I am a teacher in a very diverse school located in a very diverse school district in Northern Virginia. I agree with nearly all the competencies presented in this Guidance, with the very definite exception of the Community Engagement Micro-Competencies.
1) "Learning about dimensions of diversity in the community" -- Who decides which dimensions will be included? And, out of respect for ALL the diversity of thought and belief in my class, I cannot in good conscience teach my students or encourage their families to "affirm" things contrary to their convictions. I can, however, help them to learn about, respect, and hopefully even see the benefit in diversity. No one should have to affirm things they fundamentally disagree with.
2) To "create opportunities for authentic ...engagement" among students, family, and the community by "cultivating relationships beyond the classroom," or even getting trained to know how to do this, is not required for my cultural competence and should not be included in mandatory training. The goal has merit, nonetheless, and I could see this being offered as an optional training.
3) I will gladly work with my students to respond to incidents of discrimination they are involved in. Teachers know their students well and are wonderful resources for this and other important concerns. Even with training, however, I am not a counselor by profession nor by contract -- nor should I be expected to function in this capacity for students and certainly not for their families. The definition of roles and responsibilities among various school staff in matters of discrimination should be made more clear in the Guidance.