Final Project: Professional Development Plan (PDP) Follow the instructions below to complete the Professional Development Plan assignment. Interns may use the course resources (found under modules) t

EDL 717

PRINCIPAL INTERVIEW

TOPIC: DIVERSITY

Instructions: Complete an interview with a school principal, preferably in the school district in which you are employed. Use the questions below as a guide. Provide the questions and answers to the instructor, accompanied by a two-page personal reflection of the interview results. Upload the completed interview questions and answers and reflection to CANVAS.

Principal Name: Dr. Bridges II

School: Oak Park Elementary School

Email:.org

Instructions:

1. Provide the mission statement with value on diversity. How has your experience and background prepared you to be effective in this environment with this diversity value/initiative?

I have had to encounter many different backgrounds, religions, and ethnicities across my career. The interactions with these differences, coupled with a mind to truly appreciate differences, has prepared me to deal with diversity in the work environment.

2. What do you see as the most challenging aspect of a diverse working environment? What steps have you taken to meet this challenge?

Addressing implicit bias. Many of us, myself included, are preconditioned with certain biases that we are often unaware of. I have purposely chosen to address this biases by having very frank conversations with all faculty members as a means of promoting an environment of constant reflection.

3. What kinds of experiences or training have you had working with others with different backgrounds than your own?

My entire career has been based around working with and for people from all walks of life.

4. Tell me about a situation in which you had to alter your work style (or decision) to meet a diversity need or challenge within the school?

Having to make adjustments toward our EL population was my biggest alteration. As a minority, I always found it easy to address the needs of African Americans as I am African American. However, I needed to readjust not only my line of thinking but my view of inclusiveness toward my EL population.

5. How have you handled a situation when a teacher or student was not accepting of others’ diversity?

Handling situations like these are delicate and should be approached with the utmost sense of care. My practice has always been a more side by side approach as to limit the defensiveness a person will naturally gravitate to. The objective is to always present the desired behavior in a way that the person, whether it be a student or teacher, organically accepts. If my view of diversity is forced on the person in question, then there is no true acceptance of diversity.

6. What does it mean to have a commitment to diversity and how would you develop and apply your commitment at this school?

A commitment to diversity suggests that our diversity becomes our biggest asset and we approach our instruction, our discipline, and our overall set of ideals from the lens of diversity.

7. Define the faculty, staff, and student needs at your school, with regard to cultural acceptance of others that are different. Has a formal needs assessment been conducted on cultural acceptance? If so, what were the results?

A formal needs assessment has been conducted and it did reveal that many of us struggled with certain biases that we were not aware of.

8. What efforts have you made, or been involved with, to foster diversity competence and understanding within the school?

We work tirelessly with our district EL team to foster diversity within the building for our English language learners. Additionally, we cater our professional development from the lens of the students we will serve, which are low income, minority students.

9. What have you done to further your knowledge about diversity? Have you included diversity in your professional development? How have you demonstrated what you have learned?

Diversity is a constant focus as our context necessitates that we pay attention to it (abundance of African American and Hispanic students). We have an intentional focus yearly of understanding our EL students as well as other professional development focused on understanding students of poverty. Much of how this is demonstrated is in my everyday speech and interactions. It is easy to profess a knowledge of diversity. Walking it in everyday life is the testament of its impact.

10. What challenges does a principal face in implementing a cultural acceptance platform to faculty and students? How do you handle these issues?

The greatest challenge is addressing the minds of those you serve. It is the largest determinant of success, or failure, in a cultural acceptance platform. My experience suggests the best way to handle this is to promote the open mindedness that I want exemplified building wide. As I have heard it said, “So goes the leader, so goes the building.”

Adapted from: http://www.shrm.org/templatestools/samples/interviewquestions/pages/diversity.aspx#sthash.zDcl901F.dpuf

My Reflection of the Principal’s Interview Results

Reflection on Promoting Multi-Culturalism and Diversity in the Curriculum

In analyzing the responses provided by the Dr. Bridges II at Oak Park Elementary regarding his approach to diversity in the school environment, several key points stand out. The principal's acknowledgment of the importance of appreciating differences and their proactive efforts to address implicit bias within the faculty are commendable. It is clear that the main goals are establishing a welcoming atmosphere that encourages ongoing introspection and candid discussion to address issues pertaining to diversity. The principal's emphasis on embracing diversity as an asset and shaping educational practices through a diverse lens underscores their commitment to creating an inclusive environment. Let's delve deeper into the positives highlighted and identify potential actions for further strengthening multi-culturalism in the curriculum.

Positive Aspects:

• The principal has a unique viewpoint on managing diversity because of his vast experience working with people of different origins, faiths, and races.

• The principal's ability to modify his work style to accommodate English Language Learners (EL) highlights his adaptability and willingness to embrace diversity in all its forms.

• His willingness to have candid conversations with faculty members demonstrates a commitment to addressing implicit biases and promoting an inclusive culture within the school community.

Areas for Further Action:
Although the principal's efforts are praiseworthy, there are still things that can be done to improve how well diversity is included into the curriculum:

• Providing targeted training and professional development opportunities for staff to increase cultural competence and awareness.

• Implementing inclusive teaching practices and resources that reflect the diverse backgrounds of students within the curriculum.

• Establishing support systems for students and staff who may face challenges related to diversity and inclusion.

Mission Statement Emphasizing Diversity:
The school's mission statement should explicitly highlight a commitment to diversity, equity, and inclusion. By infusing these values into the core principles of the institution, all stakeholders are reminded of the importance of creating a welcoming and respectful environment for everyone.

Personal Preparedness for Diversity:
The principal's background and experiences have uniquely positioned him to navigate diverse working environments effectively. His ability to appreciate differences and engage in meaningful interactions with individuals from varied backgrounds will undoubtedly contribute to the success of promoting multiculturalism within the school. In conclusion, while the principal has demonstrated a strong foundation in promoting diversity and inclusivity within the school setting, continuous efforts and a proactive approach are essential to ensure that all students feel valued and represented. By fostering a culture of respect, understanding, and acceptance, the school can truly embrace the richness of its diverse community.

Scavenger Hunt

The school curriculum

The curriculum in Oak Park Elementary has an emphasis on cultural and global awareness and the school’s approach is to incorporate ideas from across the globe. Moreover, the students with disabilities have Teaching and Individualized Education Plan (IEP) arrangements that help them benefit from equality of opportunities in school. Accommodations as in the case of tests and exams are made for all students, especially the ones who have been diagnosed with special needs, in order to ensure that all students can be assessed fairly (Campussuite, 2024). Multicultural and diversity are elements that are imparted in the curriculum with the involvement of multiple cultural perspectives and histories to enhance the learning of the students. ELL students are also given extra support to improve their language skills as well as academic performance in school. Also, there are other programs within the curriculum for gifted students meant to offer a difficulty level to those who have shown high aptitude in their studies. All of these features taken together provide a holistic educational approach to learning that embraces diversity, fosters learning for all students and continually adapts to a global society.

Student Handbook

The Student Handbook of Oak Park Elementary also reflects that it does not discriminate against any student in academic matters on the basis of race, gender, disability, or religion. The grading system is intended to be fair in assessing students’ performance which has indicators of assessment and feedback. Punctuality is highly valued and there are provisions to encourage it and techniques for dealing with truancy (Campussuite, 2024). Legal mandate is followed in the provision of facilities for learners with disabilities to enhance their academic experience in the school. Religious and cultural holidays are honored; students are provided with choices regarding assignments and tests. Promotion and completion criteria are defined clearly with specific standards to be achieved during graduations. The dress code of students ensures that students dress appropriately and responsibly while at the same time allowing them to dress based on their own personality. These policies implemented together provide a supportive and equitable environment for all learners to excel academically and personally.

Discipline policy/procedure

The discipline policy of the Laurel School District reveals the necessity of the defined structures connected with student conduct and non-discrimination of students. Standard procedures deal with behavioral misconduct by outlining a matrix of actions and measures such as expulsion and exclusion from certain activities among others. Teachers explain to students what behaviors are acceptable and what happens when students violate the acceptable behavior. Students with disabilities get extra attention through the Manifestation Determination Review (MDR) that determines if behavior is associated with the disability and whether the student has been given adequate support (Campussuite, 2024). Whenever a child with an IEP is disciplined, the IEP team examines the circumstances to check compliance with IDEA rules. This also involves determining whether the student’s behavioral concerns are well-managed by his/her current behavior plan and other related interventions. The policy employs Positive Behavioral Interventions and Supports (PBIS) to ensure proper behavior while eliminating misconduct. This proactive approach includes the use of positive reinforcement to foster an environment which is conducive to learning. Such measures help in maintaining discipline that is humane, constructive and individualized for the students’ need.

Two sample lesson plans

Lesson Plan 1: Social Studies - Cultural Exchange

Objective: Students will be able to understand different cultures in relation to a comparative study of various civilizations.

Materials: Maps, textbooks, internet access

Activities

• Introduction: Explain what cultural diversity means and why it is essential.

• Research: Students select two different ancient civilizations and prepare a presentation on the cultural and belief systems and achievements of the selected civilization.

• Comparison: In groups, students discuss and analyze the cultural characteristics of the chosen civilizations.

• Reflection: Every group shares their thoughts about how cultural diversity improves knowledge of history and social processes.

Assessment: Students are evaluated based on the group presentations, discussion, and reflection focused on cultural differences.

Lesson Plan 2: Language Arts - Multicultural Literature

Objective: Students will engage in critical reading of multicultural literary works in order to develop multicultural perspectives.

Materials: Various multicultural books, discussion guides

Activities

• Reading: The students choose one multicultural book from a list of books and then read it.

• Discussion: Discussions in small groups on the themes, characters, and cultural settings of the selected books.

• Analysis: Exploration of the themes identified in the book on a personal level or in relation to the personal cultural context.

• Creative Response: Based on the multicultural literature read, students make a picture map or carve a short story.

Assessment: Evaluation will be done based on active contribution to the discussion, the level of critical thinking demonstrated as well as the innovation incorporated in the final delivery.

Parent center

The first steps in creating a parent center at the Oak Park Elementary would include the identification of a location for the center, preferably in a strategic area in the school, such as near the main entrance. Such services would include details about the school's policies, programs, parenting skills, and assistance in managing education. It would also include a lending library, which would consist of books on child development, educational games, and computers for parents. Announcements about the center can be made through newsletters, school websites, social networks, and parent-teacher meetings. It suggests that parents would support such areas of service delivery as conducting workshops and events in the center for multicultural education, disability awareness, and learning support. The parent center would foster a friendly environment through which parents can voice their opinions and work with teachers to ensure their children receive the best chance possible to succeed in school and life.

School website

The following strategies can be adopted to improve the representation of diversity on the Oak Park Elementary school website. Firstly, include a variety of pictures that represent different cultures, various festivities, and various class assignments with students as participants. Make sure that these images do not offend any culture or ethnic group. Secondly, capture activities and accomplishments that promote diversity, including multicultural events, language clubs, and culturally diverse sports teams. Use student, parent, or faculty members' success stories that encourage equality and respect for the diverse community. Finally, review the words on the website and ensure they are friendly to everyone, including investors. This entails employing culturally appropriate language in all correspondences, offering translated documents for non-English speaking students, and offering learning materials for ELLs and their parents. This means that the school community should be frequently involved in surveys or feedback mechanisms to help the website update the relevance of diversity representation.

References

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. guilford Publications.

Campussuite. (2024). Laurel School District. Retrieved from campussuite-storage.s3.amazonaws.com/prod/1558847/766cc242-d345-11e9-8241-0acb374d1020/2809959/c52f92f2-2f0b-11ef-874c-0a58a9feac02/file/Laurel%20Student%20Handbook%202024-2025%20(Board%20Approved%2006_11_2024).pdf

Student Demographics Overview

Oak Park Elementary Student Demographics (as of June 24, 2024)

Summary and Personal Reflection

Summary of Collected Data

Oak Park Elementary, as of June 24, 2024, has a total student population of 348 students. The gender distribution is fairly balanced, with 52.6% male and 47.4% female students. The racial and ethnic composition is predominantly African American (75.6%), followed by Hispanic students (21.0%), with a small percentage of White (2.3%) and American Indian (0.9%) students. A notable portion of the student body (21.0%) are English Language Learners (ELLs). All students (100%) benefit from the free and reduced lunch program, indicating a high level of economic need. Additionally, 9.8% of the students are identified as having special education needs (IEP).

Personal Reflection

The demographic data of Oak Park Elementary shows that there is a diverse population in the school, and many issues require attention in the professional learning plan. The high percentage of African Americans and Hispanics and many ELL students require culturally sensitive approaches as well as programs aimed at students with language difficulties. Students are economically disadvantaged, and this should be a reminder that there are socio-economic barriers to education, like access to resources and support structures. As for students with IEPs, 9.8% of them suggest that teachers involved should undergo regular professional development concerning special education provisions to support them. Also, the fact that gender distribution is almost equal implies that there should be equal representation of the genders in the classroom.

Some of the components of the professional development plan should include activities that will help teachers address cultural diversity issues to ensure that they can accommodate students of different racial/ethnic origins. Further, it should address the needs of English Language Learners (ELLs) by offering programs and instructional approaches for enhancing their language proficiency and academic achievement (Bailey & Carroll, 2015). Socio-economic issues must also be addressed through initiatives that would require extra academic and social assistance from low-income learners. There is a need to have periodic staff development meetings that discuss special education methodologies and integration processes to attend to the needs of the students with IEPs. In addition, gender equity measures should assure equal chances and assistance to both genders among students. By addressing these areas, the professional development plan can help support an inclusive, safe, and productive educational climate at Oak Park Elementary.

Reference

Bailey, A. L., & Carroll, P. E. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39(1), 253-294.

Cultural ensitivity Survey for Faculty

1. Age: Please select your age range:

Mark only one oval.

Under 30

30-40

41-50

51-60

Over 60

1. Race/Ethnicity: Please select your race/ethnicity:

Mark only one oval.

White/Caucasian

Black/African American

Hispanic/Latinx

Asian/Paci c Islander

Native American/Indigenous

Other (please specify)

1. Gender: Please select your gender:

Mark only one oval.

Male

Female

Non-binary

Prefer not to say

1. On a scale of 1 to 5, how important do you believe it is for educators to be culturally sensitive in the classroom?

Check all that apply.

1. 1. - Not important at all

   2. - Slightly important

   3. - Moderately important

   4. - Very important

   5. - Extremely important

2. How comfortable do you feel discussing issues of race and diversity with your students?

Mark only one oval.

1. 1. 1. - Very uncomfortable

      2. - Uncomfortable

      3. - Neutral

      4. - Comfortable

      5. - Very comfortable

1. In your opinion, how well does the current school curriculum address diversity and inclusion?

Mark only one oval.

1. 1. 1. - Very poorly

      2. - Poorly

      3. - Neutral

      4. - Well

      5. - Very well

1. Have you received training on cultural sensitivity and diversity in the past year? (Yes/No)

1. How important do you think it is for students to see themselves represented in the curriculum?

Mark only one oval.

1. 1. 1. - Not important at all

      2. - Slightly important

      3. - Moderately important

      4. - Very important

      5. - Extremely important

1. Do you feel equipped to handle discussions on sensitive cultural topics in the classroom?

Mark only one oval.

1. 1. 1. - Not at all equipped

      2. - Somewhat equipped

      3. - Moderately equipped

      4. - Well equipped

      5. - Extremely equipped

1. Would you be interested in further professional development on cultural sensitivity and diversity training? (Yes/No)

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Analysis and Application of Cultural Sensitivity Survey Data

The Teacher Cultural Sensitivity Survey conducted at Oak Park Elementary offered quantitative insight into the faculty's diversity and their assessment of the current strategies used by the school to integrate cultural sensitivity into the curriculum effectively. Using the collected data, this analysis will design a Professional Development Plan, which is going to be implemented in order to increase educator cultural competence and make the educational environment more inclusive.

Demographic Overview

The survey results also show that the faculty population is very young, with most of the faculty members between 25 and 44 years old. They are likely to be a mixture of young professionals just beginning their careers, middle-aged individuals with more experience, and potentially different views on cultural sensitivity. The gender distribution is slightly skewed towards the female gender at 65%, a trend that is observed throughout the education sector. In terms of race, the faculty is predominantly Black or African American (75%), followed by White (25%). There are not ay Hispanic or Latino and Asian. This diversity serves as a good starting point for generating racially nuanced, positive communication and intervention strategies while at the same time highlighting the imperative of conducting racially sensitive training (Kohli et al., 2015).

Importance of Cultural Sensitivity

The findings of the survey demonstrate that the respondents consider the aspect of cultural sensitivity as very important, with a mean value of 4.5 out of 5. Such a high agreement shows that there is a common understanding of the importance of cultural competency in ensuring a culturally sensitive learning context (Pope et al., 2019). This shared value will prove essential in rallying support for the Professional Development Plan and, most importantly, engaging the faculty members.

Comfort and Preparedness

Faculty members report feeling relatively comfortable discussing issues of race and diversity with students (average score of 3.8), yet there is a noticeable gap in feeling fully equipped to handle these discussions (average score of 3.6). This disparity indicates that, although teachers are open to participating in these discussions, they do not have the proper modalities or assurance to do so. Filling this gap will be one of the responsibilities of the Professional Development Plan. It will be crucial to offer a series of training sessions, applicable resources, and working strategies to improve teachers' competencies in addressing culturally delicate matters.

Curriculum Effectiveness and Representation

The current school curriculum’s success in addressing diversity and inclusion is moderate (average rating of 3.2). This means that though some attempts are being made, a lot still needs to be done. However, the scores retrieved revealed a significantly high emphasis placed on the importance of students in the curriculum (average score of 4.7). The Professional Development Plan will put significant focus on the inclusion of multiculturalism into the curriculum to ensure that all students find themselves represented in the classrooms. This will include the search and selection of culturally relevant resources as well as integrating them into teaching plans for all subject areas.

Training and Support

A significant portion of the faculty (60%) has received training on cultural sensitivity and diversity in the past year, yet there remains a substantial interest in further professional development (80%). This desire for continuous learning creates future possibilities for enhancing the current level of knowledge and increasing cultural sensitivity. Under the Professional Development Plan, there will be training sessions, workshops, and seminars presented by professionals specialized in cultural sensitivity and diversity training (Alhejji et al., 2016). Finally, the moderate level of perceived support got a mean score of 3. 9 for school administration, showing that though some support is available, the needed and visible support is lacking. The involvement of school leaders in the formulation and execution of the Professional Development Plan will be critical to guarantee resource commitment.

Effectiveness of Training

Faculty members rated the effectiveness of previous cultural sensitivity training as moderate (average score of 3.7), implying that training has been partly effective and may be more effective in the future. The Professional Development Plan will include feedback from the faculty regarding how the training sessions could be better aligned to suit their practice. Participatory and applied training techniques like dramatizations, simulations, cases, and group discussions will be used to ensure interest and relevance.

Conclusion

The responses received will help in articulating a holistic Professional Development Plan to improve cultural competence and diversity integration in Oak Park Elementary. Some of the areas of concern will involve professional development for practicing teachers that ensures they have knowledge on how to handle contentious cultural issues effectively, selection and implementation of multicultural learning resources, and school administrative support. In addressing these areas, the plan will ensure that every student is accepted and welcomed by the institution, thus improving the quality of education at Oak Park Elementary School.

References

Alhejji, H., Garavan, T., Carbery, R., O'Brien, F., & McGuire, D. (2016). Diversity training programme outcomes: A systematic review. Human Resource Development Quarterly, 27(1), 95-149.

Kohli, R., Picower, B., Martinez, A. N., & Ortiz, N. (2015). Critical professional development: Centering the social justice needs of teachers. The International Journal of Critical Pedagogy, 6(2).

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2019). Multicultural competence in student affairs: Advancing social justice and inclusion. John Wiley & Sons.