The Need of Professional Development for Current Teachers - Research Proposal Example

The need of professional development for current teachers with a focus of culturally relevant pedagogy, or culturally responsive teaching, in order to close the achievement gap found among students of color in middle school Name Institution Date Educational Problem Over the last numerous years, there has been an increase in student achievement for all groups within all subjects, yet the gaps between the white and minority (students of color) is still a unrelenting problem. Several incidents have taken place on the national, state as well as local levels that have impacted on how school and teachers approach the matter of closing achievement gaps. The increasing cultural, racial in addition to economic diversity within classrooms calls for new strategies and skills within communication, teaching as well as curriculum development. Basically, a lot has been discussed regarding measurable achievement gap within national homogeneous tests within the United Sates that is there and persists between White and students of color. From 1971, the National Assessment of Educational Progress has been utilized in measuring student achievement in reading within middle school. There is often a gap between White and students of color grade point averages, course level enrollments, participation rates within special needs and gifted programs as well as graduation rates (Darling-Hammond, 2000). Race is important within American life since the meaning individuals attach to race infuse daily life, affect social activities in addition to being a dynamic aspect of interpersonal relations. Seemingly, race also affects educational matters, since the White-Black educational achievement gap is constant. This gap has been ascribed to social, educational, family as well as environmental aspects some of which are complex to measure. Even though it is most probable that the educational achievement gap is as a result of several interrelated elements, this proposal explores the need of professional development for current teachers with a focus of culturally relevant pedagogy, or culturally responsive teaching, in order to close the achievement gap found among students of color in middle school (Forster-Scott, 2011). Significance of the Problem The current classrooms need teachers to educate students varying in culture, language, capabilities along with other several aspects. To meet this demand, teachers are supposed to utilize not just theoretically sound but also culturally responsive pedagogy. Teacher within United States are often not prepared to meet the requirements of culturally and linguistically diverse students. Preparation of teachers for diversity has resulted to extensive interest in mentoring, but little study has investigated a knowledge base for equity-focused mentoring. If teachers are not prepared effectively, they fall back on mythology from the school culture, the wider culture as well as their experiences as students. Studies indicate that teachers are the most crucial elements regarding how well students achieve. Since teachers are critical to learning of students, it is essential for all students to be able to access high quality experienced teachers. Nonetheless, several American schools are not effective in educating poor and “minority” students. Numerous achievement measures indicate that students of color perform considerably poor than White students and the achievement gap is increasing in some communities (Forster-Scott, 2011). There is equity pedagogy when teachers utilize techniques and methods that facilitate educational achievement of students from different racial, cultural, and social-class groups. Equity pedagogy consists of approaches and interventions devised to assist student coming from low social-class groups improve their educational achievement. In regard to culturally responsive teaching, teaching for equity entails expecting high and believing that each and every student has the potential, documenting and comprehending how diverse populations learn, as well as implementing culturally responsive approaches. Theoretical Framework Culturally Relevant Pedagogy A Culturally Relevant Pedagogy should be empower students intellectually, socially, emotionally as well as politically through utilizing cultural referents in imparting knowledge, skills and attitudes. For a teacher to employ a Culturally Relevant Pedagogy during teaching he/she should create a bridge between the home and school lives of the students and at the same time meet the expectations of the district and state curriculum prerequisites. A Culturally Relevant Pedagogy makes use of the students’ backgrounds, knowledge as well as their experiences to inform the lessons and methodology of the teachers. In a Culturally Relevant Pedagogy, teachers are supposed to consider the relationship between culture and teachers and understand that culturally responsive teaching entails a genuine respect for all students and believing in their potential as students. As a result, teachers are supposed to connect to student’s experiences and create a culturally responsive, caring teaching atmosphere (Gay, 2010). To develop the study theoretical framework in this proposal, two themes will be used which include; intercultural communication perspective and development model of intercultural sensitivity. These are the two themes that will be used to guide the discussion in this proposal. In addition, critical race theory will be incorporated to illustrate the significance of race and racism. Development Model of Intercultural Sensitivity The theme for developing a model of intercultural sensitivity encompasses these theories: learning theory, teaching theory as well as cultural variation within psychological requirements. Therefore, the model of intercultural sensitivity recognizes the significance of knowing where children are within their cognitive development. Theorists like as Elkind, Erickson, and Piaget have applied their theories to young students and thus this study acknowledges the significance of student age in development and thus the process should be carried on to the higher grades on how a model sensitizing students about different cultures can be developed (Jewel, 2011). Critical race theory provides that intercultural sensitivity should focus on when a student enters school and if it can be a direct racism remnant. Students of color might already believe that the current academic system is against them which make them develop a defeatist relationship towards the educational process. Such students might have already learnt lessons that devalued their worthy founded just on race or culture (Jewel, 2011). Such a model should focus on implementing undertakings devised to meet the cognitive, emotional, social and psychological needs of students. In addition, the model should integrate teaching as well as student learning styles. Therefore, teachers are supposed to acknowledge that the students’ cultural inclinations are different and that students are motivated in different ways during learning. The key is developing teaching styles that integrate the diverse variations within culturally-based learning styles and learning preferences of students. This means that teachers are supposed to be cognizant of the dominant, prejudiced American educational system. Critical race theory emphasizes that teachers should be critical towards liberalism in addition to challenging the dominant ideology. This encompassed the development and usage of diverse sensitizing opportunities. Embracing diversity can do away with the notion that the non-White model is incorrect or inferior. It makes people understand that non-White is equally significant as White; all cultures and races are important (Jewel, 2011). Intercultural Communication Perspective Language, how people express themselves, how people interpret actions and expectations of the society are borne and integrated culturally. Communications in class should focus on communicating a message that is understandable to everyone regardless of their culture or language inclination. Culture consists of ethnicity and also language as well as other diversities that are involved in defining an individual. Making use of universal language in addition to taking part as a member of diverse cultural languages makes every person a multicultural being and the micro-cultures take part in shaping an individual’s language identities (Jewel, 2011). According to critical race theory, cultural awareness which involves one’s cultural language does not and is not supposed to have race-neutral policies. If teacher do not acknowledge that there is existence of racism and prejudice of students of color in American educational system as well as American society this devalues the experiences along with realities of students of color through refusing to accept that there is existence of cultural preferences and racism. If teachers recognize that the educational system is racist, they can communicate and improve this by avoiding socially reproducing the racism and also embracing all cultures as of equal importance. Therefore, it is important to identify diverse cultures in classrooms and this is the main step in becoming a teacher who makes use of a culturally relevant pedagogy. Therefore, embracing the existence of diversity for instance, through intercultural communication perspective is important in developing an atmosphere is equitable learning (Jewel, 2011). Research Questions 1. What are the most common biases in respect to teaching? This question is set to understand the most common forms of prejudices during teaching and how the proposed culturally relevant pedagogy can aid in reducing or completely doing away with the identified biases. 2. Who are the learners that teachers are likely to focus on or not focus on and what are the reasons behind this? This question is set to find out if the teachers focus more on White students than the students of color and the reasons behind this and what can be done to ensure that teachers focus on all students to ensure equity as well as close the achievement gap. 3. Why should a teacher be more responsive to all learners? This question is designed to find out the significance of a culturally responsive pedagogy and the benefits such pedagogy brings to the students. Literature Review According to Ladson (2009) a culturally responsive pedagogy is one that empowers learners academically, socially, emotionally as well as politically. Such pedagogy focuses on the cultural and linguistic resources of students by using diverse methods, for instance high standards, rationalized student-teacher relationships, society engagement, culturally intervened instruction, culturally harmonious curriculum, along with cultural sensitivity (Nieto 2000). Teachers should focus on what students require. Normally, teachers spend a lot of time focusing on how they can meet the goals of their individual classes but do not take time to make student to feel like there are valuable participants within educational process; basically, most of the teachers are not sufficiently trained to do this. The common teacher training focuses in improving classrooms but does not focus on creating good learning atmosphere. Some of the important elements that should be included are compassion for students, being aware of the state of the students as well as cultural competence (Marzano, & Kendall, 2006). Further, Gay (2010) argues that whereas educational achievement improvement and sense of community and shared responsibility is an objective of cultural responsive pedagogy, such education may be multidimensional for teachers and students as well. Culturally responsive teaching entails employing diverse cultural knowledge, experience, contributions in addition to perceptions. Emotions, values, cultures, and perceptions are integrated together with practical information to develop curriculum and instruction more responsive to cultural diversity (Whitney, 2006). Nonetheless, all feasible elements of a cultural group’s culture are not replicated within classes. Similarly, the cultures are not incorporated within the curriculum designed for a particular cultural group. A cultural responsive pedagogy should focus on aspects of cultural socialization that impact learning directly. In this respect, a culturally responsive pedagogy should be transformative in that it acknowledges the existing strengths and achievement of students and after that improves them during teaching (Rowland, 2002). According to Willis (2011) the essentials of culturally responsive teaching should encompass practices that capitalize on opportunities to learn for all students, and more importantly focuses on improving the learning outcomes of students of color through supervising the results and influence on learning. Additionally, a culturally responsive teaching should include appropriate professional development and reasonable disciplinary practices, culturally and linguistically responsive family involvement, a multicultural core curriculum, a wide-ranging school environment, efforts in recruiting and retaining diverse teachers, along with open and dynamic discussions of matters allied to race and ethnicity (Reg, 2007). Villegas & Lucas (2007) notes that teachers who understand culture can assist students in developing a positive self-concept through educating the students regarding histories, cultures in addition to contributions of different cultural groups. Therefore, teachers should understand themselves as teachers and learners. This is because what people believe in is influenced by the experiences that shaped then from childhood to adulthood. Established cultural constructs on behavior play a role in framing people’s values. For teachers to be culturally responsive, they should acknowledge that culture includes a wide spectrum through which students are connected to. Culture is a component of ethnicity and race and also encompasses ways of life passed from one generation to another portrayed through art, beliefs, languages and such aspects. If people understand how these affect them assists in destroying some key myths about culturally responsive teaching as per Irvine and Sroka, (2006). The key challenge in the current schools is the gaps within educational achievement among students culturally; between White students and students of color. Closing the gaps entails taking the required steps to considerably increase the achievement of typically under-achieving groups of students to ensure that their achievement is equivalent to that of ordinary groups of students. Teachers should reflect on the ways they perceive their students and the causes of poor student achievement. This should include focusing on factors that hinder efficient schooling for culturally and linguistically diverse students. For instance, teachers should consider the changes they can influence in their classes, schools, communities and districts in promoting equity schooling. In this manner, teachers can take part in overall system changes in promoting equity in education through focusing on what is in their area of influence and working to increase the influence. Generally, American education is rooted with defined procedures and this has defined teaching and learning as distinct, absolute aspects where the teacher defines a set of behaviors that students should follow. Students follow teachers’ guidelines due to the set norms that describe suitable action within the classroom (Trumbull, 2008). A culturally responsive pedagogy engages three aspects that help in establishing successful learning atmosphere for all students irrespective of their culture and they include; institutional, personal and instructional aspects. The personal aspect is the cognitive and emotional procedures that teachers should engage in to be culturally responsive. The institutional aspect indicates the administration and its guiding principles and values while instructional aspect encompasses materials, strategies as well as undertakings the form the instruction foundation. All these aspects considerably interact within the teaching and learning development and are important in understanding the efficiency of culturally responsive pedagogy. Basically, a culturally responsive pedagogy aids and supports the success of all students. In a culturally responsive classroom, efficient teaching and learning take place within a culturally supported, learner-centered context, where the strengths students bring to school are acknowledged, cultivated, and used to encourage student achievement (Trumbull, 2008). Integrating Core Knowledge from E.d.D. Courses Research processes and Qualitative and Quantitative research are some of the Ed.D courses that have contributed greatly to this proposal. The courses were applied when selecting the suitable research process for a topic which involved considering various research methodologies. There is immense knowledge regarding research models that can be interpreted in various ways for various purposes. The research will use a combination of categories and approaches while conducting the ultimate research and quantitative research design will be used in the study. The qualitative research technique utilized in this proposal was during designing of the interview questionnaires (Creswell, 2008). Social and Cultural Analysis of Education course provided the intellectual rigor that is required in analysis of the relationship between education and society and translation of the knowledge into strategies for social and educational justice. Highlighting important theories and crucial pedagogies, the course explores the intersections between education and social variations which includes aspects such as class, race, ethnicity, gender and language. In this proposal, this course was used to examine education in its social and cultural perspective in regard to students of color (Santiago, 2004). At present, dealing with diversity is a key challenge in education and teachers cannot succeed with all students without investigating how learning experiences of students are impacted by their languages and their cultural frameworks, the realities of race and cultural effects within U.S, the existing manifestations of institutional cultural discrimination in the educational systems in addition to numerous aspects that affect the opportunities of students to learn in individual classes (Lee & Buxton, 2010). Transforming education course was also of paramount importance in this proposal. Transforming education is the key foundation of everything of education management. The education system in United States requires transformation that provides equal opportunities to every citizen in the nation. Economically and culturally, the future of U.S lies in a different direction and this dependant on the vitality, diversity as well as creativity of its people. Generally, there are several strong, realistic in addition to highly efficient new forms of education pointing that way. The entire transformation of education includes the required changes and these changes should be incorporated in the educational system to include the minority groups, such as students of color (Santiago, 2004). For instance, in order to transform education in regarding to closing achievement gaps in students of color, the teachers should give such students the opportunity to learn from very efficient teachers who comprehend the significance of social and cultural aspects of teaching and learning because in most cases students who underachieve within school are inexplicably students of color. The quality of teaching experience is a crucial school-based aspect on student learning. At times, a professional development that integrates diversity presumes that a focus on teacher understanding and outlook is sufficient in improving instruction as well as student teaching (Gay, 2010). However, in order to transform education, teachers are supposed to be knowledgeable about diversity-allied pedagogical skills, which should include the ones that are content specific, if they are to improve the learning of culturally diverse students, and in this research, the students of color. Additionally, teachers should be efficient in building dynamic interpersonal relations across student subgroups. The significance of compassionate relationships to the success of students is noteworthy to several students of color and thus this can greatly transform and improve their current academic achievement status (Culp, 2010). Concluding Statement This proposal will help me in gaining a better understanding of a culturally responsive teaching and how the teachers can develop their skills to narrow or close the achievement gap among students of color within middle school. During preparation of this proposal, several academic resources were accessed and hence this provided the required knowledge and skills to carry out a qualitative field research on an effective culturally relevant pedagogy that can be employed to close the achievement gap. Students of color represent a cultural ethnic identification and a culturally responsive teaching includes a sensitivity to students, culture and language that impacts the smallest interaction with a learner and also inspires the decisions that teachers make regarding materials and topics they teach. From the literature, such sensitivity is developed with time, through experiences with students, other teachers, parents, guardians as well as society members. In conclusion, the proposal forms a basis for carrying out an assessment on an all-inclusive educational system and how teachers can develop culturally responsive teaching practices (Brian, 2011). References Cohen, G. (2008). Providing supportive feedback, In Pollock: Everyday antiracism. New York: The New Press. Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ. Pearson Education, Inc. Culp, B. (2010). Are Your S’s in Effect? Ensuring Culturally Responsive Physical Education Environments. Strategies. Vol. 24/2. Darling-Hammond, L. (2000). School contexts and learning: Organizational influences on the achievement of students of color. Addressing cultural issues in organizations. Thousand Oaks, CA: Sage Publications. Forster-Scott, L. (2011). Understanding Colorism and how it relates to Sport and Physical Education. Journal of Physical Education, Recreation & Dance. Vol. 82/2. Gay, G. (2010). 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(2002). Checking in: Bridging differences by building community. New York: Teachers College Press. Santiago, D. (2004). Latino student success at Hispanic-serving institutions. Washington, DC: Excellence in Education, Inc. Sroka, S. (2006). Listening to the whole child. ASCD Education Update, Vol.48/1. Trumbull, E. (2008). Managing Diverse Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Villegas, A.M., & Lucas, T. (2007). The Culturally Responsive Teacher. Educational Leadership. Vol. 64/6. Willis, D. (2011). Culturally Responsive Pedagogy. Washington D.C: Pew Conference Center. Whitney, N. (2006). Who Should Teach Black Students? Research on the Role of White and Black Teachers in American Schools. Ethnicity and Race in a Changing World: A Review Journal. University of Virginia. Read More