Author: Joseph Ellison

Hiring for Cultural Responsiveness – A Necessary Consideration

April 11, 2018 by

It is April. This month brings with it various seasons for various people. For some, April brings the start of Spring. For others, it brings tax season. For sports enthusiasts, it brings the prospect of another baseball season. But for principals like me, it brings hiring seasoning. This is the time of year where we make decisions about continuing current staff contracts, are informed about retirements and resignations, and begin to hire staff for the next school year. Hiring season brings with it the complex dance of screening applications, interviewing, hiring, and determining how to best support these new hires. For principals, hiring season should also bring a time on introspection centered on cultural responsiveness – before the aforementioned process begins. Researchers (Johnson, 2006; Terrell & Lindsey, 2009) have shown that principals must clearly understand their own assumptions, beliefs, and values about people and cultures different from themselves in order to lead effectively in settings with diverse student populations. If a school principal serves a diverse student population, he/she must know what he/she believes about culture and race BEFORE engaging in the hiring process. (more…)

Cultural Responsiveness Starts in the Principal’s Office

January 31, 2018 by

“Everything rises and falls on leadership.” – John Maxwell

Dr. Joseph Ellison

Personalized instruction has become an increasing focus of educational conversation over the last few years. However, the conversation often fails to touch on what it means to personalize instruction in light of the great diversity found in schools across our country. Can personalized instruction be effective without some degree of cultural competence?

Educators cannot truly personalize instruction without carefully considering the “whole child” – meaning current skill level, previous instruction, socioeconomic status, and race. Yes… race! Some argue that race has no place in the conversation around personalization. I disagree. Race is a necessary component of personalization because “teachers [who] ignore the racial component of students’ identity are in effect treating their students as incomplete beings, and student performance can suffer as a result” (Milner, 2010, p. 16). I hasten to emphasize that race is NOT everything when it comes to cultural responsiveness. Effective and accurate cultural responsiveness must respond to all of the inputs in students’ lives; it must take into account the “whole child.” And, cultural responsiveness is not an “add-on” or just another classroom thing. Cultural responsiveness is part of an ever-evolving orientation and pedagogy… and a necessary component of personalized learning. (more…)

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