The Medium is the Message

Students today have a wide range of technology available to them from which to learn. As educators, do we use the technology to its potential? I heard a trainer say that she teaches to the iPod generation from an 8-track perspective, a statement that is true for many educators. Because of the power of the media, culture and diversity need to be an intrinsic part of design and planning.

State Technology Report from Education Week grades states on access, use and capacity and then generates an overall grade for each state. In the MEAC four state region, Kansas came out on top with and overall grade of B-, with A- in access and C in capacity. Iowa and Nebraska both received a C; Iowa’s best was a B- in capacity with a D+ in use and Nebraska’s best was a B+ in access with a D+ in use. Missouri received a C-, with Cs in both access and capacity and a D+ in use. For the complete report, go to www.edweek.org/rc.

Caring for families

According to the article Caring for the Children We Share, the manner in which schools show they care about their students if reflected in the way they care about their students’ families. In addition, teachers who have negative attitudes towards their students will more than likely have the same negative attitude toward the student’s caregiver. In other words, educators tend to relate to students as representatives of their parents (Banks & Banks, 2005).

Educators realize that a strong relationship with both the student and parent(s) can help create successful partnerships. Epstein, co-director of the Center on Families, Communities, Schools and Children’s Learning, discuss the model of school, family, and community, which places the student at the center. Therefore, when educators interact in a positive with students they will strengthen the relationship with the student, parent and community.

How do you relate to your students? To the student’s parent(s)? Are you treating students and parents the same way you would like for your child or yourself to be treated?

Cultural proficiency

Cultural proficiency is one of the most critical topics in education today. Many schools and districts in our four state regions are curious about cultural proficiency. However, some apprehension exists about the inside-out approach that focuses first on individual values and behaviors and then in the organizational practices and policies. The goal of this process is effective organizational and individual cooperation in a culturally diverse setting. This approach confirms and recognizes the important viewpoints of people, yet promotes change and challenge. It allows those with privilege to examine cultural identity and bias without negativity towards their own self image. A culturally proficient organization revolutionizes the individual and the organization, resulting in a supportive environment for all students. The transformation process requires time to think, reflect, decide, and change.

The Midwest Equity Center region has at least one large urban school that considers cultural proficiency critical enough to create a department within the district to implement behavioral standards moving toward cultural proficiency. This concept is infused in a 5-year plan, managed through four core areas of organization: 1) curriculum and instruction, 2) professional development, 3) assessment and accountability, and 4) parent and community communication outreach. Every aspect of the educational system promotes cultural congruity in teaching and learning, therefore individuals and the organization adapt daily. How is your organization progressing toward cultural proficiency in the core areas?

Latest Equity Concern

One of the most discussed item in education today is the impact the recent Supreme Court decision is having on equity in public education, namely, using race to assign students to attend certain schools. What is important to remember is that the decision affected only two districts, Louisville, Kentucky, and Seattle, Washington, both of whose desegregation plans were voluntary. The court did not totally close the door for using race as part of the assignment criteria for determining attendance at certain schools; it stated that the school districts need to be more creative in making these assignments.

The Midwest Center has several school districts that are looking at this recent decision to see how it will affect their own desegregation plans. We stand ready to assist them in making decisions that will benefit their students and school communities.