No Dream Deferred: How Talking to Children Leads to Cultural Competence and Academic Achievement | Esther B. Coleman
Program Description
Rationale: We baby boomers of African descent, who were schooled in the segregated South, often tell stories and anecdotes about our teachers who constantly whispered into our ears that we were worthy and capable - regardless of our backgrounds. They convinced us daily that we could become more than we ever imagined - if only we would imagine and believe in ourselves.
This program is designed to increase cultural competence in individuals responsible for the academic success of students by helping them develop a specific skillset of cultural competencies. These competencies will facilitate them in engaging, inspiring, and encouraging students through guided and intentional discussions.
The program is based on the premise that knowledge, skills, attitudes, aspirations, and behaviors that facilitate effective conversations with children - particularly those in distress and those with diverse backgrounds - are vital elements of cultural competence and are critical to overall teaching competence. The program revolves around the belief that cultivating and convincing a child of his/her inner worth leads to the development of his/her willingness to exhibit efficacious behaviors and, thus, positive growth and development. All programs are developed based on a theory of change and a professional development logic model in accordance with standards and principles of the National Staff Development Council - NSDC.
Virginia Standard(s) Addressed
Planning & Assessment (ISLLC standard 3)
Instructional Leadership (ISLLC standard 1)
Safety & Organizational Management for Learning (ISLLC standards 2 & 3)
Communication & Community Relations (ISLLC standard 4)
Professionalism (ISLLC standards 5& 6)
Program Goals and Objectives
By the end of this program, participants will demonstrate the ability to inspire students - through conversation - to strive for academic achievement and to work toward successful life careers.
Program Format
Instructional Strategies will include the following:
Participants will begin by examining the effects of the teachers who "talked" to them, who helped them to polish their sense of the persons they wanted to become, who generated their own aspirations and persistence, and who helped them develop pride in their performance. Participants will then develop components and strategies for accomplishing the program goals under the guidance of the facilitator. Follow-up assignments will extend learning and assist in its transfer to the school setting. Instructional Strategies will include the following:
- Engagement in a participant-centered approach to learning and transformation emphasizing the importance of individual change as a precursor and foundation for larger organizational and community change
- Utilization of clear and detailed training materials to implement the workshop strategies as part of their follow-up activities
- Participation in follow-up electronic dialogue with facilitators and other participants
- Completion of electronic follow-up activities to include implementing lessons and their impact
Target Audience
School and division level administrators, school staff, parents, community members, school volunteers.
Self-Selection and/or Identification Through School Division
Yes/yes.
Duration of Program
Tailored to the needs - This training is best delivered in a series of sessions spanning one semester or longer with follow-up assignments in between sessions.
Outcomes Measured
Measurement of outcomes will focus upon the program goal transformed into outcomes and will answer the following evaluation question within an NSDC evaluation framework:
- Does a critical mass of participants (percentage to be determined with client) have the ability to inspire students - through conversation - to strive for academic achievement and to work toward successful life careers?
Program Evaluation
The evaluation process is ongoing and will include multiple sources of information. Central to the evaluation process are pre- and post-surveys of participants that document and objectively indicate a comprehensive educational change.
Participants will complete pre- and post-surveys of their awareness, attitudes, and behaviors in a number of areas and will measure change in student behaviors. These evaluation elements measure the degree to which the specific objectives are achieved by measuring change. This change is determined by self-reporting of the participants' changes in skills, knowledge, or attitudes that the component is designed to teach. This information is vital if points are to be earned for license renewal.
Program evaluation is centered upon participants' growth in the following areas (the evaluation framework is developed in accordance with standards and principles of the National Staff Development Council - NSDC):
- Knowledge
- Attitudes
- Skills
- Aspirations
- Behaviors
Contact Information
Esther Coleman
Educational Consultant
2304 N. Main Street
South Boston, Virginia, 23452
Phone Numbers: 919-932-7711 Office | 561-707-6094 Cell
ebellcole@aol.com