"You Can't Get To A New Territory Using An Old Map." Thadius Sale's quip has deep and abiding implications for schools struggling to successfully educate an increasingly diverse student population. Given the persistent achievement gaps by race/ethnicity, socioeconomics, language, and disability, along with increasing demands for accountability that all students meet or exceed established learning standards, staff development must take on new dimensions.

Traditionally, recognition of one's own cultural perspectives, beliefs, attitudes, values, and assumptions has not been addressed explicitly in staff development. Neither has staff development sought to help teachers understand mainstream American culture and how it shapes institutional practices, procedures, and policies.

Yet the changes in educational practice necessary to eliminate existing achievement gaps begins with self. All educators must muster the courage to self-examine and uncover hidden biases and stereotypes that are at the root of low expectations and inequitable practices. Similarly, understanding the cultural characteristics, perspectives, and strengths of students from diverse groups helps teachers view differences in studentsý behavior and learning as assets instead of deficits. Being knowledgeable about students' cultures makes it possible to incorporate students' experiences, interests, and funds of knowledge into the delivery of curriculum, thereby helping students view school as relevant and self-enhancing.

For many teachers, adopting new culturally responsive teaching practices will require a commitment to persist in learning new and perhaps, uncomfortable ways of interacting with students. But without a willingness to expand instructional repertoires beyond usual practices, teachers will not be able to modify instruction in ways that provide equitable opportunities to learn and succeed. Ongoing, job-embedded support of teachers will be a critical ingredient in the mastery of new instructional techniques.

Change is the constant in our nation, neighborhoods, and schools. We must rethink our usual practices and view diversity from multiple perspectives. It's time to chart a new course and draw a new map.

Donna K. Graves is the Coordinator, Diversity Training and Development for the Montgomery County Public Schools and a Member of the Partners Against Hate Advisory Board.