CULTURAL PROFICIENCY & CULTURALLY RESPONSIVE TEACHING
SELF-ASSESSMENT FOR SUMMIT SCHOOL DISTRICT
A Research-Based and Informal Tool
to Acknowledge Strengths and Define Next Steps
OVERVIEW:
The following self-assessment addresses cultural proficiency in six areas of teaching,
instructing, and leading through teachers’ and/or administrators’ work:
1. School Context and Resources
2. Classroom Context and Resources
3. Teachers’ Attitudes and Interaction
4. Students’ Attitudes and Interaction
5. Content and Instructional Strategies
6. Learning Outcomes
The questions are organized in subsections according to six central ideals of cultural
proficiency in a school setting commonly promoted in professional literature and research
and currently noted in the Summit School District Strategic Plan:
1. Facilities
2. Instruction & Support
3. Access to Learning
4. Culturally Responsive Environment
5. Inclusive Environment
6. Equitable Participation
When you have completed the 54-item self-assessment, please reflect, alone or with others,
on items or areas in which you or your school are closest to reaching ideals of cultural
proficiency or farthest from reaching ideals.
FOR SCHOOL ADMINISTRATORS:
With the help of your school representative(s) of the District Cultural Proficiency Committee
and individual building members of your school Cultural Proficiency Committee (Strategic
Plan Goal 2, Action Step 8), create a school-based action plan defining next steps you will
commit to in 2014-2015 school year to progress even further toward cultural proficiency and
culturally responsive teaching strategies. Since cultural proficiency is part of the Summit
School District Strategic Plan, please also consider the language of the Strategic Plan, as well
as the definition, mission statement and values of cultural proficiency and culturally
responsive teaching as outlined by the District Cultural Proficiency Committee.
FOR INDIVIDUAL TEACHERS OR COUNSELORS:
Alone or with others in your grade level, area of teaching, or school cultural proficiency
committee, please consider an individual action plan defining next steps you will commit to in
the 2014-2015 school year to progress even further toward cultural proficiency and culturally
responsive teaching as outlined in the Summit School District Strategic Plan.
FOR CENTRAL OFFICE ADMINISTRATORS:
Alone or with others, please respond to items with the whole district in mind and please
consider individual actions in your area of responsibility that you will commit to in 2014-2015
to progress even further toward cultural proficiency ideals and cultural proficiency values
central to the Summit School District Strategic Plan.
Thanks for your participation.
CULTURAL PROFICIENCY & CULTURALLY RESPONSIVE TEACHING
SELF-ASSESSMENT FOR SUMMIT SCHOOL DISTRICT
Adapted and Proposed by the Cultural Proficiency District Committee
EQUITABLE OPPORTUNITIES
Facilities (SSD CP Values: Equity, Equality, Opportunity & Safe Environment)
Questions
Comments
1. Are schools free from over-crowding, insufficient desks,
chairs, other furniture, equipment in need of repair or
replacement?
Yes
Mostly
Somewhat
No
2. Do you feel secure in a positive climate supported by
preventative school safety? (PBIS, student handbook)
Yes
Mostly
Somewhat
No
Instruction & Support (SSD CP Values: Dedication to Excellence Equity, Positivity)
Questions
Comments
3. Are grouping, scheduling or labeling practices fair to
each student?
Yes
Mostly
Somewhat
No
4. Do students have equitable opportunities to achieve
success?
Yes
Mostly
Somewhat
No
5. Do teachers/staff represent the demographics of the
student body?
Yes
Mostly
Somewhat
No
6. Does curriculum highlight multicultural perspectives
grounded in students’ lives and reflecting the diversity
of our greater community and world?
Yes
Mostly
Somewhat
No
7. Do students have access to a quality library with a
collection that equitably reflects diverse cultures?
Yes
Mostly
Somewhat
No
8. Do students have equitable access to sports, arts,
opportunities, technologies, and community resources?
Yes
Mostly
Somewhat
No
9. Do teachers know, value and integrate content and
resources that connect to students’ lives and interests?
Yes
Mostly
Somewhat
No
10. Do students learn skills of team and consensus
building, peacemaking, and active non-violence?
Yes
Mostly
Somewhat
No
11. Do teaching and learning strategies include inquiry,
action, reflection and intercultural dialogue?
Yes
Mostly
Somewhat
No
12. Do students learn to make a difference and show care
for people, human environment, and diverse ideas?
Yes
Mostly
Somewhat
No
13. Do students have access to learning that reflects or calls
upon their personal and social cultures?
Yes
Mostly
Somewhat
No
Access to Learning (SSD CP Values: Dedication to Excellence Equity, Positivity)
Questions
Comments
14. Does the school offer diverse learning resources and
opportunities that students value?
Yes
Mostly
Somewhat
No
15. Is student achievement disproportional based on race,
ethnicity, economic status, gender, or other identity?
Yes
Mostly
Somewhat
No
16. Do students and parents have a fair voice in planning a
student’s education?
Yes
Mostly
Somewhat
No
17. Do teachers actively pursue what is best for each
student?
Yes
Mostly
Somewhat
No
18. Can observers see evidence of equitable caring, high
expectations, and standards?
Yes
Mostly
Somewhat
No
19. Are all students given opportunity to acknowledge and
utilize their strengths, needs and interests?
Yes
Mostly
Somewhat
No
20. Are all students given opportunity to acknowledge and
appreciate the strengths, needs and interests of others?
Yes
Mostly
Somewhat
No
21. Are teaching strategies differentiated, experiential, and
participative?
Yes
Mostly
Somewhat
No
22. Do students have opportunities to question, critique,
and evaluate social reality and society?
Yes
Mostly
Somewhat
No
Culturally Responsive Environment (SSD CP Values: Intercultural Mindedness, Respect)
Questions
Comments
23. Are assessments multiple and fair to diverse student
populations?
Yes
Mostly
Somewhat
No
24. Are high expectations for students supported through
an encouraging environment?
Yes
Mostly
Somewhat
No
25. Do teachers and staff interrupt racism, sexism, and
other stereotyped discrimination and disrespect in and
out of the classroom?
Yes
Mostly
Somewhat
No
26. Are all students given opportunity to acknowledge and
appreciate the strengths, needs and interests of others?
Yes
Mostly
Somewhat
No
27. Are students committed to promoting a more just
community and world?
Yes
Mostly
Somewhat
No
28. Does the school culture include, serve and empower
diverse students, families and community members?
Yes
Mostly
Somewhat
No
29. Does each classroom promote hope, positive morale,
joy in learning, and a culture of care among students?
Yes
Mostly
Somewhat
No
30. Are students aware and respectful of others’ diverse
backgrounds, perspectives, approaches to learning,
needs and strengths?
Yes
Mostly
Somewhat
No
31. Is there relevant, respectful, and informed interaction
across boundaries of difference between students?
Yes
Mostly
Somewhat
No
32. Is classroom content integrated and inclusive of themes
of justice, compassion, responsibility, and social action?
Yes
Mostly
Somewhat
No
33. Do teachers and staff interrupt racism, sexism, and
other stereotyped discrimination and disrespect in and
out of the classroom?
Yes
Mostly
Somewhat
No
34. Do students learn to collectively contribute to change
what is unjust and to care for themselves and others?
Yes
Mostly
Somewhat
No
Inclusive Environment (SSD CP Values: Inclusiveness, Respect)
Questions
Comments
35. Are teachers’ strategies varied in order to promote each
students’ sense of individual potential?
Yes
Mostly
Somewhat
No
36. Does the school and do classrooms reflect the
democratic ideal?
Yes
Mostly
Somewhat
No
37. Has the school ended tracking methods that hold some
students back from high achievement?
Yes
Mostly
Somewhat
No
38. Are varied services available to special student
populations and families?
Yes
Mostly
Somewhat
No
39. Does each classroom reflect accommodations to
promote optimal learning for each student?
Yes
Mostly
Somewhat
No
40. Are teachers open to parent input?
Yes
Mostly
Somewhat
No
41. Do teachers’ communications styles promote positive
interaction between staff and students?
Yes
Mostly
Somewhat
No
42. Is a translator available when needed in the school or
in individual classrooms?
Yes
Mostly
Somewhat
No
43. Are students actively taught to be compassionate and
caring toward people of all abilities, backgrounds, and
cultures?
Yes
Mostly
Somewhat
No
Inclusive Environment (SSD CP Values: Inclusiveness, Respect)
Questions
Comments
44. Are parents from diverse groups represented on school
and district committees?
Yes
Mostly
Somewhat
No
45. Do all stakeholders learn conflict resolution and civil
discourse strategies?
Yes
Mostly
Somewhat
No
46. Does classroom context reflect a value for students’ and
parents’ voices?
Yes
Mostly
Somewhat
No
47. To teachers regularly communicate with parents?
Yes
Mostly
Somewhat
No
48. Do teachers expect and promote equitable participation
in the classroom?
Yes
Mostly
Somewhat
No
49. Do teachers promote the resilience and hope of
students who lack confidence?
Yes
Mostly
Somewhat
No
50. Do students have choices and contribute to decisions
that are ethical and responsible?
Yes
Mostly
Somewhat
No
51. Does curriculum content help students understand
inequality and power relations?
Yes
Mostly
Somewhat
No
52. Do students create egalitarian relations across
boundaries of difference and debate with respect?
Yes
Mostly
Somewhat
No
References
Au, W. (2009, April). Lessons in multicultural education: Dewey, democratic education, and the
culture of the classroom. In J. Garrison (Chair), The John Dewey society annual symposium:
Rethinking schools. Symposium conducted at the annual meeting of the American Educational
Research Association, San Diego, CA.
Bajaj, M. (2008). ‘Critical’ peace education. In The Encyclopedia of Peace Education, ed. M. Bajaj,
135-146. Greenwich, CT: Information Age Publishing.
Banks, J. (1999). An introduction to multicultural education. Boston: Allyn & Bacon.
Bigelow, B., Christensen, L., Karp, S., Miner, L., & Peterson, B. (1994). Creating classrooms for equity
and social justice. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our
classrooms: Teaching for equity and social justice (pp. 4-5). Milwaukee, WI: Rethinking
Schools.
Brantmeier, E.J. (2010). Toward mainstreaming critical peace education in U.S. teacher education. In
Critical pedagogy in the 21st century: A new generation of scholars, ed. C.S. Malott and B.
Porfilio. Greenwich, CT: Information Age Publishing.
Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good
and just teaching: The case for social justice in teacher education. American Journal of
Education, 115, 347-377.
Christensen, L. (2009, April.) The politics of language and power: Teaching about language and
power. In J. Garrison (Chair, The John Dewey Society Annual Symposium conducted at the
2009 Annual Meeting of the American Educational Research Association, San Diego, CA.
Duncan-Andrade, J. M. R. (2007). Urban teacher development that changes classrooms,
curriculum, and achievement. In P. J. Finn & M. E. Finn (Eds.), Teacher education with an
attitude: Preparing teachers to educate working-class students in their collective self-interest
(pp. 173-190). New York: State University of New York.
Elliott, V. (2000). Unpublished document. Colorado Partnership for Educational Renewal.
Enterline, S., M. Cochran-Smith, L.H. Ludlow, and E. Mitescu. (2008). Learning to teach for social
justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4: 267-290.
Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling - a critical
reader. Boulder, CO: Westview Press.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kliebard, H. (2004) The struggle for the American curriculum, 1893-1958, 3rd ed. New York:
RoutledgeFalmer.
Kozol, J. (1992). Savage inequalities: Children in America’s schools. New York: Harper
Perennial/Harper Collins Publishers.
Kohl, H. (1991). I won't learn from you! The role of assent in learning. Milkweed Editions: Thistle
Series of Essays.
Lederach, J. P. (2005). The moral imagination: The art and soul of building peace. Oxford, England:
Oxford University Press
Lindsey, R.B., K. N. Robins, & R.D. Terrell. (2009). Cultural proficiency: A manual for school
leaders. Thousand Oaks, CA: Corwin A Sage Company.
Noddings, N. (2006). Critical lessons: What our schools should teach. New York: Cambridge
University Press.
Sleeter, C. (1996). Multicultural education as social activism. Albany, NY: SUNY Press.
Villegas, A. M. & T. Lucas. (2002). Preparing culturally responsive teachers. Rethinking the
curriculum, Journal of Teacher Education, 53, no. 1: 20-32.
Villegas, A.M., & T. Lucas. (2002). Education culturally responsive teachers: A coherent approach.
Albany, NY: SUNY Press.
Weissglass, J. (1998). Ripples of hope. Santa Barbara, CA: Equity in Mathematics Education
Leadership Institute.
Willis, P. 1977. Learning to labour. How working class kids get working class jobs. New York:
Columbia University.