1. OSPI Mentor Roundtable Professional Development for mentors and novice educators April, 2016
All Means All: Culturally Responsive Teaching
OSPI
Beginning Educator Support Team

2. As you arrive…
Introduce yourself to the people at your table.

3. Activating and Engaging Celebrating Our Work
On Your Own: On your three index cards, write your response to the following-- As I think about learning for all students, a celebration that comes to mind for: Card 1: Myself Card 2: Teacher (I work with) Card 3: School or District
Each participant receives 3 index cards or sticky notes. Participants jot down their thinking about something that is going well in their personal work, their work with a new teacher, and their work that is happening at their school or district level.

4. Activating and Engaging Celebrating Our Work
Find someone in the room that you don’t know. Take turns introducing yourself, exchanging one card, and sharing your celebration. Repeat with two other people. After you have given away all three of your cards, return to your table.
This allows participants to network with several other people, gets multiple voices in the room, engages participants right away, and puts the focus on the topic of this meeting—learning for all students.

5. Who is in the room?
Participants identify location and role. Identify who is a mentor and who is a novice teacher

6. What is our purpose at roundtables?
Mentor Roundtables provide a regularly scheduled opportunity for mentors and teachers in a geographic area to meet with colleagues to share ideas and challenges, practice skills, and to engage in a professional learning experience.

7. How will we learn at the Roundtable?
Through
Acquiring new* information/knowledge
Practicing/developing skills
Networking
Reflecting on our practice
*New, knew, or re-new
New-brand new learning
Knew-affirmation of something that you already know
Re-new—The opportunity to engage with an idea or practice that has, perhaps, been put aside or forgotten

8. Logistics for Learning
Advocate for your own learning.
Tend to your needs.
Be fully present.
Be ready to move often.
- Dr. John Medina & the myth of multi-tasking. If you need to be on , phone, texting, please step out and be fully present to that and then return to the table. This includes when you finish reading or a solo activity and are waiting for others. Your learning will be deeper and stronger if you keep your brain in this work.
- Moving and having a variety of partners can recharge our brains and help to cross-pollinate in terms of knowledge & ideas. We understand that for some of you, you’d prefer to stay put all day. And, we apologize for it now, and will still move you. 
- Learning new stuff is messy. As we learn today, we may feel awkward, self-conscious, and that’s OK.

9. Core Beliefs About Induction
Effective support for beginning teachers requires collective responsibility.
A high quality system of support is the foundation of career-long professional growth.
Serving the needs of beginning teachers can help to ensure equity of opportunity for all students.

10. Our goals for this evening:
Explore culturally responsive teaching strategies
Observe instruction and identify culturally responsive teaching strategies
Engage in learning-focused conversations

11. What does culturally responsive teaching mean to you?
On Your Own-Jot down your thinking
What does it mean to you personally?
What does it mean in your work with new teachers?
With a Partner
Share your thinking.
Assure participants that this is not a quiz. It is meant to be an opportunity to tap into their own experience, to share their thinking, and to hear the thinking of another.

12. CULTURALLY RESPONSIVE PEDAGOGY/PRACTICE DEFINED…

13. Culturally Responsive School Systems
Schools and schools systems that are predicated on continuous improvement and responsiveness to the changing needs of new generations of students work to deepen their understandings of race, class, gender, language, culture, and democracy and develop practices that promote the success of all students.
NCCREST Position Statement 2015
NCCREST is the National Center for Culturally Responsive Educational Systems
Ask participants to read this on their own, noting key words or phrases that seem significant to them.

14. Culturally Responsive Teaching Is…
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.
--Gonzalez and Skelton, 2012

15. Culturally Responsive Pedagogy
This video clip is from Teaching Tolerance. Education experts Jackie Jordan Irvine, Geneva Gay, and Kris Gutierrez explain how to make culturally relevant pedagogy a reality in our classrooms. 4:39
Prompt participants to be tuned in to a key idea that stands out to them as they view the video.

16. Partner Share
As you watched the video, what was a key idea that stood out to you?

17. Key Features of Culturally Responsive Teaching Handout
Divide the 11 features in a way that makes sense at your table.
Each person reads his/her assigned features, highlighting key words and phrases.
Teach your assigned features to your table group.
This handout was sent with the power point. Each participant should have a copy. This is a jigsaw activity where each person takes responsibility for reading and teaching a section of the text to the table group.

18. Our goals for this evening:
Explore culturally responsive teaching strategies
Observe instruction and identify culturally responsive teaching strategies
Engage in learning-focused conversations

19. As you watch the video, record culturally responsive teaching practices that you recognize in the teacher’s instructional instructional practice.
Consider:
What are you hearing?
What are you seeing?
What makes the practice culturally responsive?

21. Round Robin Share
Each person shares a practice that was identified as a culturally responsive teaching strategy.
Try to expand on the considerations:
What did you see?
What did you hear?
What made it culturally responsive?

22. Our goals for this evening:
Explore culturally responsive teaching strategies
Observe instruction and identify culturally responsive teaching strategies
Engage in learning-focused conversations
This slide is animated

23. Providing for Emotional Safety
Threat or perceived threat inhibits thinking. Our brains are wired to detect the subtleties of muscle tension, posture, gesture, and vocal stresses that signal danger in any form….We must provide emotional safety in order to produce cognitive complexity.
Lipton & Wellman
Mentoring Matters, p. 50
When we talk to novice teachers about culturally responsive teaching, it is critical that we create a safe environment where they can take risks, explore their thinking, and feel ok about not ‘saying the right thing.’

24. Skills for Providing for Emotional Safety
Pause
Body language –calm breathing, shoulders and face relaxed, possibly mirror speaker
Paraphrase – acknowledge & clarify
Probe gently to clarify thinking and increase precision
Exploratory language – How might you…? What’s your gut feeling?
From Mentoring Matters

25. Learning-Focused Conversations Round 1
Mentor Asks: As you think about supporting new teachers to develop culturally responsive teaching practices, what is seeming important to you?
Pause
Paraphrase
Ask a prompting question if necessary
The learning focused conversation practice is intended to be a REAL conversation about REAL topics. Each speaker typically speaks for approximately five-10 minutes depending on your time while the mentor practices the learning focused conversation skills of pausing, fully attending, paraphrasing, and asking questions that invite thinking.

26. Conversation Debrief
Speaker: Give the mentor feedback on some things that he/she did that supported your thinking during the conversation.
We all need feedback in order to learn. This allows the mentor to hear from the speaker those things that enhanced and supported the speaker’s thinking during the conversation.

27. Learning-Focused Conversations Round 2
Mentor Asks: As you think about supporting new teachers to develop culturally responsive teaching practices, what is seeming important to you?
Pause
Paraphrase
Ask a prompting question if necessary
The learning focused conversation practice is intended to be a REAL conversation about REAL topics. Each speaker typically speaks for approximately five-10 minutes depending on your time while the mentor practices the learning focused conversation skills of pausing, fully attending, paraphrasing, and asking questions that invite thinking.

28. Conversation Debrief
Speaker: Give the mentor feedback on some things that he/she did that supported your thinking during the conversation.
We all need feedback in order to learn. This allows the mentor to hear from the speaker those things that enhanced and supported the speaker’s thinking during the conversation.

29. P. S.—Final Reflection
Principle—What’s a big idea you are carrying away with you today? Skill—What specific skill will you be practicing and refining to support your work?
Participants have individual thinking and writing time and THEN share ONE—a principle or a skill that they are taking away from today’s roundtable.

30. Clock Hours for Mentoring
Mentors can receive 10 free clock hours per year for each new teacher that they mentor up to a total of 20 clock hours per year. The form to download for these clock hours are on the BEST OSPI web page. There is no need to submit the form to OSPI. Mentors simply print the form, take it to their supervisor for a signature, and hold on to it for their own records.