Multicultural Education Assessment Plan
Teacher One should look at the practices of the teacher and classroom environment when assessing a multicultural program. Some specific questions to address are:
1. Does the classroom environment celebrate diversity (e.g., race, gender, ethnicity, age, religion, disabilities) through the use of various items (e.g. books, videos, posters, computer software, games, art)?
2. Does the curriculum reflect multiple perspectives?
3. Does the teacher modify their teaching in ways that will encourage the academic and affective growth of diverse students? Does the teacher incorporate activities that will facilitate the development of students with a variety of learning styles?
4. Does the teacher participate in reflective self-analysis by examining the potential of their own subtle biases? Some questions teachers can ask themselves are: Who do I call on? Who do I listen to? Who do I praise? Who do I choose as helpers?
Principal/Building
One should look at the principal and the climate of the building when assessing a multicultural program. Some specific questions to address are:
1. Do the interactions of staff and students create a school culture that empowers students, staff, and parents from all cultural groups?
2. Are building personnel aware of and follow the District Multicultural Education Policy?
3. Are the racial/ethnic compositions of staff and student populations in balance?
4. Are inservices on multicultural education provided to the staff?
5. Does the media center provide materials about all groups for all grade levels?
6. Are assessment materials reflective of an awareness of cultural and language bias? Are authentic assessments used?
7. Does the school support dialect and language diversity?
Parents
One should examine the school's relationship with parents when assessing a multicultural program. Some specific questions to address are:
1. Do parent organizations and groups include members from each of the groups of the community?
2. Are
1. Does the classroom environment celebrate diversity (e.g., race, gender, ethnicity, age, religion, disabilities) through the use of various items (e.g. books, videos, posters, computer software, games, art)?
2. Does the curriculum reflect multiple perspectives?
3. Does the teacher modify their teaching in ways that will encourage the academic and affective growth of diverse students? Does the teacher incorporate activities that will facilitate the development of students with a variety of learning styles?
4. Does the teacher participate in reflective self-analysis by examining the potential of their own subtle biases? Some questions teachers can ask themselves are: Who do I call on? Who do I listen to? Who do I praise? Who do I choose as helpers?
Principal/Building
One should look at the principal and the climate of the building when assessing a multicultural program. Some specific questions to address are:
1. Do the interactions of staff and students create a school culture that empowers students, staff, and parents from all cultural groups?
2. Are building personnel aware of and follow the District Multicultural Education Policy?
3. Are the racial/ethnic compositions of staff and student populations in balance?
4. Are inservices on multicultural education provided to the staff?
5. Does the media center provide materials about all groups for all grade levels?
6. Are assessment materials reflective of an awareness of cultural and language bias? Are authentic assessments used?
7. Does the school support dialect and language diversity?
Parents
One should examine the school's relationship with parents when assessing a multicultural program. Some specific questions to address are:
1. Do parent organizations and groups include members from each of the groups of the community?
2. Are