Swanson
Competency 3 Diversity Leadership
Diversity Leadership
a. Demonstrate and recognize the significance of diversity and responding to all needs
b. Create and monitor a positive environment for all learner
c. Create and monitor a positive environment for all staff
d. Promote sensitivity of diversity throughout the school community
e. Demonstrate the ability to adapt education programs to the needs of diverse constituencies
The Diversity Leadership competency is essential for effective and equitable school
leadership. All learners deserve a positive learning environment. School leaders need to be
culturally competent. They must understand the different needs of all learners in the school, have
the capacity to assess the skills of their staffs ability to address those needs effectively and
efficiently, while adapting educational programming to meet the needs of all students.
well as a training to prepare for the shadowing experience. I also received an EL student
assessment profile document that disclosed the students academic data, language proficiency,
growth data, a photo of the student and room number. The shadowing protocol creates a process
that is as reliable as possible to get the most authentic measure of student academic listening and
speaking opportunities in a two hour period of time. Participants were given access to a Google
Doc to record the shadowing experience. Every five minutes, activities of the student were
coded. Participants determined if the student was academically speaking or listening, whether or
not the student was speaking/listening to the teacher or fellow students, the format of the
interaction, and if the student was on-task or not. All shadowing participant data was compiled
automatically into the Google Doc. After the shadowing was complete, all participants gathered
to view the compiled data and debrief what we observed about the types of interactions we
coded. As a group, we charted observations of the data, made reflections on the information,
The findings were powerful. 50% of the time EL students were listening to the teacher in
a whole group setting, while 30% of the time, students were speaking, either to other students or
the teacher. Most of the student speaking was social and not academic (80%). Results also
showed that 42% of the time EL students shadowed were off task. This is a dire situation for EL
students and emphasizes the importance of noticing student engagement, especially those
to ensure that staff understand the importance of intentional language instruction and student
academic interaction.
The school leadership team made decisions as a result of this activity by creating practice
profiles on interventions for staff to use to increase student discourse in the classroom. Practice
profiles are documents that specifically indicate the procedures of adult behavior of an
intervention or innovation that directly impacts student discourse in the school. The interventions
is a way to help schools see the urgency needed for EL students to be taught and encouraged to
use academic content language. As an educational leader, it is my responsibility to help staff see