Culture, Equity and Language

Culture, Equity and Language in the Classroom -

Required Standard 4 Assignment

Guiding Principle 1

Educators who are committed to ensuring equity for English language learners continually examine how their own life experiences, perspectives, and behaviors regarding culture, language, racial identity and equity impact their teaching.

Question 1:

Using specific examples from your professional experience, describe what this looks like in practice.

In my professional career as an administrator, I have provided resources in terms of certified personnel in the area of English Language Learning and professional development training to educators in incorporating strategies for success in educating English Language Learners and we have used translators to bridge the communication gap in involving parents in the educational process. This was in essence how I ensured cultural equity for English Language Learners in my role as an administrator.

Guiding Principle 2 Educators who are committed to ensuring equity for English language learners implement a relevant and challenging curriculum that:

•Draws upon and affirms the cultural knowledge, life experiences, interests and competencies of each student;

•Expands students’ knowledge of diverse cultural perspectives within their communities and society as a whole.

Question 2: Using specific examples from your professional experience, describe what this looks like in practice. In my professional career as an administrator, we emphasized diversity and had professional development workshops and conferences in educating our teachers and administrators on cultural differences, understanding of demographics in analyzing and implementing strategies in closing the achievement gap, and we emphasized cultural accomplishments and significance in the curriculum via programs, classroom assignments, field trips, career day, guest speakers and the like. It was very important to understand and relate to the various cultures in positive ways, thus enhancing communication and manifesting examples and contributions of excellence of all cultures.

Guiding Principle 3

Educators who are committed to ensuring equity for English language learners design and implement equitable opportunities that maximize student learning through full participation, interaction and empowerment.

Question 3:

Using specific examples from your professional experience, describe what this looks like in practice.

In my professional career as a teacher and administrator, it was important to take cultural field trips, do current event assignments and projects on different cultures, recognize cultural events in terms of significant holidays and individual accomplishments, have open discussions regarding race, ethnicity, and cultural differences in the classrooms and via assembly programs. These were in essence avenues that were utilized to get students engaged in learning about different cultures in theory and practice, as well as recognizing cultural achievements with pride and dignity.

Guiding Principle 4 Educators who are committed to ensuring equity for English language learners

explicitly teach in a meaningful context with academic and communication skills, strategies and conventions that are required for success in advanced learning and the larger society.

Question 4: Using specific examples from your professional experience, describe what this looks like in practice.

In my professional career as an administrator, it was my goal to recruit and hire highly qualified and certified personnel in the area of English Language Learning. I did this and supervised the evaluation process in ensuring that the English Language Learners and their teachers had the necessary resources to be successful. Individual Plans with goals and objectives to meet the needs of the students were employed. Professional development training in this area was ongoing and set as apriority in the districts I served.

Guiding Principle 5 Educators who are committed to ensuring equity for English language learners understand, value and build upon the dynamic cultures, knowledge, languages, experiences, and critical issues of families and other members of the school’s community. Question 5: Using specific examples from your professional experience, describe what this looks like in practice.

In my professional experience as an educator, my staff and I emphasized the “Learn and Serve” Concept in regards to Community Development. We exposed our teachers and students to the various cultures in the community via service activities to a variety of cultural groups and individuals, collaboration with the various organizations in the community to meet the needs of different cultures, special assembly programs highlighting diversity, and special programs such as career day, where successful individuals of various cultures were featured presenters. Last but not least, my school staff as a principal and system wide staff as a superintendent were both representative of the cultures we served.

Question 6

Describe your experiences with ELs in your school site. Include information about your ELs’ stage(s) of fluency and how you assisted them with becoming more proficient in English.

If you have not had direct contact with ELs, share information that colleagues have shared with you.

In my experience as a teacher an administrator, I worked with various English Language Learners in both the classroom setting and via extra-curricular activities. The stage of fluency of the students I worked with was stage 5. I taught Advanced English in the classroom and I coached the students on proper grammar in areas that they were lacking but these were few areas because I taught advanced students. In working with extra -curricular activities such as speech and debate and spelling bees, I had to utilized various resources in understanding strategies of speech and debate, as well as very advanced spelling bee words, definitions, pronunciations, parts of speech and word origins in regards to spelling bee preparations. All in all the students tackled the obstacles, persevered, and ultimately succeeded in the task(s) they were assigned.