0 Culturally Proficient Language: Reflection #25

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The Massachusetts Educator Evaluation Rubric 3C2, Culturally Proficient Communication, leads educators to think about effective communication with all students and families emphasizing cultural proficiency. How do you develop your communication repertoire so that you are sensitive to and appreciative of diverse languages, cultures and values.  The National Center for Cultural Competence is a good resource in this regard. All educators need to continually boost their skill in this area with the latest information relative to the students and families they serve. When we serve families well, we serve students well.

Guided Reflection

As you reflect on element 3C2, read the standard, indicator, element, criteria, key points, and questions below.  Use the grid to reflect upon, and to make notes related to this element's implications for your own practice. Consult my example via the link at the bottom of the page if interested.

Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.

Element III-C-2: Culturally Proficient Communication

Criteria (exemplary)

Always communicates respectfully with families and demonstrates understanding, sensitivity and appreciation of different families’ home language, culture, and values.

Key Points/Questions:

• Communicates respectfully. What criteria for respectful communication do you demonstrate and promote?
• Understanding, sensitivity, and appreciation of different families’ home language, culture, and values. How do you gain and demonstrate understanding about specific students’ and families’ home language, culture, and values?
• Model. What does your communication style look like to others?

Element: 3C2: Culturally Proficient Communication

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
Communicates respectfully.	What criteria for respectful communication do you demonstrate?	Make sure that the signage in the classroom is sensitive and inclusive. Use the Center for Cultural Competency as a resource to develop this skill.
Understanding, sensitivity, and appreciation of different families’ home language, culture, and values.	How do you gain and demonstrate understanding about specific students’ and families’ home language, culture, and values?	Ask families from diverse cultures and languages to help you with pronunciation of names, key words. Ask families, “What do I need to know to teach your child well?” Let families be a resource to you as you learn about their culture, language, and values. Make the time needed to get to know families.
Model.	What does your communication style look like to others?	Work with colleagues to model, share and learn about the most sensitive and responsive ways to work with all children and families.

My Self Analysis and Action Steps related to this element.

Reflections' Links

• Reflection #1 Subject Matter Knowledge
• Reflection #2 Child and Adolescent Behavior
• Reflection #3 Rigorous Standards-Based Unit Design
• Reflection #4 Well Structured Lessons
• Reflection #5 Variety of Assessment Methods
• Reflection #6 Adjustment to Practice
• Reflection #7 Analysis and Conclusions
• Reflection #8: Sharing Conclusions with Colleagues
• Reflection #9 Sharing Conclusions with Students
• Reflection #10: Quality of Effort and Work
• Reflection #11: Student Engagement
• Reflection #12: Meeting Diverse Needs
• Reflection #13: Safe Learning Environment
• Reflection #14: Collaborative Learning Environment
• Reflection #15: Student Motivation
• Reflection #16: Respects Differences
• Reflection #17: Maintains Respectful Environment
• Reflection #18: Clear Expectations
• Reflection #19 High Expectations
• Reflection #20 Access to Knowledge
• Reflection #21 Parent/Family Engagement
• Reflection #22 Learning Expectations
• Reflection #23 Support Curriculum
• Reflection #24 Two-Way Communication

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