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- Cultural Responsiveness in the classroom is a commitment to collective empowerment.

- Teachers must engage with all students and prepare students for a diverse Canadian and Global Society.

- Opportunities should be relevant and authentic for all students.

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- Quality instruction and teacher expertise can have more effect than challenging external circumstances for students (Callins, 2006; Willis & Harris, 2000).

- Appropriate student supports need to be buttressed with high student expectations

- Teachers should recognize informal and subversive ways curriculum defines what is valued and not valued in our schools

- Teachers should support students to make decisions to make connections between who they are, what they know, home and community experiences.

- Teachers should use a variety of resources that are connected to the schools community. Local and Global perspectives should be represented

- Curriculum should be viewed as adaptive and flexable to student lived experience.

- Teachers should strive to know and build upon students knowledge, strengths, learning styles.

- Learning should engage a broad range of learners

- Students should have differentiated opportunitites to demonstrate learning

- Individuals students individual socio-cultural consciousness should be developed in the classroom to emphasize inclusivity, informing a critical examination of social justice issues.

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- Hold high expectations for learning

- Recognize and honour strengths of students lived experiences

- Culturally Responsive Teaching Practices send a message to students and community that lived experience is important to learning in school

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- Educators need to build strong relationships with students families in order to know their students best

- Collaborative approach between school and home is most effective to promote effective teaching and learning

- Educators are able to integrate lived experiences when they have knowledge of students as individual learners

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- Educators build upon diverse lived experience of each student to make curriculum interesting and relevant

- Locally situated learning is part of daily instruction and learning

- Constructivism promotes inquiry-based learning that creates new knowledge based on curiosity of their own experiences
- Students see themselves in the curriculum so learning is relevant and accessible.

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- Equitable inclusive education is fundamental to achievement

- Underachievement with students from low socio-economic circumstances are viewd as problematic systemic barriers.

- Educators are committed agents of social change

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- According to Ladson-Billings (1994,2001,2011)  Preceptions teachers have of students abilities have impact on student achievement.

- Dei, 1997; Portelli, Vibert & Shields, 2007 identified the relationship between social identities linked with disabilities or cultural background and low socio-economic status contributing to being identified at risk.

- Educators demonstrate Cultural Responsiveness by internalizing a positive believe in student respect, academic achievement and success.

- Social identities thought of are classroom assets

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- many social norms have been established by “white middle-class norms”.

- Educators need to reflect upon and understand their own biases towards these norms and their impact on students

- Self-reflection allows recognition of ones own social identity and how they are shaped by society.

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Instructional Dimension of Culturally Responsive Pedagogy

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Instructional Dimension of Culturally Responsive Pedagogy

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- Classroom practices must be made in consideration of in-depth knowledge ofknowing students

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Personal Dimension of Culturally Responsive Pedagogy

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Personal Dimension of Culturally Responsive Pedagogy

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- Defines the mindset and practices of educators in order to support all students.

- Educators need to have a deep knowledge of how individual students learn best

- Need to be self aware in their practice

Instructional Dimension of Culturally Responsive Pedagogy

- Consideration of classroom practices informed by knowledge of learners

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Institutional Dimension of Culturally Responsive Pedagogy

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Institutional Dimension of Culturally Responsive Pedagogy

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- Administrative leadership of the school and school board policies

- Requires critical examination of formal patterns of schooling that may cause marginalization and make mindful changes.

- Accorind to Leithwood (2004) Leadership is the second most important effector on student outcomes after teaching.

- School leaders need to know the diverse nature of their school community.

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- Term Developed By Gay (2000) and Villegas and Lucas (2002)

- Students have different backgrounds, languages, family structure and social/cultural identity this means that all students learn differently in the classroom.

- A students culture must be intentionally nurtured to create the best conditions for learning.

- View cultural diversity through a lens that enhances classroom learning opportunities.

- Culturally Responsive Pedagogy has 3 dimensions; Institutional, Instructional and Personal

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- Education that promotes acceptance of all students

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- the inclusive treatment of all people

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- an expanse of human qualities within a group of individuals