Culturally Responsive Teaching Standards

• A 50-state survey of teaching standards are examined and focus on Culturally Responsive Teaching CRT.
• A major investment in developing culturally responsive educators is needed, beyond short courses and workshops.
• The need for CRT is acute, given demographic differences between teachers and students.
• Teachers require appropriate CRT training/support to avoid irrelevant or ineffective instruction.
• Recruiting a racially diverse teaching workforce is important for cultural responsiveness.
• Teacher preparation programs & professional development systems inadequately prepare educators for CRT implementation.
• Comprehensive professional teaching standards incorporating CRT expectations are critical and CRT should be integral to the work of all quality teachers
• Professional teaching standards in all 50 states were analyzed to understand states’ expectations for teachers incorporating CRT.
• While all states incorporate some aspects of CRT within their professional teaching standards, most do not provide expectations clear or comprehensive enough to support teachers in developing and strengthening their CRT practice

Understanding Culturally Responsive Teaching

• It involves having a clear understanding of what culturally responsive teaching entails.
• Frameworks exist for culturally responsive approaches, outlining various components.
• Scholars Gloria Ladson-Billings, Geneva Gay, and Django Paris are necessary starting points to CRT history.
• Ladson-Billings introduced culturally relevant pedagogy; teaching engages learners whose experiences and cultures are typically excluded from mainstream settings.
• Teaching must yield academic success.
• Teaching must help students develop positive ethnic and cultural identities.
• Teaching must support students' ability to recognize, understand, and critique current social inequalities.
• Gay coined culturally responsive teaching, emphasizing cultural knowledge use, plus prior experiences, frames of reference, and diverse performance styles.
• Culturally responsive practitioners create positive changes on instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness.
• Asset-based view of students.
• Django Paris expanded on culturally relevant pedagogy with culturally sustaining pedagogy.
• Culturally sustaining educators not only draw on but also sustain students’ culture.
• Both static culture and evolving culture.
• Explicit goal supporting multilingualism and multiculturalism in practice and perspective.
• The importance of these ideas arises as schools become increasingly racially segregated and students are grappling with racially motivated bullying.
• Scholars promote asset-based approaches alternatives position the languages, cultures, and identities of students as barriers to learning.

Research Benefits

• Research shows CRT benefits.
• Drawing on learners’ background knowledge shapes comprehension.
• Instructional materials, assignments, and texts that reflect student's backgrounds/experiences are critical.
• Positive outcomes such as academic achievement and persistence, improved attendance, and greater interest in school are linked to CRT.
• CRT has critical synergies with reform efforts in education, such as initiatives to improve school climate and social-emotional learning.
• Students benefit from a positive racial and ethnic identity, including befriending diverse people and having strong self-esteem.
• It's linked to academic attitudes, well-being, and the ability to navigate discrimination.

Culturally Responsive Target

• CRT benefits identify, honor, and bridge rigorous new learning.
• Gloria Ladson-Billings titled her seminal text on culturally relevant pedagogy: "But That's Just Good Teaching!”.
• Culturally responsive teaching begs the question: Which students do not receive this type of culturally relevant instruction?
• Far too many black students have their cultural ways of knowing treated as barriers in the learning process.
• Several scholars broaden Ladson-Billings' framework to varying, intersecting students, whose identities and experiences are excluded from mainstream settings.
• Cultural heritage and experiences of others are provided in "windows" that students can see through.
• Honor and diversity to lived realities.

Teacher Competencies

• There are eight competencies that promote CRT.
• The competencies include are listed below.
• Reflect on One's Cultural Lens.
• Recognize and Redress Bias in the System.
• Draw on students' culture to share curriculum and instruction.
• Bring real-world issues into the classroom.
• Model High Expectations for All Students.
• Promote Respect for Students Differences.
• Collaborate with Families and the Local Community.
• Communicate in Linguistically and Culturally Responsive Ways.

Cultural Lens Self Reflection

• Culturally responsive educators routinely reflect on their own life experiences, membership in various identity groups, beliefs, and actions' influence.
• Everyone can internalize biases that shape instruction and interactions with students, families, and colleagues.
• Stereotypes and subtle discriminatory microaggressions can be used unknowingly.
• Self-aware attitude development is critical for understating cultural competency, which is understanding, sensitivity, and appreciation.

Recognize and Redress Bias

• Culturally responsive educators to be informed on Racism
• Systemic Level Bias in the system needs to sought out
• Identity markers that can influence the educational opportunities that students receive.

Applying Student Culture

• Student background can aide bridge new learning.
• Use existing knowledge of students.
• Use cultural scaffolding.
• Regularly use student input to shape assignments, projects, and assessments.
• Textbooks and instructional resources can be non-stereotype and represent various groups of students.

Real-world Integration

• Culturally responsive teachers address the “so what” factor.
• See how the content in school is valuable to their lives
• Assess content that require learners to identify complex bias and discrimination.
• Activity seek input from community.

High Expectations

• Beleiving students are capable in high level classes
• Undermine stereotypes
• Be vigilant about student
• Use proximity as communicating eye contact.

Respect Diversity

• Model learning to respect all forms of diversity.
• Assesment that can help support
• Responsibility to addressing bias.

Collaboration

• Assuming all Parents are interested in education
• Barriers removed
• See themselves as a community member.

Communication

• Students feel inclined to express, too often.
• Miscommunication can occur, as different style of language
• How culture influences communication.

Role of Teaching Standards

• Since the 1990s and into today the standards has and are still important
• Anchor teacher preparation
• Several national organizations have progress.
• CRT is to be supported

National and Model focus

• Council of Chief State school Officer
• Interstate new teacher.

State wide

Cultural component

Aligning model

Ensure the best teachers Consistent expectations

Integration of CRT

Available standards documents Competencies in other states

• All 50 embed key competences
• Engage families
• Expectations for all students

Conclusions

• Address certain areas over other aspects
• The majority address respect.