Cultural Responsiveness Towards Teachers
In most cases when we think about cultural responsiveness in schools, we think about the ability of teachers and leaders to respond appropriately towards students needs to provide equity in the school setting. During one of my interviews this summer, I heard something that really stood out to me. It was during the interview over the Georgia State University (GSU) standard on equity and cultural responsiveness. Mr. Sheldon Jefferson shared a story of a time when he showed cultural responsiveness towards a teacher, that inevitably impacted the students as well. Although it is very important for educational leaders to show equity to students, it is also their responsibility to be responsive to the needs of their teachers and their staff.
This particular example caught my attention because of how the leader tied his actions back to the students. Mr. Jefferson stated, "My team members could see a difference in the teacher’s progress. She was so appreciative at the end of the year and thank me so much. I didn’t do it for that. But that ‘thank you’ was my ‘thank you’ to the kids. Because in the end, that’s who got it. They got a better teacher. She was more focused on her work. She felt good about herself. You could see her confidence. I use that as an example because this lady had been marked ‘ineffective.’ She was given a PDP (Professional Development Plan). And when you know that, you are holding on to a piece of their dignity. It’s not our job to take that and to destroy it. It is our job to build and to support. That’s what you do." Equity means giving each student, and teacher in this case, what they need to be successful. Former football coach Tony Dungy once stated, "I need to treat everybody fairly, but fair doesn't always mean equal." One of the most powerful things that I have taken from my interviews this summer is that building equity and cultural responsiveness in a school, means showing that equity and responsiveness to both the students and the teachers in the school.
This particular example caught my attention because of how the leader tied his actions back to the students. Mr. Jefferson stated, "My team members could see a difference in the teacher’s progress. She was so appreciative at the end of the year and thank me so much. I didn’t do it for that. But that ‘thank you’ was my ‘thank you’ to the kids. Because in the end, that’s who got it. They got a better teacher. She was more focused on her work. She felt good about herself. You could see her confidence. I use that as an example because this lady had been marked ‘ineffective.’ She was given a PDP (Professional Development Plan). And when you know that, you are holding on to a piece of their dignity. It’s not our job to take that and to destroy it. It is our job to build and to support. That’s what you do." Equity means giving each student, and teacher in this case, what they need to be successful. Former football coach Tony Dungy once stated, "I need to treat everybody fairly, but fair doesn't always mean equal." One of the most powerful things that I have taken from my interviews this summer is that building equity and cultural responsiveness in a school, means showing that equity and responsiveness to both the students and the teachers in the school.
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