Amy Brown

Diversity Action Plan

Part 1: My Understanding of Diversity
All schools are made up of diverse populations. Even though one may not be
able to see differences with their eyes, the students that make up our schools come
from a variety of different backgrounds. These differences may include culture, race,
ethnicity, socioeconomic status, gender, sexual orientation, English Language Learners,
Special Education, Gifted, varying family situations, or geographic backgrounds such as
rural, urban, or small town.
I believe that diversity is something to be celebrated. Differences in our students
make our community of learners unique and offer opportunities for students to be aware
and sensitive to the needs of others. As educators, it is our job to make sure that all
students, regardless of their background, have equal opportunities for learning.
Teachers need to build relationships with each individual student in order to know what
that student needs for success.
I have had a lot of experience with diversity throughout my years of teaching.
The school communities that I have worked in have had a large population of Hispanic
students along with varying socioeconomic levels. I have worked with a wide spectrum
of student abilities such as Special Education students, English Language Learners,
and students who qualify for the gifted program. Many of our students have come from
varying family situations such as one-parent families or children being raised by a
grandparent. Working with students with differing sexual orientations is the area that I

have had the least experience. I would like to learn more about how to meet the unique
needs of these students and their families.
Living in a multicultural society means that you need to accept individuals and
their differences. It may seem easy to stereotype people according to their race or
socioeconomic status. Over my 14 years of teaching, I have learned that it is important
not to prejudge students, parents, or colleagues. It is important to get to know each
person and be intentional about making connections with them. The speakers that we
listened to during our Foundations of Leadership class validated the importance of not
letting preconceived notions about groups of people get in the way of building
relationships. Each of their stories spoke to the importance of believing in students and
using our power as educators to create opportunities for them.

Part 2: Diversity in My Current School Setting

I teach in the Norfolk Public School district. Our city has a population of over
23,000. Industry and agriculture are the main source of income for our community. 263
certified teachers instruct in our seven elementary schools, Middle School, Junior High,
High School, preschool, and Early Childhood Center. Over 98% of these teachers are
White while less than 2% are Hispanic or two or more races. Over 4,000 students
attend Norfolk Public Schools. The student membership by race and ethnicity are as
follows: 96 Native American, 16 Asian, 117 African American, 962 Hispanic, 7 Pacific
Islander, 2,788 White, and 124 of two or more races. 46.81% of our students are living
in poverty and qualify for a free or reduced lunch. 3.8% of our student population are

English Language Learners. 15.91% of our student body qualifies for Special Education
while 17.21% are high ability learners. Our mobility rate is 12.88%. I currently teach at
Washington Elementary School. Washington is a school whose strengths lie within its
diversity. The Washington Schools student body has an ethnic breakdown of the
following: 6% African American, 4% American Indian, 45% Caucasian, and 45%
Hispanic. 78% of Washingtons students receive a free or reduced lunch. English
Language Learners make up approximately 19% of Washingtons student population
and 4% of our students come from migrant families. 13% of Washington Schools
students qualify for Special Education Programs. (Nebraska Department of Education
2012-2013.)
Our district represents most of the populations identified on the EDL Diversity
Wheel. Most of our diversity is represented by the Hispanic population. Socioeconomic
status varies within our community and school. Most of our population is made up of
students who have only experienced a rural or small town setting. Even though sexual
orientation is not mentioned in the published description of student data, I am sure that
our district has many students who are unique in this way. Some aspects of diversity
may not be as obvious as others. I would like to learn more about how to reach these
unique students. It is important to make connections with students and parents who
may be hiding their identity because of the fear of acceptance.
Making our students culturally aware and creating a community that is sensitive
to the unique qualities of others is something that schools are constantly working
toward. We want to teach students that it is okay to be different. It is important to offer
students a variety of experiences where they can learn about others and their

backgrounds. A learning community where students feel safe and valued is essential
for teaching students to communicate and collaborate in a global society.
In my school building, we focus on building connections with our diverse
community. We try to get parent into our school by having family fun nights throughout
the year. Teachers are encouraged to communicate with parent in order to meet the
needs of all of our students.

Part 3: How Do I Further My Own Understanding of Diversity?

As a leader, I will focus on the goal of making myself aware of the individual
needs of each of my students. Making home visits at the beginning of the school year
will be a way to begin the process of building meaningful relationships with my students
and parents. It is important to develop a better understanding of the students I serve
and their backgrounds. I will do this by reading professional articles and books related
to diversity. The books, The Cultural Proficiency Journey and Culturally Proficient
Leadership will be helpful in discovering how to best serve my students. Becoming
more culturally aware, building relationships with students and parents, and integrating
ideas to help our diverse population of students ties into the outcome of
Community/Political Leadership.
While trying to make connections with parents, I may encounter some resistance.
Some parents may have reservations about allowing me into their home because they
may feel as if I am judging their home or parenting style. My words and actions will
need to demonstrate that my intentions are genuine. If parents realize that I have their

childs best interest in mind, they will begin to trust and open the lines of
communication. Language will be a barrier that I will need to overcome. I will need to
ask the translator in our building to assist me on these home visits. Awareness,
sensitivity, and relationships are all important when dealing with our diverse population
of students. By developing a better understanding of the student backgrounds and
building a relationship of trust, students will fell valued and they will start to believe in
themselves and their abilities. As parents become more involved in their childs
education, they will begin to support the learning process. Collaboration on the part of
the teacher, parent, and student will lead to a learning community with successful
outcomes.