11/17/2015
Increasing Educator Effectiveness
With Culturally Responsive Teaching
and Learning
The webinar will begin at 1 p.m. PST
Hosted by:
REL Northwest
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Increasing Educator Effectiveness
With Culturally Responsive
Teaching and Learning
November 17, 2015
1:00-2:30 p.m. Pacific Time
REL Northwest Region
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11/17/2015
Goals for This Webinar
This event will provide you with:
• Increased knowledge of the evidence on the benefits of
integrating cultural standards/culturally responsive
education into teaching and school leadership practices
• Strategies for involving educators in using culturally
responsive, standards-based teaching
• Ideas for integrating culture into the classroom
• Ways to incorporate cultural components into educator
effectiveness systems
Speakers
Debbie Ellis
REL Northwest
Dr. Roxie Hentz
Culturally
Responsive
Teacher Leader,
Milwaukee Public
Schools;
Education
Consultant,
Wisconsin DPI
Michael Lindblad
Social Studies
Teacher,
Gresham High
School;
2015 Oregon
Teacher of the
Year
Gerry Briscoe
Director,
Professional
Learning,
SERRC Alaska's
Educational
Resource Center
A Foundation
for
Professional
Development in
Milwaukee
Public Schools
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Research
Culturally responsive standards-based (CRSB)
teaching can help schools and districts—
especially those that serve students from diverse
and/or low-income families—boost student
achievement and expand opportunities for parent
and community involvement.
(Aceves & Orosco, 2014; Au, 2009, 2011; Gay, 2013; Gonzalez, Moll, &
Amanti, 2013; McIntyre & Hulan, 2013; Nieto & Bode, 2012; Saifer,
Edwards, Ellis, Ko, & Stuczynski, 2011)
CRSB Teaching Model
Culture … a Definition
• A way of life, as it relates to the socially transmitted
habits, customs, traditions, and beliefs of a particular
group of people at a particular time
• Includes the behaviors, actions, practices, attitudes,
norms, values, communication styles, language,
etiquette, spirituality, concepts of health and healing,
beliefs, and institutions of a racial, ethnic, religious,
or social group
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Culture … our Definition
All aspects of students’ lives that could
engage and motivate them to learn and do
their best work, including, but not limited to:
–Home/Family Culture
–Community Culture
–Youth Culture
–Pop Culture
Alaska Cultural Standards and
Indicators for Teacher Evaluation
Cultural Standard
A – Cultural
Connections
Culturally Responsive Educators…
Incorporate local ways of knowing and teaching in
their work.
B – Authentic Local Use the local environment and community resources
Resources
on a regular basis to link what they are teaching to the
everyday lives of the students.
C – Community
Connections
Participate in community events and activities in
appropriate and supportive ways.
D – Home
Connections
Work closely with parents to achieve a high level of
complementary educational expectations between
home and school.
E – High Unbiased
Expectations
Recognize the full educational potential of each
student and provide the challenges necessary for them
to achieve that potential.
Continuum
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Portrait of Milwaukee Public Schools
• The largest school district in Wisconsin and
one of the largest in the U.S. by enrollment
• In the 2013–14 school year, MPS served 78,502 students
in 165 schools
• MPS has a large population of students of color (85%)
• Educator population is about 85-90% white… perhaps
more!
MPS Districtwide Professional
Development
• Focus of pilot culturally responsive teaching – as well
as Common Core training support
• Pilot started with 13 schools
– Those identified as “GE” schools – because they
were funded largely by General Electric
• District hired two Culturally Responsive Teacher
Leaders (Roxie and Michelle)
Culturally Responsive,
Standards-Based Teaching
When looking for resources that could
ground the work, they found our book.
• That became the foundation for the work—almost half of
their PD program.
• Other half focused on personal growth and development
around race, culture, beliefs; they had to address race,
biases, institutional racism—all the things that had
become an influence on how a teacher and/or
administrator would respond, interact, and teach our
children.
Couldn’t teach one without the other…
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Culturally Responsive Teaching
• Culturally responsive teaching infuses family customs—as
well as community culture and expectations— throughout
the teaching and learning environment.
• Culturally responsive teaching is built on a foundation of
knowledge and understanding of your own and your
students’ family and community culture, which is critical to
the process of teaching and learning.
• Becoming culturally responsive is an ongoing process that
evolves as we learn more about ourselves, our world, and
other cultures.
Essential Elements of CRSBT
•
•
•
•
•
•
Student Centered
Transformational
Connected and Integrated
Fosters Critical Thinking
Incorporates Assessment and Reflection
Builds Relationships and Community
Process
• Trained all the teachers and administrators in the pilot
schools
• Teachers also received coaching and individual TA to
support their teaching in the classroom
– Thus, fully integrated into their work, NOT an add
on!
• Sharing their work: Regular gallery walks where teachers
displayed student work with descriptions of the
Common Core standards and essential elements used
• Roxie involved in this work in the district for 2 years
• They are still doing it today
– Roxie contracted to train 500 teachers next week
focusing on 3 of the 6 elements!
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Contact
Roxie Hentz
CEOs of Tomorrow
Web address: www.CEOsofTomorrow.com
email: [email protected]
Book:
It’s My Business:
Inspiring Students Ideas for a Better Community
My Journey Into Equity
Michael Lindblad
Social Studies Teacher,
Gresham High School;
2015 Oregon Teacher of the Year
How I Became an Educator
• Family mentors in equity
- Duke Royden (Grandfather)
• Mentors/coaches can
inspire and challenge
• Diversity matters and
everyone has value
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How I Became an Educator
• Attending Linfield
College in McMinnville
OR (‘91-’94)
• Study Abroad Program in
Tunisia & Europe
• Humbled by travel,
inspired to teach
• Exposing American
students to global
perspective
Reflection
Can You Do Better Than Most Americans
Naming U.S. States?
Start Teaching
Career at
Lakeridge HS
in 1996
Arrived at Gresham
High School in 2000
Lived in Peru for One Year (‘99)
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Teaching Equity Becomes a Reality
• Attended Lewis & Clark College
MAT in Portland, OR (1995/96)
• Inspired by literature
- Jonathan Kozol
Savage Inequalities
- Barry Lopez
A Literature of Place
• Creation of “The Place Paper”
Place Paper:
Valuing Student Culture
Each student writes
about his/her favorite
place
Students describe:
1. Their environment
2. Personal & family
traditions
3. Students share with
community
My Place – Prineville Reservoir
Listening to Student Voice
• Concerned students wanted
to help local & international
efforts
• 1st student project raised
$2,000 for El Salvador
earthquake relief
Martha (far right) featured at the
United Way in Portland, Oregon
• Martha Almendarez and her
desire to help those in need
inspired our humanitarian
project at GHS
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Student Voice Turns Into Action
Humanitarian Project Goals
• Students engage the community
• Students practice professional skills (communication,
dressing up, etc.)
• Raise awareness and money for local/international causes
Humanitarian Project Partners
100 Local Businesses & Restaurants
Red Cross
Mercy Corps
Partners in Health
Courts for Kids
The Thirst Project
Portland Rescue Mission
Many, many more…
Student Equity Conversations &
Empowerment Opportunities
• Providing a safe place for
student voice
• Discussions lead to a desire to
represent diverse cultures in
curriculum
• Empowerment groups for
students
Speaking for Equity in Education
• My future changed
- Birth of my twins
- Winning 2015 OSTOY
- Meeting President Obama
• Speaking for equity and
change in the state of
Oregon and United States
My Twin Boys
Michael and Angelo
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Alaska Cultural Standards
for Educators:
Indicators and Evidences
for Evaluating Culturally
Responsive Teaching
Presented by:
Gerry Briscoe
Director, Professional Learning
Denali-the Tall One!
Project CREATE
Our Place
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The Mission:
Pursuing High-Quality
Education for ALL Students
• Performance Standards: guide the professional
performance of teachers and administrators
• Content Standards: define what students should
know and be able to do
• Quality School Standards: specify the
requirements for school accreditation
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The Need
….examine how educator practices promote the
cultural well-being of their students.
….help students become responsible, capable, and
whole human beings.
…..connect for students that what they experience
in school and their lives out of school are in realworld contexts.
….develop culturally-healthy students and
communities.
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The Alaska Standards for Culturally
Responsive Educators will:
Complement instructional content standards
Support teachers to grow and improve their teaching skills
Help students connect academic content within their
individual world views
Honor the support and importance of community/ school
partnerships
Shift the focus from
teaching about culture
to teaching through culture
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Alaska Native Knowledge Network www.ankn.uaf.edu
https://education.alaska.gov/standards/pdf/cultural_standards.pdf
Educator Evaluation Requirements
Information Sources
•Observations
•Information from
parents, students,
etc.
•Other information
(as determined by the
district)
Understanding
Student Needs
Content Knowledge
& Instruction
Assessment
Learning
Environment
Family & Community
Professional Practice
*Two to four valid,
reliable measures of
student growth
including statewide
assessments
Results & Actions
Unsatisfacto
ry on 1 or
more
standard
Plan of
Improvement
Basic on 2 or
more
standards
District Support
OR
Plan of
Professional
Growth (optional)
Proficient or
higher on 7
standards
and basic or
higher on 1
standard.
__________
Professional
Learning Focus
for district &
teacher.
Differentiation
Cultural Standards
(district may select a
nationally recognized
framework approved by
the department)
Evaluation Components
Student Learning Standard
Performance
Rating on each
of the
eight (8)
standards.
•Unsatisfactory
•Basic
•Proficient
•Exemplary
Exceeds the
districts
performance
standards (as
determined by
the district)
________
Annual Evaluation
Alternative for the
following school
year
(as determined by
the district)
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The Journey
Project CREATE
Culturally
Responsive
Evidences for
Alaska
Teacher
Effectiveness
Elements of the Grant
1. Developing an Evaluation System for Bering Strait
School District (BSSD) that reflects the new Alaska
State requirements.
2. Align the Alaska Cultural Standards with the Alaska
Teacher Standards and the Marzano Causal Teacher
Evaluation Model.
3. Utilize cultural consultants to develop indicators for
the Cultural Standards.
4. Professional development of the Marzano Art and
Science of Teaching Framework.
5. Create a “Guide for Implementing the Cultural
Standards into District Evaluation Models.”
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Eight teacher behaviors that encompass what a teacher has to attend to,
and that span evaluation models.
New Content
Planning
Reflecting
on
Teaching
Teacher
Behavior
Professionalism
Student
Engagement
Deepening
Content
Applying
Content
Classroom
Environment
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THE DEFINITIONS
Standard: expectation of performance
Focus Statement: magnifies and clarifies the
standard
Desired Outcome: what will be the final outcome
as a result of effectively implementing the standard
Elements/Indicators: categories of strategies
Evidence: examples from both teacher and student
Reflection Questions: questions that prompt
positive dialogue to help teachers “grow”
Developing the Vetting Tools
Revised'2/6/14'
'
Cultural'Standard'A'Vetting'Document
Cultural Standard A Writing and Vetting Tool
Your Name
Date
Directions:
You as an author vetting your own work: Complete yellow spaces with narrative
text. Use the numbered questions to test the validity and reliability of the written
narrative text. In the blue boxes, you as the author should be able to say YES to each
question. If you answer no to any of the questions, rewrite the narrative until you can
mark it YES.
You as a reviewer vetting someone else’s work: If you mark NO for any of the questions,
please explain why in the notes section at the bottom of that section.
Sections will expand as you type.
Cultural
Standard
Letter
A
Standard
Text
Culturally responsive educators incorporate local
ways of knowing and teaching in their work.
Focus Statement
Focus
Statement
The culturally responsive educator uses cultural traditions, customs,
values, and practices representative of all students in the classroom
when delivering curriculum.
Desired Effect
Desired Effect
Students identify with the curriculum by making cultural
connections.
Based on the above given information, complete the rest of this document using the vetting
questions to check your work as you go.
The Learning Map Aligned
Routines
Content
DQ1: Communicating
Learning Goals and
Feedback
1. Providing Clear Learning
Goals and Scales (Rubrics)
2. Tracking Student
Progress
3. Celebrating Success
DQ2: Helping Students
Interact with New
Knowledge
6. Identifying Critical
Information
7. Organizing Students to
Interact with New Knowledge
8. Previewing New Content
9. Chunking Content into
“Digestible Bites”
10. Processing of New
Information
11. Elaborating on New
Information
12. Recording and
Representing Knowledge
13. Reflecting on Learning
DQ6: Establishing Rules
and Procedures
4. Establishing Classroom
Routines
5. Organizing the Physical
Layout of the Classroom
2
5
2
A3
6
A3
6
Marzano
Design
Questions
and
Elements
Aligned
Cultural
Elements
Aligned AK
Teacher
Standards
DOMAIN 1:
Classroom Strategies
and Behaviors
DQ3: Helping Students
Practice and Deepen New
Knowledge
14. Reviewing Content
15. Organizing Students to
Practice and Deepen
Knowledge
16. Using Homework
17. Examining Similarities and
Differences
18. Examining Errors in
Reasoning
19. Practicing Skills,
Strategies, and Processes
20. Revising Knowledge
DQ4: Helping Students
Generate and Test
Hypotheses
21. Organizing Students for
Cognitively Complex Tasks
22. Engaging Students in
Cognitively Complex Tasks
Involving Hypothesis
Generation and Testing
23. Providing Resources and
Guidance
On the Spot
A2 B2
4
B2
4
B2
B2
4
4
B2
4
A2 B2
4
B2
4
B2
4
B2
B2
4
3
B2
B2
4
4
B2 E2
4
B2
4
B2
4
B2
2
B2 E2
4
B2
4
DQ5: Engaging Students
24. Noticing When Students are
Not Engaged
25. Using Academic Games
26. Managing Response Rates
27. Using Physical Movement
28. Maintaining a Lively Pace
29. Demonstrating Intensity and
Enthusiasm
30. Using Friendly Controversy
31. Providing Opportunities for
Students to Talk about Themselves
32. Presenting Unusual or
Intriguing Information
6
A4 B2
A4 B2
A4 B2
6
3
A4 B2
6
DQ7: Recognizing Adherence to
Rules and Procedures
33. Demonstrating “Withitness”
34. Applying Consequences for
Lack of Adherence to Rules and
Procedures
35. Acknowledging Adherence to
Rules and Procedures
DQ8: Establishing and
Maintaining Effective
Relationships with Students
36. Understanding Students’
Interests and Backgrounds
37. Using Verbal and Nonverbal
Behaviors that Indicate Affection for
Students
38. Displaying Objectivity and
Control
DQ9: Communicating High
Expectations for All Students
39. Demonstrating Value and
Respect for Low Expectancy
Students
40. Asking Questions of Low
Expectancy Students
41. Probing Incorrect Answers with
Low Expectancy Students
6
6
6
6
6
6
6
6
3
A2 A4 B2 E3
3
A4 E3
6
2
E3
6
6
E3
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The Outcome
Unpacking Cultural Standard A
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Non Observable Evidences
Observable Evidences
Sample Embedded in Marzano
Causal Evaluation Model
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Final Piece
Next Steps
PASSAGES: Our Partners
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http://culturallyproficientschools.org/
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Q&A
Contact Information
Michael Lindblad
Gerry Briscoe
[email protected]
[email protected]
Gresham High School
Anchorage
1200 N Main Ave.
Gresham, OR 97030
503-674-5500
805 W. Third Ave.
Anchorage, Alaska 99501
907-349-0651
Juneau
210 Ferry Way
Juneau, Alaska 99801
907-586-6806
Thank you for joining us. For a
recording of this webinar and
associated resources, please go to
http://relnw.educationnorthwest.org.
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