Document Type

Article

Publication Date

6-2021

Abstract

Each cohort began with professional development to provide instruction around cultural competency and how to incorporate cultural pedagogy into the classroom. During the professional development institute, participants had to fill out pre- and post-assessments that measured knowledge of the core program concepts. To measure comprehension of these concepts we utilized a rubric allowing responses to fit into four categories: basic, competent, proficient, and advanced.

Analyzation of the pre-and-post assessments concluded that participants improved their comprehension of the Institute’s core concepts over the course of the Learning Institute (21 hours of professional development). According to the pretests, participants from all three cohorts mostly identified their knowledge of the concepts as basic. However, in responding to the post-assessment, participants reflected more confidence in not only their understanding of the concepts, but their ability to create and implement cultural pedagogy into their classrooms. Post-assessment ratings landed more in the proficient and advanced categories, versus basic and competent. This upward trend in the data would also later be reflected in the mentor visits and Stage of Change Scale assessments.

During the Learning Institutes, teachers learn about the importance of culture, home languages, and English acquisition for academic success; as well as, strategies for supporting diverse students and English language learners. This experiential learning occurred through lectures, interactive simulations and a cultural literacy moment practicum that allowed participants to demonstrate how culture and language fits across all content areas and grade levels using standards.

Publication Title

The John S. Watson Institute for Public Policy for Thomas Edison State College

First Page Number

1

Last Page Number

80

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