Urban Forum March 14, 2016 Team Planning session “Lifting Every Voice: Conversations examining race, language, and culture impacting our work” Urban Forum March 14, 2016 Team Planning session

The Research Culturally responsive pedagogy is a student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world. -Matthew Lynch, Ed.D. Participating in culturally relevant teaching essentially means that teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology. - Gloria Ladson-Billings Culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. -Geneva Gay Please take 1 minute to read this brief definition provided by some of the leading experts in the field on culturally responsive teaching. Choose one that resonates with you and share why with an elbow partner. Two minutes

Culturally Responsive Practice 1 Students are affirmed in their cultural connections 7 Interactions stress collectivity as well as individuality 2 Teachers are personally inviting PRINCIPLES FOR BUILDING A LEARNING COMMUNITY 6 Classroom is managed with firm consistent, loving control 3 Classroom is physically inviting Relationships Precede Learning In terms of culturally responsive classroom practice, we can look at the interconnectedness of seven guiding principles posited by expert Gary Howard as it relates to developing welcoming environments for students. 5 Instructional changes are made to accommodate differences 4 Students are reinforced for academic development Gary Howard

Four High Leverage Strategies Creating a Welcoming Environment Rigorous Instruction/ High Expectations for All Culturally Inclusive Curriculum Teacher & Administrator Training on Culturally Relevant Pedagogy As a district, we will focus on four high leverage strategies for school and classroom practices over the next two years.

1. Creating a Welcoming Environment In what ways do you believe classroom culture impacts student achievement? Behavior? How are students reflected in your school’s classroom? How are students reflected in the instruction in your school? In what ways does your school reach out to the families of your diverse learners? Guiding Questions for this strategy closely linked to DTSDE Tenet 4 - Teacher practices and decision making DTSDE Tenet 5- Student Social and Emotional Developmental Health DTSDE Tenet 6- Family and community engagement NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students NYSUT Teacher Practice Rubric Standard- 4 Classroom environment

1. Creating a Welcoming Environment Closely linked to: DTSDE Tenet 4 - Teacher practices and decision making Tenet 5 - Student social & emotional developmental health Tenet 6 - Family and community engagement NYSUT Teacher Practice Rubric Standard - 1 Knowledge of students Standard - 4 Classroom environment

2. Rigorous Instruction/ High Expectations For All Make learning and behavioral expectations explicit Clearly connect your instructional process with the learning Using rubrics to help students understand learning progressions Implementing lessons that are created based on data and backwards planning Providing actionable feedback to students closely linked to: DTSDE Tenet 3- Curriculum development DTSDE Tenet 4- Teacher practices and decision making DTSDE Tenet 5- Student social and emotional developmental health DTSDE Tenet 6- Family and community engagement NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students NYSUT Teacher Practice Rubric Standard- 2 Instructional planning NYSUT Teacher Practice Rubric Standard- 3 Teacher Practice NYSUT Teacher Practice Rubric Standard- 4 Classroom environment

2. Rigorous Instruction/ High Expectations For All Closely linked to: DTSDE Tenet 3- Curriculum development Tenet 4- Teacher practices and decision making Tenet 5- Student social and emotional developmental health Tenet 6- Family and community engagement NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students Standard- 2 Instructional planning Standard- 3 Teacher Practice Standard- 4 Classroom environment

3. Culturally Inclusive Curriculum Where do I see myself as a student in the curriculum? Cultural connections to content African & African-American Infusion Program Authentic resources (multicultural) which are representative of out diverse populations. Community resources and materials Closely Linked to: DTSDE Tenet 3- Curriculum development DTSDE Tenet 4- Teacher practices and decision making NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students NYSUT Teacher Practice Rubric Standard- 2 Instructional planning NYSUT Teacher Practice Rubric Standard- 3 Teacher Practice

3.Culturally Inclusive Curriculum Closely Linked to: DTSDE Tenet 3- Curriculum development Tenet 4- Teacher practices and decision making NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students Standard- 2 Instructional planning Standard- 3 Teacher Practice

4. Teacher & Administrator Training on Culturally Relevant Pedagogy Summer 2016 PD opportunities Afterschool learning opportunities Job-embedded opportunities Building based opportunities A three-year plan will be forthcoming

4. Teacher & Administrator Training on Culturally Relevant Pedagogy Closely Linked to: DTSDE Tenet 3- Curriculum development Tenet 4- Teacher practices and decision making Tenet 5- Student social and emotional developmental health Tenet 6- Family and community engagement NYSUT Teacher Practice Rubric Standard- 1 Knowledge of students Standard- 2 Instructional planning Standard- 3 Teacher Practice Standard- 4 Classroom environment

School   Principal Team Members Please draft an outline for implementation of initial discussions in your school related to culturally responsive teaching strategies. Working with your school teams, please use the following questions to guide your planning and discussions: How and when will the discussion of the culturally responsive teaching dialogue, and key learning from the forum take place for every teacher in your school (i.e., grade level, faculty meeting, CPT)? Who will be the lead person(s) responsible for ensuring that the high leverage strategies are shared and the discussion takes place? Of the four strategies shared today, which one will your team begin to develop for implement this school year? What supports will be needed for school wide implementation? How will you garner teacher and parent buy-in? How will you monitor the implementation of the chosen strategy? What could be possible barriers to implementation of the chosen strategy and how will your team overcome them? This Planning template is your ticket out of the door, please complete this planning template as a school team. I will make a copy of it for Dr. Morrell and Dr. Cash’s records. Thank you for joining us today. We look forward to our next sessions which will start in the summer, please do not hesitate to start implementing your own high leverage strategy as soon as possible. Please call on any CRT committee member for suggestions and support. On behalf of the Division of CAI, thank you for joining us and we look forward to seeing you all at our PD series on Culturally Relevant Teaching this summer. Thank you

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