Competences

a) Utilize dimensions of cultures as an integral part of their planning;
b) Elicit the perspectives held by Senior Management Teams (SMTs) on issues related to their leadership of schools with substantial numbers of minority ethnic students;
c) Clarify the major priorities and associated effective practices employed by SMT members in leading multi-ethnic schools;
d) Recognize, manage, and effectively deal with ‘culture shock’ as experienced by students, parents and staff.

Knowledge 

a) Apply basic knowledge about cultures into professional development sessions;
b) Apply theoretical knowledge to practical understanding of their surrounding cultures;
c) Demonstrate knowledge of major cultural systems such as the Arab-Islamic Culture, the Asian Culture and others;
d) Create bridges between cultures that facilitate instructional processes;
e) Plan for culturally inclusive schools.

Skills

a) Examine his/her multicultural attitudes and how these impinge on his/her daily decisions;
b) Understand why incorporating cultural frameworks is important in the work of a school leader;
c) Discuss with colleagues the importance of incorporating cultural aspects in various aspects of their work;
d) Understand the impact of different cultural systems on Education;
e) Interpret cultural symbols;
f) Compare cultural systems;
g) Discuss the tensions and challenges faced by the SMT Members as they attempt to exercise effective intercultural leadership;
h) Apply knowledge of cultural systems to assist colleagues, students and parents dealing with cultural incompatibilities;
i) Shift from one cultural frame of reference to another, mediate cultural incompatibilities;
j) Investigate how touch, personal space, eye contact, gestures and silence vary across cultures.