Engaging all learners: Increasing Our Cultural Competence and Creating Culturally Responsive Schools 1 Staff Presentation

Participants will: Explore the impact that identity and context have on teaching and learning Build an understanding of educational access, participation, and outcomes as they relate to issues of power and privilege Examine characteristics of culturally responsive teaching Equity Alliance at ASU 2

This work involves processing and reflections Thinking and talking are REQUIRED - A lot of the “work” in moving towards cultural proficiency involves the discussion and reflection. 3

As the demographics have changed within many school communities, educators have struggled with proactively addressing the behavioral and learning needs of an increasingly diverse student population for a variety of individual and systemic reasons. Achievement Gaps Cultural Practice s Power Dis- proportionalit y Privilege

The “problem” in a nutshell What we think Conscious and unconscious bias in our beliefs Solution: Provide a counter narrative What we do Discriminatory policies and practices Solution: Identify and change inequitable policies and practices

Why are we talking about cultural competence? Our district’s goal The vision for our school

Equity Equality VS. Why are we talking about equity?

What does equity mean to me?

Equity When educational practices, policies, supports, curricula, school resources, and school culture are such as that all student have fair and consistent access to reach academic success, regardless of race, ses, gender, disability, national origin, religion, or other characteristics.

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Culturally Responsive Practices Culturally responsive practices facilitate and support the achievement of all students. In culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

Understanding the cultural nature of learning

What people bring with them What’s already there The work people do together Cultural Histories The Institutional Culture The Culture We Create The Cultural Nature of Learning

Our Own Cultural Histories What we bring with us

Cultural Histories: What we bring with us Beliefs and perceptions Personal Identities Cultural Practices

CONSIDERATIONSFOR CREATING A CULTURALLY RESPONSIVE CLASSROOM CONSIDERATIONS FOR CREATING A CULTURALLY RESPONSIVE CLASSROOM Teacher identities Staff identities Student identities and how these identities surface in the classroom and school 16 Allan Johnson

Messages & Perceptions Many culturally diverse students are bombarded with negative or limiting messages and perceptions about who they are and what they can do. The impact of these messages are significant and long lasting for both adults and students.

Internalized Negative Messages about Race and Behavior

Video Discussion Things I thought? Ways I felt?

Culturally Responsive Teaching Provides A Counter Narrative

the lens through which teachers see their students and their students' learning. the filter through which teachers listen to how students express their needs and desires. the way in which teachers interact with students when delivering instruction, using curricular materials, and making educational decisions 21 Culturally Responsive Teaching is…

Culturally Responsive Teaching DispositionKnowledgeSkillsPractice

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