3.5 The “culture audit”: a leadership tool for assessment and  (Page 3/3)

Vii. conflict resolution

• Recognition of the inevitability of intercultural conflict.
• Peer mediation and proactive approaches to conflict resolution.
• Practices to ensure classroom and school safety for all.

Viii. evaluations and assessments

• Authentic student assessments to complement standardized tests.
• Formative and summative program evaluations.
• 360 degree teacher and administrator evaluations.
• Ongoing organizational assessments aimed at continual improvement.

Ix. staff

• Opportunities for staff input into policies and procedures.
• Professional development opportunities on attitudes and behaviors toward diversity.
• Recognition of informal leadership roles.
• Focus on staff growth and integration.

X. events/celebrations/traditions

• Examination of organizational traditions to check for exclusive/inclusive practices.
• Diverse representation at events and celebrations.
• Celebrations that reflect various cultures and introduce the community to new cultures.
• Integration of experienced and entry-level personnel in change management.

Data collection approaches

In conducting a culture audit, data collection methods would ideally include mixed methods that combinetraditional quantitative and qualitative methodology. Some suggestions for data collection include:

• Document Analysis of internal/external communications, written curriculum, policies, newsletters, websites,correspondence, brochures, etc.
• Statistical analysis of demographic and achievement data (existing) to ID gaps and need areas.
• Checklists.
• Focus Groups and Interviews with various stakeholder groups (include students).
• Structured Observations of meetings, gatherings, artifacts, décor, social events, to check out actual behavior.
• Diagrams of informal leaders (teachers, students, staff members) group interactions.
• Surveys combined with other methods to triangulate perceptional data.

Data collection may be periodic or ongoing and may be incorporated into already existing assessments (e.g.,school climate surveys, community meetings, etc.). Culture audits do not require extensive time or resources. They require theconsideration of culture as a factor in student achievement and overall school improvement.

Educational leaders and organizations must make a paradigm shift in order to develop culturally competent andproficient policies, programs, and practices. The paradigm shift involves recognition of the role of culture in human existence andits influence on organizational and individual values, attitudes, and behaviors. “Culture audits” help make cultural factors inschools more tangible so that appropriate and effective school improvements can be more appropriately targeted.

Click Here to access The School-wide Cultural Competence Observation Checklist (Bustamante and Nelson, 2007; all rights reserved)

References

Bustamante, R.M. (2005). Essential features of cultural proficiency in American international schools in LatinAmerica: A Delphi study. Unpublished doctoral dissertation: University of San Diego.

Freiberg, H.J. (1998). Measuring school climate: let me count the ways. Educational Leadership, 56(1),22-26.

Klotz, M.B. (2006). Culturally competent schools: Guidelines for secondary school principals. NASP Journal,March, 11-14. National Association of School Psychologists (NASP).

Lindsey, R., Robins, K.,&Terrell, R., (2003). Cultural Proficiency: A Manual for School Leaders (2nded.). Thousand Oaks, CA: Corwin Press.

National Center for Cultural Competence (2005). Cultural and linguistic competence: Definitions,frameworks, and implications. Retrieved from www.nccccurricula.info/culturalcompetence.html.

Peterson, K.D.&Deal, T.E. (1998). How leaders influence culture of schools. Educational Leadership,56(1), 28-30.

Wagner, C.&Madsen-Copas, P. (2002).An audit of the culture starts with two handy tools. Journal of StaffDevelopment, Summer, 42-53. National Staff Development Council.