things you do to immerse yourself into other staff’s and students cultural backgrounds? If you do not, explain why?

3. Results through Relationships- Why would you invest your time to build relationships with other staff members from different cultures? Explain some of the things you do to build relationships.

4. Frame-Shifting- How would you rate your flexibility and willingness to listen to others with a different background? Explain

5. Expanding Ownership- How important do you think it is to include people in decision making, who would usually be excluded due to factors such as personality or cultural background? Why?

Teacher Survey Based on the 10

Habits to Become a Global Leader.

Gundling, E., Hogan T., & Cvitkovich K. (2011). What is global leadership? 10 key behaviors

that define great global leaders. Boston, MA: Intercultural Press.

6. Developing Future Leaders- What are some of the things we could do as a school to make sure we do not have preconceived notions about some of our staff’s background and how would you lead that effort?

7. Adapting and Adding Value- How do you add value to this organization and how do you adapt to changes within the organization?

8. Core Values and Flexibility- Will you be willing to give up one of your core values as part of the flexibility needed in our positions? If not, explain. If yes, why?

9. Influencing across Boundaries-How do you influence your colleagues to do certain things such as adopting a new teaching style or program without crossing boundaries?` 10. Third Way Solutions- Explain your role in our Professional Learning Communities and how you stablish solutions when needed with other staff members or supervisors.

Continued…



She is from Argentina, South America. Her background helps her identify

with students and faculty that are from diverse backgrounds. She chooses not to

question others from other backgrounds because she believes others may be

offended. She believes is important to build relationships with others and by

using humor she can get through to people even if they are from a different

background. She is willing to listen to people from other backgrounds because

she feel she would like others to listen to her. In her opinion, including all people

while making decisions, regardless of their cultural background is important

because they may have different ideas and can provide new insight. The way that

Azucena adds value to the campus is by being a listener and reaching to others.

Azucena believes that sometimes it is necessary to give up some of our core

values in order to grow as professional and human beings. After 4 years of being

part of a professional making community she has learned that her role is to be

upfront and sincere when presenting information to her grade level team.

Summary of Teachers’ AnswersAzucena 2nd Grade Teacher

Laura is African American and she doesn’t believe her background shapes her teaching style. She does, however believe that can identify behaviors that are predominant in her community. She believes it is important to get to know people from other cultures in order to celebrate their differences, such as holidays, beliefs, etc. She considers to be a nonjudgmental person and respect people with different views. Laura listens to others and believes that everyone needs to be included on the decision making process. It is important to be mindful as a school of our staff backgrounds and she believes that it would be helpful to send out a get to know you survey to the teachers at the beginning of the year to get to know them. During the professional learning communities, her role is to be the peace maker and to listen to others, she usually doesn’t speak unless she is required to do so. Laura adapts to changes easily and she would be willing to give up one of her core values for the benefit of the organization. In Laura’s opinion she is not very influential within her team.

Summary of Teacher’s AnswersLaura 3rd Grade Teacher

Jorge was born in Mexico and moved to the United States 10 years ago. Due to his cultural background he identifies with the struggles his immigrant students face. Jorge thinks he is very open and likes to have conversations about others’ family and traditions. Investing time to build relationships is a very important because that will help him to know how others think and why. Jorge is very flexible and he doesn’t have a problem allowing others to express themselves. Giving others the opportunity to speak up, in his opinion, is their right and everyone should have the opportunity to speak freely. He believes our school is doing a great job hiring people from different cultural backgrounds. Jorge contributes to the campus by listening and not being confrontational when he doesn’t agree. Giving up one of his core values is something he would not sacrifice. He is willing to change his teaching style but never his values. He influences other by example because his team is already motivated and willing to go the extra mile to help the students. Jorge’s role in the professional learning communities is to contribute to his team and willingness to change what he needs to fix without taking it personal. He is the only male in his grade level team.

Summary of Teacher AnswersJorge 4th Grade Teacher

Debby was born in West Virginia and both her parents were born there also. She believes her background influences her leadership style because she considers herself a very conservative but open minded leader. Relationships and getting to know her staff is what she believes has made her successful in education for the past 32 years. Throughout her career she has meet people from different backgrounds who have contributed and taught her many things that otherwise she would not know, including some of the leadership skills she has today. She tries to include everyone regardless of their background when making a decision because in her own words, her main job in our campus is to “grow teachers”. She believes that everyone deserves an opportunity to be an active participant of the changes being made at our campus. She is not willing to sacrifice her core values, as she explains, being a constant model of those values is what she thinks has helped her in her career. Debby influences others to change by being the first one to implement the changes she is requiring. Debby’s role in our professional learning communities is to facilitate and start an academic dialogue that will help student achievement.

Summary of Teacher’s AnswerDebby – Principal of the Campus

Based on the survey, it is important to say that as a

campus we do not have a clear understanding of what

globalization is and how it influences our teaching

practices.

We will continue to present demographic data about our

school and collectively through our professional learning

communities create a plan to become self aware, think

globally and include students as part of this frame

shifting.

Taking Action



Anjum, M., Karim, J., & Bibi, Z. (2014). Relationship of Values and Conflict Management Styles. IBA Business Review, 9(1), 92-103.

Golden, Sandra. "An Examination of Teachers' Sense of Efficacy, Cultural Awareness, and their Pedagogy in Diverse Classrooms." Order No. 3279201 Kent State University, 2007. Ann Arbor: ProQuest. Web. 27 Sep. 2014.



Guthrie, V. A. (2002). Leading with Purpose: Where It All Begins. Leadership In Action, 21(6), 19-21.

Menand, Howard. "Globalization and Education: 21st Century Instructional Practices for Urban Teachers." Order No. 3563208 The University of North Carolina at Charlotte, 2013. Ann Arbor: ProQuest. Web. 27 Sep.2014.

Prieto, B. (2013). Establishing and Building Leadership Skills. Leadership & Management In Engineering,13(3), 209-211. doi:10.1061/(ASCE)LM.1943-5630.0000235

Spaho, K. (2013). Organizational Communication and Conflict Management. Management: Journal of Contemporary Management Issues, 18(1), 103- 118.

Texas Education Agency. (2013).2012-2013 Texas Academic Performance Report. Data file. Retrieved fromhttp://ritter.tea.state.tx.us/perfreport/tapr/2013/static/campus/c170902112.pdf

Works Cited

Final Project Paola gorman

Education

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