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Multicultural Educational Resources

 

Mission/ Belief /Vision:

Prior to the initiation of MSDE's Education That Is Multicultural Regulations in 1995, the BCPSS emphasized multicultural education with a concentration on African/African-American perspectives. Following a needs assessment of all stakeholders, the Multicultural Advisory Committee developed a Five-Year Plan. In 1997 the BCPSS Master Plan I and in 2002 the BCPSS Master Plan II institutionalized Education That Is Multicultural (ETM) in all areas assessed by the ETM regulations. Two belief statements in these Master Plans shape the mission of the BCPSS: all children can learn and achieve and the value of varied cultures and ethnic groups must be emphasized in the educational process.

Curriculum:

Content of all cultures has been infused into the curriculum in all disciplines at varying degrees, based on ETM's guidelines and the BCPSS multicultural philosophy which states: "All cultural content and historical contributions of all existing cultures must be valued equally, without imposing hierarchical superiority or inferiority on any culture. Therefore, no single culture or member of any ethnic group can be considered intellectually or physically inferior or superior to another, using group identity as the critical assessment tool." Dr. James Banks' "Levels of Infusion" is evident in curriculum and instruction.

Instruction:

Daily instruction supports maintenance of equitable classrooms, student achievement, and positive social interaction. Attention to diversity factors, learning styles, contextualization, conflict resolution, climate and safety, and cultural empowerment is stressed. Teachers are expected to focus learning experiences so as not to have students adopt or adapt to an oppressive or unjust society, but to equip them with knowledge, skills, and abilities that will prepare them to succeed and work aggressively to eradicate social ills in our society. Respective schools have special activities and system extracurricular and co-curricular activities address multicultural concepts. Centrally, the Cultural Academic Program provides many opportunities for students to experience multicultural presentations and performances.

Instructional Materials and Resources:

Annual reviews and evaluations of print and non-print instructional materials are made resulting in identified recommended and/or required materials to support instruction. A multicultural library is available for staff and multicultural materials and resources are expected to be in school media centers and classrooms. Evaluation criteria are available upon request.

Policies /Personnel/ Professional Development:

The BCPSS maintains a policy of non-discriminatory practice. Concerns related to any discrimination issue follow established due-process procedures. The concepts of ETM have been introduced to all stakeholders and annual staff development efforts address multicultural concepts. Special sessions, seminars, and courses, general and discipline specific, are offered for new teachers, veteran teachers, and administrators at all levels by the system, community organizations, and institutions of higher education. Three credit-bearing in-services courses, Multicultural Education and Dimensions of Learning, Summer Study Series, and Nile Valley Contributions to Civilization, provide experiential and job-embedded professional development opportunities for staff and specifically address MSDE's Education That Is Multicultural regulations.

Parent and Community Outreach:

Parents are informed through schools, area offices, and central office of activities, achievements, and issues related to equity. The Office of Parent Involvement and Home School Community Connection coordinates interactions with BCPSS and the Baltimore community and parents. The BCPSS employs a full-time ESL parent liaison to assist language-minority parents' access to resources within the system. There is an increasing number of Family Resource Centers available to parents and the community.

Safe Environment:

The BCPSS has established a system-wide Code of Conduct, Discipline Code, and Critical Incident Management Systems. The district is committed to providing secure, civil, clean, and orderly learning environments. Violence prevention programs are available for students at all grade levels. The Non-violent Crisis Intervention Program provides adults guidelines related to all phases of crisis prevention and intervention.

Planning:

The BCPSS began a transition during the 1997-1998 School Year. Since 1998 achievement data show gains across the district in reading and math. Results also indicate significant growth in the percent of students meeting State standards. In the BCPSS educators have made a commitment to educate each child --- regardless of race, gender, religious preference, socioeconomic status, disability, language origin, or other diverse learning need. Plans for current and future learning experiences will continue to provide quality instruction for all students and support for all employees in a professional environment that is supportive of inquiry, reflection, leadership, collegiality, and diversity.

Master Plan II (2002-2007) Objective I Strategy 1D5 states:

Implement instruction for all students to demonstrate understanding of and appreciation for all cultural, ethnic, and racial groups to aid in the elimination of any achievement gaps.
With this statement and the establishment of clear benchmarks to reach this Objective I strategy, The Baltimore City Public School System is continuing its affirmation of equity for all of its students. Education That is Multicultural Resources:

 

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