Cultural Competence & Leading to Support Diverse Learners

To help programs address Standard 4.E (Diversity) on the Program Design rubric, the resources linked below were shared by programs to build cultural competence awareness and skills with faculty, staff, and candidates.

Self-assessment matrix to be used by candidates and program faculty and staff. Developed by PESB stakeholder work group per legislative charge.

Preparing Leaders to Support Diverse Learners:  Curriculum Modules for Leadership Preparation

With support from a USDOE FIPSE grant, University Council for Educational Administration (UCEA) worked with faculty teams from several institutions to develop curriculum modules focused on preparing leaders to support diverse learners.  These modules are designed to enhance the core curriculum used in UCEA school leadership programs. The instructional modules offer critical content knowledge and learning experiences that strengthen leaders’ ability to support students’ academic achievement at low-performing schools.  Please note: PESB staff suggests these learning modules can be used with candidates in all preparation programs.  

Available Modules:

Developing Advocacy Leadership

Organizing Learning and the Learning Environment

Leadership for English Language Learner (ELL) Success

Family and Community Involvement

Building a Community of Trust through Racial Awareness Facilitator Preparation

Marshaling and Using Resources Based on Data and Student Needs

Module Philosophy of Learning: Each of the modules in the preparing leaders to support diverse learners module series contain powerful learning experiences (PLEs), a learning framework developed by UCEA faculty based on adult learning principles. PLEs include the following characteristics:

  1. Authentic, meaningful, relevant problem-finding linking theory and principal practice
  2. Involves sense-making around critical problems of practice
  3. Explores, critiques, deconstructs from equity perspective (race, culture, language)
  4. Requires collaboration and interdependence
  5. Develops confidence in leadership
  6. Places both the professor and student in a learning situation
  7. Learners are empowered and responsible for own learning
  8. Shifts perspective from classroom to school, district, or state level
  9. Has a reflective component