Dearborn Public Schools

Empowering Educators through Cultural Competence

For all Dearborn Public school students to be taught well and achieve academically, educators need to understand and respond to the dynamics of culture in their school environment.  That is what the 3D Community teachers experienced in “Cultural Proficiency—Are we there yet?”. Teachers worked together on the Cultural Proficiency Continuum, Guiding Principles, and the Essential Elements of Cultural Proficiency to construct a school plan for students, teachers, and administrators.  “You cannot be truly proficient as a learner, educator, or institution until you are culturally proficient.”

In a second session, participants examined what it means to be a refugee and the journey refugees take before they enter our school system.  A refugee is someone who has been forced to flee his or her country because of persecution, war, or violence.  The participants explored how Culturally Responsive Teaching impacts students academically and socio-emotionally.  Each participant defined their own values to understand that empathy is key to building positive and successful relationships.

A third session focused on understanding our culturally diverse students by taking a look at what happens when their home culture and school culture interact.  Participants developed an understanding of their own cultural histories and the role that plays in the implementation of culturally responsive practices for social and academic success.  Looking at events from different perspectives served as a starting point for examining the mismatch between culturally diverse home cultures and US school culture in order to support the advancement of educational equity in the classroom.

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2 thoughts on “Empowering Educators through Cultural Competence

  • Asmahan A Mashrah says:

    I loved being able to talk to other educators about the different strategies they use in their classroom to ensure that it is a culturally inclusive atmosphere and climate.

    I also enjoyed the videos on the refugee journey as heartbreaking as they are , because I didn’t have the understanding of how long the journey can be for these families, and did not know that they are not considered refugees by the international communities until they have applied for asylum.

    This PD left me with a different perspective of the process and how to become a better part of culturally responsive teaching and methods.

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