Staff Development in Multilingual Multicultural Schools: a Critique

Calderon, M. (1997-07). Staff Development in Multilingual Multicultural Schools. New

York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document

Reproduction Service No. ED410368)          

In the following article, the ERIC Development Team makes recommendations for a staff development program for a multilingual multicultural teaching staff based on a model that has been tested and shown to be effective (Calderon, 1997-07, p.1).  The team proceeds to discuss what it terms as the “Historical Disempowerment of Bilingual/Minority” (1997-07, p. 1).  Through this section the team makes the argument for the restructuring of professional development for teachers instructing bilingual/minority students.  The Center for Research on the Education of Students Placed At Risk (CRESPAR) has developed a process to address this restructuring, Teachers’ Learning Communities (TLCs).  The problem with this model, as I will demonstrate, is its applicability to a school system in peril such as the New Orleans Parish School System. 

            The main problem with this model is the general group activities it proposes. 

1. Joint study of theory, philosophy, and research in each area of the innovation they are implementing (1997-07, p.6).  When are teachers supposed to do this studying due to the demand on their time to fill out paperwork, grade tests, and develop lesson plans. 
2. Demonstrations of the teaching strategies and feedback by colleagues within the TLC and organization of demonstration workshops for other teachers (1997-07, p.6).  Again I ask when are teachers supposed to have time to attend these workshops and who is going to present them?
3. Joint analysis of videotapes of teaching and student learning (1997-07, p.6).  Teachers today do not even have textbooks and the school system is going to supply a video camera and video tape for evaluation purposes.  I seriously doubt it.
4. Vision-mission-passion sessions for self-renewal (1997-07, p.6).  This idea is good, but if you lack the funds and resources to carry out the ideas you come up with how is this supposed to be realistic. 
5. Exchanges with bilingual teachers from other schools, in other states, or in other countries, to lean more about bilingual instruction and further their bilingual skills (1997-07, p.6).  The question here again is when are teachers supposed to have time to have these exchanges due to all of the other work taking precedent. 
6. Joint analysis of equity-bias issues where teachers raise questions and solve problems (1997-07, p.6).  This sounds good, but I have found when you get teachers together, they seem to come up with a lot of problems and few solutions. 

This article identifies one of the major problems associated with multicultural education and education in general.  I felt the team came up with a good model to address this issue.  However, I notice the one facet missing from this solution is the involvement of the administration.  The past has taught us that many problems teachers face can only be remedied with the help of the school administration.  All of the ideas presented through this model would be a great way to address this enormous problem, but unless the administration agrees to get involved and address the problems the teachers come up with nothing will be solved and this whole process will just be a waste of time.