8085 MD2 Discussion 2

To prepare:
• Review the Learning Resources, carefully considering issues related to diversity in personnel and cultural competence in the workplace.
• Consider the priorities for leaders in early childhood education related to personnel diversity, and how those priorities might be influenced by society, families, children, and the practice of cultural competence.
• Ask yourself: Why should diversity in personnel and cultural competence in the workplace be an issue and/or priority for directors and other leaders in early childhood settings?

8085 Module 2 Dis. 2

Diversity in the Workplace: Effective Leadership in Practice

Within the early childhood field, many organizations, particularly NAEYC, have demonstrated passionate and extensive commitment to researching, exploring, advocating, and educating about issues related to diversity, cultural competence, and anti-bias education.

In the early childhood field, a great body of literature is devoted to these topics, as they relate to supporting the development and learning of young children and their families. Early childhood leaders must also recognize that these topics are essential, timely, and applicable to the well-being of workplace personnel and the overall health of the social environment.

Consider the four principles of anti-bias education developed by Derman-Sparks and Olson Edwards. As you read these principles, substitute the word staff member for the word child.

Four Principles of Anti-Bias Education

· Each child will demonstrate self-awareness, confidence, family pride, and positive social identities.

· Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.

· Each child will increasingly recognize unfairness, have language to describe unfairness and understand that unfairness hurts.

· Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.

In this Discussion, you will explore your leadership role in supporting effective, evidence-based diversity practice for adults within early childhood settings.

To prepare:

· Review the Learning Resources, carefully considering issues related to diversity in personnel and cultural competence in the workplace.

· Consider the priorities for leaders in early childhood education related to personnel diversity, and how those priorities might be influenced by society, families, children, and the practice of cultural competence.

· Ask yourself: Why should diversity in personnel and cultural competence in the workplace be an issue and/or priority for directors and other leaders in early childhood settings?

Assignment Task Part 1

In a 1 ½ page response, Use the graphic picture/image piece and link below that addresses the following questions:

· As an early childhood leader, what is your role in cultivating contexts that are responsive to and respectful of workplace diversity? In other words, what does it mean to intentionally practice cultural competence and create a culturally competent community?

· How will you make sure all of the voices and perspectives of staff are included, encouraged, and respected in the development and maintenance of a culturally competent community?

· How will you facilitate a culturally competent community that is welcoming and supportive for all personnel?

Note: Be sure to cite appropriate references in APA format to substantiate your thinking.

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Assignment Task Part 2

Read or view a selection of your colleagues’ postings.

Respond to one or more of your colleagues’ postings in the following way
of a 150 word response:

· Expand on responses with which you agree and explain why.

· Respond to those responses with which you disagree with specific explanations and your rationale.

· Note: Be sure to cite appropriate references in APA format to substantiate your thinking.

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Assignment Task Part 3

Read or view a selection of your colleagues’ postings.

Respond to one or more of your colleagues’ postings in the following ways
of a 150 word response:

· Provide an alternative perspective on any one of the points offered.

· Recommend specific resources that you believe will aid your colleague in reaching goals related to personnel diversity and cultural competence in the workplace.

Note: Be sure to cite appropriate references in APA format to substantiate your thinking.
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https://online.maryville.edu/blog/cultural-competence-in-the-workplace-what-leaders-need-to-know/

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Learning Resources

Required Resources

Abell, E., Arsiwalla, D. D., Putnam, R. I., & Miller, E. B. (2014). Mentoring and facilitating professional engagement as quality enhancement strategies: An overview and evaluation of the family child care partnerships program. Child & Youth Care Forum, 43(5), 569–592. doi:10.1007/s10566-014-9254-1

Brotherton, P. (2012). 360 instruments are the most popular way to assess leadership. Retrieved from https://www.td.org/Publications/Magazines/TD/TD-Archive/2012/08/Intelligence-360-Instruments-Are-the-Most-Popular-Way-to-Assess-Leadership

Community Foundations of Canada. (n.d.). Diversity at work: Creating an inclusive and supportive work environment. Retrieved December 6, 2016, from http://hrcouncil.ca/hr-toolkit/diversity-supportive-environment.cfm

Cable, D. M., Gino, F., & Staats, B. R. (2013). Breaking them in or eliciting their best? Reframing socialization around newcomers’ authentic self-expression. Administrative Science Quarterly, 58(1), 1–36. doi:10.1177/0001839213477098

Campbell-Evans, G., Stamopoulos, E., & Maloney, C. (2014). Building leadership capacity in early childhood pre-service teachers. Australian Journal of Teacher Education, 39(5), 42–49. doi:10.14221/ajte.2014v39n5.3

Cherrington, S. & Thornton, K. (2013). Continuing professional development in early childhood education in New Zealand, Early Years, 33(2), 119-132, DOI:10.1080/09575146.2013.763770

Choy, S., Billett, S., & Kelly, A. (2013). Engaging in continuing education and training: Learning preferences of worker-learners in the health and community services industry. Australian Journal of Adult Learning, 53(1), 68. 

Doherty, G., Ferguson, T. M., Ressler, G., & Lomotey, J. (2015). Enhancing child care quality by director training and collegial mentoring. Early Childhood Research and Practice, 17(1). 

Göncü, A., Main, C., Perone, A., & Tozer, S. (2014). Crossing the boundaries: The need to integrate school leadership and early childhood education. Mid-Western Educational Researcher, 26(1), 66–75. 

Hewes, R. P., & Patterson, A. M. (2012). A three-pronged approach to leadership development. Training & Development, 66(9), 52–56. 

Kirtman, L. (2012). Four steps to building leadership capacity. Retrieved from http://hepg.org/hel-home/issues/28_2/helarticle/four-steps-to-building-leadership-capacity_530

Krome, M. A. (2014). Knowledge transformation: A case for workforce diversity. Journal of Diversity Management (Online), 9(2), 103–110. 

Martin, G. C. (2014). The effects of cultural diversity in the workplace. Journal of Diversity Management (Online), 9(2), 89–92. doi:10.19030/jdm.v9i2.8974

Pfaff, L. A., Boatwright, K. J., Potthoff, A. L., Finan, C., Ulrey, L. A., & Huber, D. M. (2013). Perceptions of women and men leaders following 360‐degree feedback evaluations. Performance Improvement Quarterly, 26(1), 35–56. doi: 0.1002/piq.2113

Russ, T. L. (2012). The relationship between communication apprehension and learning preferences in an organizational setting. Journal of Business Communication, 49(4), 312–331. doi:10.1177/0021943612456035

Stamopoulos, E. (2015). The professional leadership and action research training model: Supporting early childhood leadership. Australasian Journal of Early Childhood, 40(4), 39–48. 

Tashacova, O. (2011). Workplace communication and cultural diversity. Retrieved from http://diversityintheworkplace.ca/wordpress/2011/12/01/workplace-communication-and-cultural-diversity/

UCSF Human Resources. (n.d.). Chapter 12: Managing diversity in the workplace. Retrieved December 6, 2016, from http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversity-in-the-workplace/

Watson, S. (2016). How podcasting works. Retrieved from http://computer.howstuffworks.com/internet/basics/podcasting.htm

Optional Resources

Note: The sources below are potential resources/tools/inventories for you to explore as you seek ways to better understand your leadership skills, behaviors, styles, and approaches. You do not have to use any of these and you do not have to purchase a leadership inventory for the purpose of this course. Take time to review the listed sources and also ask others for their recommendations.

Leading and Following.com. (2016). The leadership profile (TLP & TLP-IC). Retrieved from  http://www.leadingandfollowing.com/TLP.html

LPI: Leadership practices inventory. (2016). Retrieved from http://www.pfeiffer.com/WileyCDA/Section/id-811878.html

McRel International. (2016). Balanced leadership profile: An instructional leadership resource. Retrieved from http://blp.changetheodds.org/

Mind Tools Editorial Team. (2016). The leadership motivation assessment. Retrieved from http://www.mindtools.com/pages/article/newLDR_01.htm

North Dakota Council of Education Leaders. (2016). Education leadership profile. Retrieved from http://www.ndcel.org/Page/389

Note: You will need to use the paper version of this leadership profile.

North Dakota Lead Center. (2016). 21st century school administrator skills assessment. Retrieved from http://www.ndcel.org/site/Default.aspx?PageID=388

Note: Please use the paper version.

Team Leadership Services. (2016). Leadership behavours profile (LBP) – A tool for personal leadership development. Retrieved from http://www.tls360.com/in-touch/issue5.as

8085 Module 2 Dis. 2

Assignment Task Part 2

Read

 

or view a selection of your colleagues’ postings.

Respond to one of your colleagues’ postings in the following way of a 150 word response:

· Expand on responses with which you agree and explain why.

· Respond to those responses with which you disagree with specific explanations and your rationale.

Katheryn Gonzales

      I chose this image to represent cultural competence. As an early childhood leader, my role in cultivating contexts that are responsive to and respectful of workplace diversity is becoming aware of how I see that world and developing and practicing a positive attitude towards others around me. To fully understand how I see the world, I need to learn about other world views and cultural practices and how to communicate with others effectively.

 

            To ensure that all voices and perspectives of staff are included, encouraged, and respected in the development and maintenance of a culturally competent community, it is necessary to develop cultural self-awareness, including examining my own personal biases. I also must understand how my cultural differences impact those around me.

 

            To facilitate a culturally competent environment, I will encourage others and myself to set short-term and long-term goals that inspire all of us to become more culturally competent.

 

References

Module 8: Cultural Competence & Cultural Humility – Project READY: Reimagining Equity & Access for Diverse Youth. (n.d.). https://ready.web.unc.edu/section-1-foundations/module-8/

Assignment Task Part 3

Read or view a selection of your colleagues’ postings.

Respond to one or more of your colleagues’ postings in the following ways:

· Provide an alternative perspective on any one of the points offered.

· Recommend specific resources that you believe will aid your colleague in reaching goals related to personnel diversity and cultural competence in the workplace.

Note: Be sure to cite appropriate references in APA format to substantiate your thinking.

Kelli Barnes

For this discussion, I have chosen the attached image to represent teacher competencies that promote cultural responsiveness (2020).  As a leader in early childhood education, it is my responsibility to cultivate a community  where diversity is supported and appreciated.  To better assist and advocated for my students and staff, I should sensitive to their uniqueness and learn through a cultural lens.

I will make sure that all voices are heard by recognizing and readdressing bias of cultural diversity.  IN addition, I would collaborate with families of students and staff to promote differences and celebrate cultural appreciation in and out of the classroom.

To take this move into the community, I would take on the approach to be available and be ready to lead a welcoming social and cultural change.  This change would created a bridge between classroom and community to build unity, difference and acceptance.

References

New America (2020
). What Is Culturally Responsive Education? 
https://www.newamerica.org/education-policy/collections/culturally-responsive-education/

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