Part I
Cultural Proficiency Receptivity Scale
1. I believe that all children and youth learn successfully when informed and caring teachers
assist them and make sufficient resources available to them.
Strongly Disagree Agree Strongly Agree
2. I want to do whatever is necessary to ensure that the students for whom I am responsible
are well-educated and successful learners.
Strongly Disagree Agree Strongly Agree
1
3. I am committed to creating both an educational environment and learning experiences for
our students that honor and respect who they are.
Strongly Disagree Agree Strongly Agree
3
4
4. I am willing to ask myself uncomfortable questions about racism, cultural preferences, and
insufficient learning conditions and resources that are obstacles to learning for many students.
Strongly Disagree Agree Strongly Agree
6
7
5. I am willing to ask questions about racism, cultural preferences, and insufficient learning
conditions and resources that may be uncomfortable for others in my school or district.
Strongly Disagree Agree Strongly Agree
6. I believe that all students benefit from educational practices that engage them in learning
about their cultural heritage and understanding their cultural background.
Strongly Disagree Agree Strongly Agree
1
7. I believe that all students benefit from educational practices that provide them with hope,
direction, and preparation for their future lives.
Strongly Disagree Agree Strongly Agree
3
4
8. It is important to know how well our district serves the various cultural and ethnic
communities represented in our schools, and it is also important to understand how well
served they feel by the educational practices in our schools.
Strongly Disagree Agree Strongly Agree
6
7
9. It is important to know how the various cultural and ethnic communities represented in our
schools view me as an educational leader and to understand how well my leadership serves
their expectations.
Strongly Disagree Agree Strongly Agree
10. Our district and schools are successful only when all subgroups are improving
academically and socially.
Strongly Disagree Agree Strongly Agree
1
11. Cultural discomfort and disagreements are normal occurrences in a diverse society such
as ours and are parts of everyday interactions.
Strongly Disagree Agree Strongly Agree
3
4
12. I believe that lack of cultural understanding and historic distrust can result in cultural
discomfort and disagreements.
Strongly Disagree Agree Strongly Agree
7
13. I believe we can learn about and implement diverse and improved instructional practices
that will effectively serve all our students.
Strongly Disagree Agree Strongly Agree
14. I believe we can use disaggregated data to understand more precisely the achievement
status of all students in our schools, and that we can use that information to identify and
implement effective instructional practices for each of them.
Strongly Disagree Agree Strongly Agree
1
15. As a leader, it is important for me to be able to communicate across cultures and to
facilitate communication among diverse cultural groups.
Strongly Disagree Agree Strongly Agree
3
4
Part II
1.)Reflecting on my responses to the Cultural Proficiency Receptivity Scale, I generally see
that I hold strong beliefs about the importance of equity, inclusivity, and cultural
understanding in teaching. My answers reflect my deep commitment to ensuring that all
students, regardless of their cultural or ethnic background, have access to meaningful learning
experiences that honor their identities and prepare them for successful futures.
I believe that creating an environment where cultural heritage is respected is important to
promote educational practices. I also expressed a wish to ask difficult questions about racism,
cultural biases, and systematic inequities. However, I realized that it’s essential not only to
ask but also to take action when it’s necessary.
Also, my reflection shows that while I feel prepared in terms of mindset and values, there is
always a place to grow in terms of practical implementation.
Instructional strategies for diverse learners, data analysis, and the development of cross-
cultural communications are areas where I seek further refinement of my skills.
In general, my responses point to the belief that I am in the right direction towards becoming
a culturally competent educator, but they also remind me that cultural proficiency is a
process, not a destination.
2.) Looking at my score on the Cultural Proficiency Receptivity Scale, I was strong in equity,
inclusivity, and giving respect to student cultural identities. Areas for further growth include
learning how to use data in an effort to close achievement gaps and developing other
strategies to create cross-cultural conversations. While I know it is normal for cultural
discomfort to occur, I need to continue to develop constructive ways to address this.
Addressing these areas will make me an effective and culturally proficient educator.
3) Managing my prejudices starts with realizing them and uncovering the truth about myself.
It involves practicing mindfulness to identify moments when my prejudices might surface,
especially in interactions with people from different cultural backgrounds. I reflect on why I
might feel a certain way and whether those feelings take root from stereotypes or
disinformation.
Also, I try to educate myself about different cultures through media, reading, and
communication with other international students. In this communication, we usually share
something interesting about our countries, which allows us to replace outdated information
and stereotypes with up-to-date and real facts. Open conversations about prejudices, without
the feeling of being judged, help normalize the process of catching one’s biases. Watching
the workshop was also very useful for me since Price-Wise’s principles will definitely help
me deal with my feelings and make more intentional steps in fostering inclusion and respect
at both personal and professional levels.
Part III
Cultural knowledge, cultural awareness, cultural sensitivity, and cultural competence are all
interconnected concepts, however, they have some differences.
Cultural knowledge is a foundational understanding of different cultural practices, beliefs,
and values. It usually involves learning about diverse cultural norms, traditions, and facts.
Building upon cultural knowledge, cultural awareness is about recognizing the influence of
culture on somebody’s prejudices and biases. It concerns being mindful of cultural
differences and similarities without assigning value judgments. Cultural sensitivity, in turn,
involves being conscious of cultural differences and the potential challenges they may present
in interactions with others. Under this, we must avoid any actions that might potentially be
offensive to people from other cultures. Last but not least, cultural competence is the ability
to effectively interact with people who come from various cultural backgrounds. It involves
integrating cultural knowledge, awareness, and sensitivity into practical skills and behaviors
to navigate intercultural interactions successfully. In other words, it is achieved by acquiring
knowledge about different cultures, developing awareness of cultural influences, practicing
sensitivity in interactions, and putting these elements into practice to communicate and work
effectively across cultures.
Part IV
As educators, it is our responsibility to ensure that all students, regardless of their cultural
background, feel valued, respected, and supported in their learning journey. For us to achieve
this, our team must develop and embody cultural knowledge, awareness, sensitivity, and
competence. Cultural knowledge gives us an understanding of the diverse backgrounds of our
students and allows us to connect with their experiences and tailor our teaching to meet their
needs. Cultural awareness allows us to reflect upon our personal biases and assumptions to
make sure that they will not interfere with creating trust and building mutual respect. Cultural
sensitivity ensures that we approach differences thoughtfully and respectfully and creates an
inclusive environment where all students feel welcomed and not judged. Finally, cultural
competence allows us to put all these elements into practice by adapting our strategies,
communication, and classrooms to ensure equity and success for every student. Living in a
diverse and interconnected world, these are not just desirable qualities; they are an absolute
must if one seeks to provide high-quality, inclusive education. By embracing these principles
as a team, we can create a school environment where every child feels empowered to thrive
academically, socially, and personally.
