Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
3. Annual Priorities
Common Core State Standards (CCSS):
Achieve results for students of color and
English learners during the transition to CCSS.
Culturally Responsive Teaching & Learning
(CRTL): Shift instructional practices in our
schools to create more equitable classrooms.
4. Why CRTL?
Of the 30,440 students we served in 2013-14:
80% are students of color
42% are learning English
82% come from families with limited income
5. Why CRTL?
“…students of color may become alienated from
the school process because schooling often asks
children to be something or someone other
than who they really are. It asks them to use
language other than the one they come to
school with. It asks them to dismiss their
community and cultural knowledge. It erases
things that students hold dear.”
Gloria Ladson-Billings
6. CRTL is…
“…based on the
assumption that when
academic knowledge and
skills are situated within
the lived experiences and
frames of reference of
students, they are more
personally meaningful,
have higher interest
appeal, and are learned
more easily and
thoroughly.” (Gay, 2000)
7. Think Pair Share
In what ways was
your home world
(race, ethnicity, SES,
language, food,
values, holidays,
customs, etc.) similar
to and different from
your school world?
Home School
9. Making
something a
priority…
• Summer Launch
• Monthly Whole
Group Learning
Sessions
• Team discussions
• School strategy
Focused
Learning on
CRTL
Thoughtful
Action in
Schools
Culturally
Responsive
Educators
10. Our GRPS Team in Action
Megan Kizer, Mary Kay Murphy
11. Created a team
theory of action
focused on
accelerating
achievement for
African American
students and
ensuring CRTL
practices were
present in their
schools.
14. Learning leads to
action…
“Because of the constant learning
and sharing about RCCP and
culturally responsive teaching and
learning, I think that we have
really grown and strengthened
our coaching for equity skills
when working in schools. We hold
an equity lens in everything that
we do and keep it at the forefront
of our work.”
Jennifer Sierra
School Innovation Partner
15. Protected time
for learning
around CRTL…
Worked with
Executive Directors
to set a learning
goal around CRTL
in the professional
development
network for school
and teacher
leaders.
16. Embedded equity
in their routines…
Weekly leadership at
one school now begin
with each leader
reflecting on:
“How have I
disrupted inequity
since we last met?”
17. In the words of a principal…
“The work that we have done as a staff around CRTL has
led to teachers deepening their understanding of their
own culture, the cultures of the students they serve and
how to create a classroom environment that honors
both. This shift is creating a learning environment where
students are beginning to see themselves as learners,
taking ownership of their learning and increasing their
achievement scores because of a desire to actively
engage in their learning.”
Tricia Mathes
Martin Luther King Leadership Academy
18. In the words of teachers…
“Getting parents more involved by reaching
out and welcoming them.”
“How much culture affects the way
someone learns and the way I teach.”
“Helping children find
relevance in their learning.”
What has stuck with you?
19. Our Alum Rock Team in Action
Shara Watkins, Carrie Cifka-Herrera
20. PLCs focused on CRTL
Kindergarten and Middle School PLCs bring
together teachers from across the district for
protected learning and planning time.
These PLCs have focused their work this year
on supporting teachers to implement CRTL
practices, with an additional emphasis on
supporting English learners to be successful
with the demands of common core writing.
21. A framework for
learning
Develop the
mindset
Introduce new
instructional
practices
Plan CCSS units
with CRTL
practices and
mindsets
“Everybody is a
genius. But if you
judge a fish by its
ability to climb
a tree, it will live its
whole life believing
that it is stupid.”
Albert Einstein
22. Developing the
CRTL Mindset
• Teachers created
identity maps
• Asked teachers to
select focal students
• Supported teachers
to identify students’
funds of knowledge
• Created virtual
backpacks
Interested in science
Plays Loves music
Soccer
Oldest Fluent in Spanish
child with
responsibilities at home
25. In the words of teachers…
“(Working in) our small group and being able to
construct meaning behind the pedagogy and to make
learning culturally relevant.”
“Having time to discuss CRTL and how
it relates to our classroom instruction”
“Discussion on personal
experiences and their effects
on our teaching.”
What has been of value?
Jaime: to become culturally responsive, educators need support in these 4 areas (describe them and give examples)
Jaime
The GRPS team set aside regular time to deepen their knowledge and skill around coaching for equity and supporting their schools to deliver CRTL.
Megan
Megan
Megan
Megan and MK add your reflections
MK
MK
Describe MLK PD Series on CRTL.
Mary Kay – Describe MLK PD Series on CRTL.
Pic of AR Team??
Carrie or Shara describe PLC structure
Full day release, 3x/year; PSI facilitators for some PLCs, have released some fully to district staff; continuous through-lines of CRTL, EL support, and writing
Shara: share how you and have Carrie collaborated and designed activities that supported teachers to both shift their mindsets (developing self-awareness – home/school worlds, unpacking the invisible backpack of white privilege, historical perspective – legislation and practices, and assets orientation – funds of knowledge) as well as to learn concrete strategies that they could immediately incorporate into their planning (anchoring texts, structured oral language practice techniques).
Carrie:
Important to do our own reflection on who we are and how who we are/where we come from impacts how we see our students and how they see us
Selected focal students and identified how to learn about the funds of knowledge they bring to the classroom from their family, culture, & community-created virtual backpacks as a way to document what you learned about your focal students and how to leverage that knowledge in the classroom
Carrie:
Understand who you are, understand who your students are, learn how to create curriculum that builds on the funds of knowledge that your students bring--connections between home world & school world
Build on knowledge of students lives, experiences, funds of knowledge to select books that connect with students lived experiences: Books as Windows & Mirrors
Books connect to writing units focused on meeting the needs of our ELs. Planning writing units that utilize lots of opportunities for structured oral language practice to provide scaffolds for our ELs
Shara: talk about how teachers have time in each PLC to incorporate their new learning into their plans for an upcoming unit – backwards map writing unit from district writing assessment – use what students’ know to bridge to new learning, using culturally responsive literature as teaching tools, incorporating structured oral language practice to support all students as they transfer oral to print
Shara and Carrie: talk about the ways you have seen this work impacting instruction.