Implementing Positive Behavior Support in Early Childhood Through High School
Edited By Chun Zhang, Carlos McCray and Su-Je Cho
11. When Good Intentions Are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs
ROSA MILAGROS SANTOS AND LILLIAN DURÁN
A foundational ingredient required to successfully implement Positive Behavioral Interventions and Supports (PBIS) in programs and schools is to create and promote culturally responsive environments for children, families, teachers, leaders, and community members. Culturally responsive schools and programs are essential if we are to ensure children’s success both within and beyond the classroom walls. Culturally responsive schools need leaders who are committed to serving children and families from diverse cultural and linguistic backgrounds. However, in order to be culturally responsive, school and program leaders must also possess characteristics and skills that enable them to act effectively on their commitment to diversity (Santos, Cheatham & Durán, 2012).
Culturally responsive leaders are those who engage children, parents, and teachers in building and supporting a community that welcomes, appreciates, and values the different cultural and linguistic backgrounds represented in their schools, programs, and the larger community that they serve. Such leaders value and build on the unique strengths within each child, family, teacher, staff, and community member. They recognize the diverse voices and perspectives that these individuals bring to schools and programs and support the contribution of these diverse perspectives to the school.
In this chapter, we describe the importance of moving beyond good intentions when building and leading culturally responsive schools and programs. ← 211 | 212 → We highlight the complex challenges schools and programs face in successfully implementing PBIS for all children and families. We also describe...
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