Partners 2015 Expo: Developing Culturally Responsive Teaching & Learning

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<p>PowerPoint Presentation</p> <div><p>Developing Culturally Responsive Teaching and Learning</p><p>Jaime Kidd</p><p>Managing Director of Program Development &amp; Support</p></div> <div><p>Results-Oriented Cycle of Inquiry</p></div> <div><p>Jaime</p><p>2</p></div> <div><p>Annual Priorities</p><p>Common Core State Standards (CCSS): Achieve results for students of color and English learners during the transition to CCSS.</p><p>Culturally Responsive Teaching &amp; Learning (CRTL): Shift instructional practices in our schools to create more equitable classrooms. </p></div> <div><p>Jaime</p><p>3</p></div> <div><p>Why CRTL?</p><p>Of the 30,440 students we served in 2013-14:</p><p>80% are students of color</p><p>42% are learning English</p><p>82% come from families with limited income</p></div> <div><p>Jaime</p><p>4</p></div> <div><p>Why CRTL?</p><p> 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. </p><p>Gloria Ladson-Billings</p></div> <div><p>Jaime</p><p>5</p></div> <div><p>CRTL is</p><p>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)</p></div> <div><p>Jaime</p><p>6</p></div> <div><p>Think Pair Share</p><p>In what ways was your home world (race, ethnicity, SES, language, food, values, holidays, customs, etc.) similar to and different from your school world?</p></div> <div><p>Jaime lead with an example</p><p>7</p></div> <p>Home</p> <p>School</p> <div><p>Developing Culturally Responsive Educators</p></div> <div><p>Jaime: to become culturally responsive, educators need support in these 4 areas (describe them and give examples)</p><p>8</p></div> <p>Self-Awareness</p> <p>Systems Perspective</p> <p>Assets Orientation</p> <p>Classroom Strategies</p> <div><p>Making something a priority</p><p>Summer Launch</p><p>Monthly Whole Group Learning Sessions </p><p>Team discussions </p><p>School strategy</p></div> <div><p>Jaime</p><p>9</p></div> <p>Focused Learning on CRTL</p> <p>Thoughtful Action in Schools</p> <p>Culturally Responsive Educators</p> <div><p>Our GRPS Team in Action</p><p>Megan Kizer, Mary Kay Murphy</p></div> <div><p>The GRPS team set aside regular time to deepen their knowledge and skill around coaching for equity and supporting their schools to deliver CRTL.</p><p>10</p></div> <div><p>Created a team theory of action focused on accelerating achievement for African American students and ensuring CRTL practices were present in their schools.</p></div> <div><p>Megan</p><p>11</p></div> <div><p>Designed a scope and sequence to guide their learning</p></div> <div><p>Megan</p><p>12</p></div> <div><p>Committed to reading together</p></div> <div><p>Megan</p><p>13</p></div> <div><p>Learning leads to action</p><p>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.</p><p>Jennifer Sierra</p><p>School Innovation Partner</p></div> <div><p>Megan and MK add your reflections</p><p>14</p></div> <div><p>Protected time for learning around CRTL</p><p>Worked with Executive Directors to set a learning goal around CRTL in the professional development network for school and teacher leaders.</p></div> <div><p>MK </p><p>15</p></div> <div><p>Embedded equity in their routines</p><p>Weekly leadership at one school now begin with each leader reflecting on:</p><p>How have I disrupted inequity since we last met?</p></div> <div><p>MK</p><p>16</p></div> <div><p>In the words of a principal</p><p>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.</p><p>Tricia Mathes Martin Luther King Leadership Academy </p></div> <div><p>Describe MLK PD Series on CRTL. </p><p>17</p></div> <div><p>In the words of teachers</p><p>Getting parents more involved by reaching</p><p> out and welcoming them.</p><p>How much culture affects the way someone learns and the way I teach.</p><p>Helping children find relevance in their learning. </p><p>What has stuck with you?</p></div> <div><p>Mary Kay Describe MLK PD Series on CRTL. </p><p>18</p></div> <div><p>Our Alum Rock Team in Action</p><p>Shara Watkins, Carrie Cifka-Herrera</p></div> <div><p>Pic of AR Team??</p><p>19</p></div> <div><p>PLCs focused on CRTL</p><p>Kindergarten and Middle School PLCs bring together teachers from across the district for protected learning and planning time. </p><p>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.</p></div> <div><p>Carrie or Shara describe PLC structure</p><p>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</p><p>20</p></div> <div><p>A framework for learning</p><p>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. </p><p>Albert Einstein</p></div> <div><p>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).</p><p>21</p></div> <p>Develop the mindset</p> <p>Introduce new instructional practices</p> <p>Plan CCSS units with CRTL practices and mindsets</p> <div><p>Developing the CRTL Mindset</p><p>Teachers created identity maps</p><p>Asked teachers to select focal students</p><p>Supported teachers to identify students funds of knowledge </p><p>Created virtual backpacks</p><p>Interested in science</p><p>Plays Loves music</p><p>Soccer</p><p>Oldest Fluent in Spanish</p><p>child with </p><p>responsibilities at home</p><p>Joshua</p></div> <div><p>Carrie:</p><p>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</p><p>Selected focal students and identified how to learn about the funds of knowledge they bring to the classroom from their family, culture, &amp; 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</p><p>22</p></div> <div><p>Introducing CRTL Strategies</p><p>How to select culturally relevant literature</p><p>Structured oral language practice</p></div> <div><p>Carrie:</p><p>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 &amp; school world</p><p>Build on knowledge of students lives, experiences, funds of knowledge to select books that connect with students lived experiences: Books as Windows &amp; Mirrors</p><p>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</p><p>23</p></div> <div><p>Planning CCSS Units</p></div> <div><p>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</p><p>24</p></div> <div><p>In the words of teachers</p><p>(Working in) our small group and being able to construct meaning behind the pedagogy and to make learning culturally relevant.</p><p>Having time to discuss CRTL and how it relates to our classroom instruction</p><p>Discussion on personal experiences and their effects on our teaching.</p><p>What has been of value?</p></div> <div><p>Shara and Carrie: talk about the ways you have seen this work impacting instruction.</p><p>25</p></div> <div><p>Questions?</p></div>


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