The following is part of an assessment plan proposed by Frances Ann Day. For more information refer to:
Day, F.A. (1999). Multicultural voices in contemporary literature: A resource for teachers (1st ed.).
New Hampshire: Heinemann.
One should look at the practices of the teacher and classroom environment when assessing a multicultural program. Some specific questions to address are:
Does the classroom environment celebrate diversity (e.g., race, gender, ethnicity, age, religion, disabilities) through the use of various items (e.g. books, videos, posters, computer software, games, art)?
Does the curriculum reflect multiple perspectives?
Does the teacher modify their teaching in ways that will encourage the academic and affective growth of diverse students? Does the teacher incorporate activities that will facilitate the development of students with a variety of learning styles?
Does the teacher participate in reflective self-analysis by examining the potential of their own subtle biases? Some questions teachers can ask themselves are: Who do I call on? Who do I listen to? Who do I praise? Who do I choose as helpers?
One should look at the principal and the climate of the building when assessing a multicultural program. Some specific questions to address are:
Do the interactions of staff and students create a school culture that empowers students, staff, and parents from all cultural groups?
Are building personnel aware of and follow the District Multicultural Education Policy?
Are the racial/ethnic compositions of staff and student populations in balance?
Are inservices on multicultural education provided to the staff?
Does the media center provide materials about all groups for all grade levels?
Are assessment materials reflective of an awareness of cultural and language bias? Are authentic assessments used?
Does the school support dialect and language diversity?
One should examine the school's relationship with parents when assessing a multicultural program. Some specific questions to address are:
Do parent organizations and groups include members from each of the groups of the community?
Are language interpreters made available for all groups during conferences and meetings?
Is feedback from parents representing all groups considered when making educational decisions?
One should examine the practices of the district when assessing a multicultural program. Some specific questions to address are:
Does the district have a multicultural education policy?
Does the multicultural education policy address a variety of areas (e.g., students, religion, curriculum, language, assessment tools, staff development, personnel, parents)?
Does the district have a multicultural education task force or advisory board? Do the members of this group represent the diverse groups in the district?