COLLABORATIVE GOALS FRAMEWORK

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4

5

6

6-8

10

REFRENCES

DOMAINS

GOALS

BSC APPROACH

MISSION AND

OPPORTUNITY

THE CHALLENGE

2

BACKGROUND

AND OVERVIEW

JULY 2013

COLLABORATIVE GOALS

FRAMEWORK

TABLE OF

CONTENTS

5, 6, 7, 8 3 1, 2

4

THREE PRONGED APPROACH

Bronfenbrenner

and Vytogsky

have long

programs.

_{Educational theorists such as}

Equity in early childhood programs is

connected to the growing diversity in our

communities and early childhood

DCDEE recognized the need for culturally

and linguistically responsive care and

education to be infused with quality

standards, services, and accountability for

effective early childhood services for

families and positive outcomes for all

children. The implementation of a three

pronged strategy will be used to improve

the cultural competence of the early

childhood workforce — including culturally

responsive program policies, teaching

practices, and family engagement.

Phase One

: Development of the Cultural

Competence Breakthrough Series

Collaborative Leadership Team, Expert

Panel, Curriculum development and

Learning Team preparation.

Phase Two:

Recruitment and orientation

of Learning Teams, implementation of

learning sessions and action periods.

Phase Three:

Training and practicum for

technical assistance providers, support via

online formats, and final documentation

and evaluation of the Curriculum and

project.

“Cultural conditioning is how

learning provided by a cultural

and/or social group fits a

growing child to assure its

survival.” -- David Hoopes and

Margaret Pusch

COLLABORATIVE GOALS

FRAMEWORK

BACKGROUND AND OVERVIEW

championed the importance of children’s

cultural contexts for their later outcomes.

Empirical research is growing, moving

beyond deficit models, and recognizing

the importance of culture in child and

family success.

_{In response, the}

North Carolina Division of Child

Development and Early Education

(DCDEE) is invested in the cultural

competence of the early childhood

workforce, systems, and policies that

support the success of all children and

families. With support from the Race to

the Top Early Learning Challenge Fund,

the Winston-Salem State University

Cultural Competence Breakthrough Series

Collaborative was intentionally developed

to build, integrate, and sustain cultural

competence within North Carolina’s early

childhood system. System levels of

practice and policy include classroom

teaching, family engagement,

organizational leadership, technical

assistance, continuing education/

professional development, and local and

state policies and regulations.

13

10 8

10

responsibility of everyone in the organization”

O

rganizations should seek not to

merely focus on differences, but to build inclusiveness around a shared set of values

and beliefs articulated in the organization’s mission and position statements,

strategic plan, and other documents and practices.

implications for later learning.

To optimize the benefits of early brain development and

learning, early childhood programs must align with culturally competent practices in

order to yield the greatest positive impact among all children, particularly those from

diverse backgrounds. The National Association for the Education of Young Children

states that

"

[f]or optimal development and learning of all children, educators must accept

the legitimacy of children’s home language, respect (hold in high regard) the home

culture, and promote and encourage the active involvement and support of all families,

including extended and non traditional family units

”

population.

These scores reflect a socio-political history of education policy and practice

that has excluded diverse and minority representation, marginalizing children and families

of diverse backgrounds.

socioeconomics.

These gaps are evident in later school and life success. In North

Carolina, 84% of Black, 80% of Hispanic or Latino, and 90% of American Indian children in

the fourth grade score below proficiency in reading compared to 55% of the White

3% Asian or Pacific Islander, and 14% Hispanic or Latino

Furthermore, 14% of families in

North Carolina speak a language other than English in their home. An average of 26% of

North Carolinian children live in poverty, varying by county from 14% to 44%. During the

early childhood years gaps are identified in social and cognitive development by

THE CHALLENGE

In order to achieve positive outcomes for all children, organizations must “move

beyond merely valuing diversity to building an inclusive, high-performing

organization. In the process, diversity ceases to be merely a human resource initiative

and becomes a fundamental competency: Diversity and inclusiveness become the

COLLABORATIVE GOALS

FRAMEWORK

North Carolina serves an increasingly diverse group of children in our early childhood

programs and schools. The child population is 57% White, 25% Black, 1% American Indian,

Children from diverse backgrounds — including children of color, children of lower socio-economics, and children of oppressed groups — continue to be cared for and educated in early learning environments that are not providing the diversity of experiences that reflect their cultural backgrounds, which includes family values and learning styles. This can result in compromised benefit from participation in early childhood programs with significant

The range of what we think and do is limited by what we fail to notice. And

because we fail to notice that we fail to notice, there is little we can do to change

until we notice how failing to notice shapes our thoughts and deeds.

- R.D. Laing

The mission of the Winston-Salem State University (WSSU) Cultural

Competence Breakthrough Series Collaborative (BSC) is to increase the

cultural and linguistic competence of early childhood professionals in

order to provide culturally and linguistically responsive family

engagement, teaching, and assessments, in addition to promoting

culturally and linguistically responsive programs and state policies.

The development of cultural and linguistic

competence is a process that entails a

building block approach of developing

awareness, knowledge, sensitivity and

competence within an environment that

acknowledges and commits to the reality that

it is essential to equity and quality of care.

Moreover, it requires engagement of all

stakeholders in order for programs and

policies to be considered and planned

through the lens of data, information and

knowledge of individuals, families, groups of

people, and communities. Current efforts to

positively change the quality of early

childhood care and education, including

support from the Race to the Top Early

Learning Challenge Fund, have created an

opportunity to improve cultural competence

and engage stakeholders in the process. The

WSSU Cultural Competence Breakthrough

Series Collaborative project will develop a

curriculum and process utilizing a

participatory action training approach.

Moreover, the project aims to develop and

implement policies that facilitate culturally

competent organizations to strengthen the

ability of teachers, early childhood programs,

and agencies to offer high quality, culturally

and linguistically responsive teaching and

family engagement.

A Breakthrough Series

Collaborative is an evidence

based methodology for change

developed by the Institute for

Healthcare Improvement. This

quality improvement

methodology has been

implemented worldwide and

recently piloted with the North

Carolina early childhood

workforce in 2010- 2011. It

was found to be an effective

approach that promoted greater

cultural competence and

capacity to make improvements

in early childhood programs.

THE OPPORTUNITY

COLLABORATIVE GOALS

FRAMEWORK

The Breakthrough Series

Collaborative (BSC) is an effective

approach to implement and spread

positive change and improvement

across services. It includes:

Extensive training to build awareness,

knowledge, sensitivity and

competence.

Collaborative teams (teachers,

administrators, technical assistance

providers, and families) working with

coaches to become skilled at the BSC

methodology, to set specific goals and

test improvements.

Use of Small Tests of Change (STOC)

to build evidence to implement and

spread improvements in teaching

practice and program policies.

Technological support to promote

on-going learning and sharing.

The Collaborative Goals

Framework (CGF) for the WSSU

Cultural Competences

Breakthrough Series Collaborative

was developed from existing

evidence and stakeholder

experiences. It will serve as a

guiding document for the

implementation of the WSSU

Cultural Competence BSC. It will

facilitate the implementation of

tested and successful ways to

change, develop, and monitor

early care and education programs

in North Carolina. The work of the

WSSU Cultural Competence BSC

will be supported with

opportunities for ongoing access

to information, skills, practice,

coaching and accountability to

support positive change and

improved outcomes.

COLLABORATIVE GOALS

FRAMEWORK

THE BREAKTHROUGH SERIES

COLLABORATIVE APPROACH

COLLABORATIVE GOALS

FRAMEWORK

•

•

•

•

1.

2.

3.

4.

G

O

A

L

S

Engage families, children, and communities to accurately learn about, be informed

by and respond to the social and cultural backgrounds of children and families.

Commit to ongoing reflection and action about cultural differences that affect

attitudes, beliefs, methods and practice in the classroom and administration of the

early childhood program.

Develop organizational capacity and

commitment to value culture in ways that

transform policies, practices, and teaching

to ensure the ability to function as cultural

and linguistically competent

organizations.

Demonstrate awareness of how cultural groups and communities nurture

a growing child to ensure his/her survival and optimal development by

continuously creating responsive classroom and teaching practices that

support every child’s success.

1.

2.

3.

4.

Family and Community

Engagement

Program and System

Policies

Professional Development

and Technical Assistance

Teaching and Classroom

Practices

Participating Teams will achieve the WSSU Cultural Competence Break- through Series

Collaborative goals by testing, implementing and sustaining improvements in four

domain areas. Within each of the four domains listed below there are specific

objectives to provide more detailed guidance to focus improvement efforts and achieve

our mission.

DOMAINS

COLLABORATIVE GOALS

FRAMEWORK

A

B

C

D

E

F

Teachers work collaboratively with families to honor, support, maintain, and preserve

the home language learning process within the classroom.

Teachers actively engage children's families and communities in the early childhood

setting, including curriculum planning and the learning environment.

Classroom practices reflect on-going communication and learning between program

staff and families.

Teachers participate in on-going professional development and technical assistance to

learn about effective ways to engage culturally and linguistically diverse families.

Teachers advocate for resources, policies, and practices needed to provide culturally

and linguistically responsive environments and promote engagement with all families

and communities.

Program practices and policies reflect collective in put from families, administrators,

and teachers in all program areas.

DOMAIN 2: PROFESSIONAL DEVELOPMENT AND TECHNICAL

ASSISTANCE

Programs offer on-going professional development that strengthens the cultural competence of all staff by focusing on self-awareness, sensitivity, knowledge, culturally and linguistically responsive educational practices and advocacy for educational equity.

Cultural competence is integrated into all content areas of professional development and technical assistance offered or accessed by the program.

Professional development and technical assistance uses evidence based models to achieve cultural competency readiness.

Professional Development Plans for all staff include observation based evaluations of teachers and administrators of teachers that focus on implementation of culturally responsive practices and policies.

Learning communities are developed for program staff and families to support on-going learning and implementation of cultural and linguistic diversity in order to improve and enhance programs and policies.

Program leaders promote and support a learning community that includes coaching, feedback and engagement to create and maintain culturally responsive services and programs.

Program leaders engage in professional development that strengthens self-awareness and the ability to create, implement, and evaluate culturally responsive program policies and practices.

A

B

C

D

E

F

G

A

B

C

D

E

F

Programs respect, value, and respond to the cultural diversity of all children, families, and program personnel in all practices and policies.

DOMAIN 4: PROGRAM AND SYSTEM POLICIES

Programs advocate for local, state, and federal policies that support the ability of early

childhood programs to offer high quality, culturally responsive early care and education for all children.

Program decision making practices balance power and reflect collective, equitable input from administration, staff, and families.

Programs recruit and support early childhood educators who reflect the cultural and linguistic diversity of the children they serve, to the greatest extent possible.

Programs have a cultural competence plan that includes ongoing assessments that accurately captures the cultural responsiveness of the program and leads to the development of a comprehensive plan.

Programs collaborate with staff, families, and community members, who reflect the diversity of the children and families served, to identify, implement, and evaluate culturally responsive policies and practices.

Teachers acknowledge, respect and respond to the cultural diversity of all children and families, including their home cultures and communities.

Teachers provide culturally relevant opportunities for children to demonstrate their knowledge and development while recognizing their capabilities may be displayed in diverse ways.

Teachers ensure cultural traditions and history of all children and their families are positively evidenced and authentically represented through the learning environment, including interactions and activities.

Teachers integrate knowledge of children, their families, and their community culture into specific practices, educational approaches, and assessments.

Teachers demonstrate the knowledge, skills, attitudes, and beliefs to develop and modify teaching strategies for young children of all cultural backgrounds.

Teachers engage in on-going professional development and technical assistance opportunities that include mentoring, coaching, and reflective supervision to implement developmentally appropriate and culturally competent practices.

A

B

C

D

E

F

Glossary of Terms

Culture refers to the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values,

and institutions of racial, ethnic, religious, or social group. It also refers to the “ideations, symbols behaviors — values, and beliefs that are shared by a human group” (Banks & Banks, 2001, p. 428). All individuals have a cul- ture. “Culture is not a static

phenomenon. It is sustained, challenged, or modified over time.” (Shonkoff & Phillips, 2000, p. 69). “Central to greater understanding [of culture] is the need to identify the diverse and frequently overlapping ele- ments of ethnicity, which include national origin, race, minority status, language, and religion. Ethnicity can be an amalgam of any or all of these . . .” (Shonkoff & Phillips, 2000, p. 63). In addition, it is important to recognize that culture is a continuum and even though one might self-identify as part of a particular culture, he/she may not ascribe to all of the practices and beliefs of that culture (Olsen, Bhattacharya and Scharf, 2006).

Cultural competence is “The integration and transformation of knowledge, information, and data about individuals and groups

of people into compatible and specific standards, skills, service approaches, techniques, and programs that match the individual’s culture and increase the quality and appropriateness of care and outcomes” (King Davis, 1997)

Culturally Competent Individuals have the capacity to function effectively within the context of the cultural beliefs, behaviors,

and needs presented by children, families and their communities. (Adapted from Cross,1989).

Linguistic Competence is the capacity of an organization and its personnel to communicate effectively, and convey information

in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, individuals with disabilities, and those who are deaf or hard of hearing. Linguistic competency requires organizational and provider capacity to respond effectively to the health and mental health literacy needs of

populations served. The organization must have policy, structures, practices, procedures, and dedicated resources to support this capacity (Goode & Jones, modified 2009, National Center). National Center for Cultural Competence, Georgetown University Center for Child & Human Development.

Facilitation/Training: Provides early childhood content and application to groups through teaching/learning sessions that

include presentations, seminars, structured discussions, reflective dialog and other group methods. Individuals providing training need core knowledge of child development and the ability to translate this knowledge into practice. In addition, they need to understand adult learning and group dynamics and be able to facilitate the learning process, information exchange and participant skill development in a group setting.

Culturally Competetent Facilitation/Training requires the trainers to have a strong knowledge of the relationship between

learning and culture.  This means they will use and fuse multiple presentation styles, group process skills and assessment of learning.  They will need to understand and apply a variety of communication styles and group interaction dynamics.  A culturally competent trainer is aware of her/his own individual and cultural learning style and is able to transcend this in order to meet the learning needs of the group.

Professional Development Plan: NAEYC and NACCRRA define an individual professional development as, “documents that

provide a framework connecting various professional development experiences to each other and to the common core of knowledge and professional standards for early education professionals. Individual professional development plans are designed to create holistic approach to building an early childhood professional’s capacities and to ensure that individuals remain current regarding knowledge and practices in the field.” More information about individual professional development plans may be accessed at http://naeyc.org/files/naeyc/file/ecprofessional/ NAEYC_NACCRRA_TrainingTAGlossary.pdf

The North Caroline PreK utilizes a professional development plan available on the NC Division of Child Development and Early Education Website: http://ncchildcare.dhhs.state.nc.us/general/mb_ncprek_detail_20111209.asp

The North Carolina Institute for Child Development Professionals also provides examples of professional development plans on

COLLABORATIVE GOALS

FRAMEWORK

References

Banks, J.A., and C.A. Banks, eds. (2001). Multicultural education: Issues and perspectives, 4th edition. John Wiley and Sons, Inc. Delpit, Lisa. (1995). Other People’s Children: Cultural Conflict in the Classroom. NY: New Press.

Gay, G. 2000. Culturally Responsive Teaching: Theory, Research and Practice. New York: Teachers College Press. Institute for Healthcare Improvement. http://www.ihi.org/ihi

Ladson-Billings, G. (2003). "New Directions in Multicultural Education: Complexities, Boundaries, and Critical Race Theory," in James A. Banks and Cherry A. McGee Banks (Eds.), Handbook of Research on Multicultural Education, Second Edition (p. 50-65). San Francisco: Jossey-Bass.

Olsen, Bhattacharya and Scharf, 2006. Cultural Competency: What It Is and Why It Matters. Brief, Lucile Packard Foundation for Children’s Health. National Association for the Education of Young Children, (2010). Pathways to Cultural Competence Project.

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