Developing multicultural Developing multicultural competency: competency:

More than just wordsMore than just words

Building on its long-standing commitment to diversity and socialBuilding on its long-standing commitment to diversity and socialaction, Beaver Country Day School (BCDS) has moved to action, Beaver Country Day School (BCDS) has moved to

significantly increase the integration of multicultural competency significantly increase the integration of multicultural competency development into the learning culture of every classroom. development into the learning culture of every classroom.

BCDS Presenters:BCDS Presenters:

Peter BrooksPeter Brooks

Rob ConnorRob Connor

Nicole LipsonNicole Lipson

Gabriela MorilloGabriela Morillo

Robert PrincipeRobert Principe

You want change?You want change?

““In a nation of 300 million people with intricate, dizzyingIn a nation of 300 million people with intricate, dizzying

global connections and information networks, it is juvenile toglobal connections and information networks, it is juvenile to

think that 'change' that endures can come from one man, onethink that 'change' that endures can come from one man, one

administration or one coalition. It is naive — not earnest — toadministration or one coalition. It is naive — not earnest — to

think that civic improvement is primarily 'top down.'”think that civic improvement is primarily 'top down.'”

  You Wanted Change? It's Time To HelpYou Wanted Change? It's Time To Help

Dick Meyer Dick Meyer 

NPR.org, Nov. 6, 2008NPR.org, Nov. 6, 2008

How about a littleHow about a little cognitive dissonance? cognitive dissonance?

The need for change calls educators to take a hard look atThe need for change calls educators to take a hard look at

exactly what we are teaching relevant to the global needs ofexactly what we are teaching relevant to the global needs of

the 21the 21stst century. century.

We call it, “getting messy.”We call it, “getting messy.”

Who we are-Who we are-Beaver Country Day SchoolBeaver Country Day School

• Independent, coeducational, progressive, college Independent, coeducational, progressive, college preparatory school preparatory school

• 428 students in grades 6-12, 121 in the middle 428 students in grades 6-12, 121 in the middle school, 307 in the upper schoolschool, 307 in the upper school

• Average of 15 students per class Average of 15 students per class

• Founded in 1920, first head of school Eugene Founded in 1920, first head of school Eugene Randolph Smith Randolph Smith

• Students come from 54 communities including the Students come from 54 communities including the city of Boston city of Boston

• 48% of students come from public and charter 48% of students come from public and charter schools, 52% from independent and parochial schools, 52% from independent and parochial schoolsschools

Who we are-Who we are-Beaver Country Day SchoolBeaver Country Day School

• 25% of students of color 25% of students of color

• 21% faculty of color 21% faculty of color

• 20 languages are spoken at home by our students 20 languages are spoken at home by our students

• 25% of students receive financial aid 25% of students receive financial aid

• Diversity of family structures Diversity of family structures

• Tuition for 2008-2009 is $31,450 for all gradesTuition for 2008-2009 is $31,450 for all grades

Progressive EducationProgressive Education

Progressive education came into being to change Progressive education came into being to change the world – to effect the moral and social the world – to effect the moral and social transformation of students (and thus society) in transformation of students (and thus society) in order to move the human condition forward order to move the human condition forward towards a state of perfection. This is not a modest towards a state of perfection. This is not a modest goal, nor is it easily set aside.goal, nor is it easily set aside.

((Progressive EducationProgressive Education, Peter Gow, April 2005), Peter Gow, April 2005)

Deeply committed to individual studentDeeply committed to individual studentsuccess, teachers inspire students to: success, teachers inspire students to:

Act effectively within a genuinely diverse cultural Act effectively within a genuinely diverse cultural and social frameworkand social framework

Serve both school and society with integrity, Serve both school and society with integrity, respect, and compassionrespect, and compassion

BCDS Mission StatementBCDS Mission Statement (Excerpt) (Revised January 2006) (Excerpt) (Revised January 2006)

Hiatt Center for Social Justice EducationHiatt Center for Social Justice Education

  

Long term goal:Long term goal:

Building on Beaver’s long-standing commitment toBuilding on Beaver’s long-standing commitment to

diversity, multicultural learning, and social action,diversity, multicultural learning, and social action,

our goal is to significantly increase the integrationour goal is to significantly increase the integration

of social justice education into the learning cultureof social justice education into the learning culture

at BCDS.at BCDS.  

  

Goal RationaleGoal Rationale

 The needs of the global community and economy in the 21st. Century challenge our instructional outcomes to:

• produce individuals who are capable of communicating and functioning effectively within the changing demographics of today’s workforce

• produce student who by the nature of their education, are equipped with the understanding and skills to be mobilized as global citizens and act as agents of social change

The data collected in the 2007-2008 academic year reveals a need for BCDS to strengthen the relationship between social justice education and instructional outcomes.

The greatest challenge?The greatest challenge?

Creating the most effective mix of resources,Creating the most effective mix of resources,

accountability, and inspiration to support riskaccountability, and inspiration to support risk

taking and innovation.taking and innovation.

““Transform the hands of the players”Transform the hands of the players”

Multicultural Competency Multicultural Competency DevelopmentDevelopment

The multicultural competencies give us defined standards forThe multicultural competencies give us defined standards for

the work.the work.

The multicultural competencies are exactly the skills withThe multicultural competencies are exactly the skills with

which students need to be equipped to act as agents of socialwhich students need to be equipped to act as agents of social

change. change.

Skill Set A - affirms diversity (Skill Set A - affirms diversity (identityidentity) )

Skill Set B - encourages critical thinking (Skill Set B - encourages critical thinking (lens awarenesslens awareness) )

Skill Set C - gives students hands-on opportunities (Skill Set C - gives students hands-on opportunities (practicepractice) )

SJE Alignment – How it all fits-produce individuals who are capable of communicating and functioning effectively within the changing demographics of today’s workforce

-produce student who by the nature of their education, are equipped with the understanding and skills to be mobilized as global citizens and act as agents of social change

6-12 grade Sequence

Practice (Unit Design - IPGP, Departments – Evaluation)

Curriculum, Service Learning, Common Experiences

Hiatt Restructuring- integration of social justice education into the learning culture at BCDS

Inventory

Multicultural Competencies

Data Driven

learning from the Instructional Leaders doinglearning from the Instructional Leaders doing

““the work on the ground”the work on the ground”

Department Heads PanelDepartment Heads Panel

Visual Arts Department Visual Arts Department (Social Justice Goals SY 08-09)(Social Justice Goals SY 08-09)

Celebrate/Validate the wide range of life experiences andCelebrate/Validate the wide range of life experiences and

personal narratives that our students share through theirpersonal narratives that our students share through their

workwork

   Establish dialogue with local area schools about socialEstablish dialogue with local area schools about social

justice through a juried student art show with a social justicejustice through a juried student art show with a social justice

themetheme

Establish dialogue with local area artists who address issuesEstablish dialogue with local area artists who address issues

of social justice in their life and workof social justice in their life and work

   Assess our current use of art history in our curriculum as aAssess our current use of art history in our curriculum as a

means for addressing issues of social justicemeans for addressing issues of social justice

English Department English Department (Social Justice Goals SY 08-09)(Social Justice Goals SY 08-09)

Creating more opportunities for real-world learning experiences beyond Creating more opportunities for real-world learning experiences beyond the traditional the traditional

Social Justice/ Multicultural Competency ConnectionSocial Justice/ Multicultural Competency Connection: Incorporating more real-world, service : Incorporating more real-world, service learning experiences into our curriculum will give students exposure to realities other than learning experiences into our curriculum will give students exposure to realities other than their own, and will enable them to practice skills necessary to be effective citizens.their own, and will enable them to practice skills necessary to be effective citizens.

   Developing more progressive methods of grammar instruction and Developing more progressive methods of grammar instruction and

assessmentassessment

Social Justice/ Multicultural Competency ConnectionSocial Justice/ Multicultural Competency Connection: As part of our grammar instruction, we plan : As part of our grammar instruction, we plan to increase students’ lens awareness by addressing issues of privilege and access more to increase students’ lens awareness by addressing issues of privilege and access more explicitly. Alongside teaching “Standard English,” we must examine, validate, and celebrate explicitly. Alongside teaching “Standard English,” we must examine, validate, and celebrate the diversity of “Englishes” in which are students are fluent.the diversity of “Englishes” in which are students are fluent.

   Developing a stronger culture of writingDeveloping a stronger culture of writing

Social Justice/ Multicultural Competency ConnectionSocial Justice/ Multicultural Competency Connection: The more we can encourage students to : The more we can encourage students to share their writing beyond the classroom, the more exposure they will have to one another’s share their writing beyond the classroom, the more exposure they will have to one another’s stories, and the more likely they will be to engage in dialogue about their different realities.stories, and the more likely they will be to engage in dialogue about their different realities.

Modern Languages Department Modern Languages Department (Social Justice Goals SY 08-09)(Social Justice Goals SY 08-09)

Work on a proposal for a French trip for March 2010 Work on a proposal for a French trip for March 2010 (Potential locations to explore Martinique, Guadeloupe, (Potential locations to explore Martinique, Guadeloupe, Senegal, Cameroon)Senegal, Cameroon)

trip will focus on providing students with an opportunity to experience first-hand trip will focus on providing students with an opportunity to experience first-hand a different world in terms of culture, language, food, environment, etc. a different world in terms of culture, language, food, environment, etc.

trip will include a service learning component within the local communities. trip will include a service learning component within the local communities.

these interactions must be designed to benefit both students and the these interactions must be designed to benefit both students and the communities visited, with a long term goal of strengthening our connections with communities visited, with a long term goal of strengthening our connections with these communities.these communities.

  

Make greater use of the Hiatt Center as a resource to build Make greater use of the Hiatt Center as a resource to build community partnerships for our students to experience community partnerships for our students to experience authentic collaborative work opportunities authentic collaborative work opportunities

Hiatt Center for Hiatt Center for Social Justice Education Social Justice Education

www.bcdschool.org/hiattcenter

Thank you!Thank you!