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We can develop a personal framework for CSP to helps us shape and inform our work by consistent reflection on our own biases and reflecting on our daily practice to ensure that we are putting CSP pedagogies in the forefront our daily habits.

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The tale of two teachers gives you examples of a teacher with culturally sustaining pedagogies that you want your classroom to look, sound, and feel like. While the other teacher doesn't have these culturally sustaining pedagogies in their classroom that your looking for in your classroom.

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The tale of the teachers illustrates how a teacher’s worldview and choices influence students’ sense of belonging. It reinforces the importance of culturally sustaining practices seeing students as whole people with culture, family, and history. The story adds depth to my understanding by showing that honoring Indigenous worldviews and relationships in the classroom builds trust, curiosity, and authentic learning.

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Developing a personal framework begins with reflection examining our biases, values, and teaching practices. It includes committing to ongoing learning, integrating students’ cultures into lessons, and ensuring our methods sustain rather than erase cultural identities. Our framework should be flexible, rooted in empathy, and shaped by relationships with students and their communities.

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After my observation, I had to do a quick self check of which teacher I am. I feel that the invitation is always there for students to share their knowledge and experiences. I just want to know if they feel comfortable sharing. I feel like small talking circles would help open and create a more comfortable space.

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We create these spaces by valuing Indigenous voices and community knowledge as part of the curriculum. This means inviting elders, using storytelling, and connecting lessons to the land and local contexts. It also means shifting from teacher-centered to community-centered learning where students’ cultural identities are seen as strengths that guide classroom experiences.

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An Indigenous worldview centers on relationships between people, the land, and all living things. It values balance, respect, and interconnectedness. STEM worldviews often focus on objectivity, control, and separation of humans from nature. Indigenous perspectives see knowledge as lived, shared, and spiritual, reminding us that learning is about responsibility and connection, not just discovery.

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We can create a Personal Framework for culturally sustaining pedagogies by looking at ourselves while also making connections with the community, families, and students that are in our schools and communities.

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Christell- The teacher examples showed how the teachers provided student engagement to the topic and related to the students. The purpose is to try to encourage student-centered and meaningful lesson to students.

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Document reflection and growth by using journals, peer observations, or student input for understanding.

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We can develop a personal framework for CSP that shape and inform our work by learning more about the community. Even though I have lived in my town for 4 years, I still feel like I have more to learn. I like to connect with families, elders and other teachers. I would like for students to use their cultural strengths as assets.

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The 2nd teacher clearly embodies a teacher that creates a culturally sustaining pedagogy in the classroom. There was student-engagement, asking them questions and making them raise hands, etc. It was also good to involve their personal experiences, particularly looking at stories they heard at home. This is a good reminder for me to also make sure that my students are engaged and make them feel that they are part of the learning process.

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The tale of the two teachers adds new layers to my thinking about the essential questions. It reminds me that we should invite students to bring their cultural heritage and family traditions into the classroom. The second teacher does this by helping her students see that their identities and community experiences are valuable sources of knowledge, unlike the first teacher who focuses mainly on Western knowledge and teacher-centered.

I actually had a similar experience last week when I asked my students to make a Hogan door to show an example of balanced and unbalanced forces. They were culturally connected to the activity and shared stories like, “Our Hogan only uses blankets, so I’ll do that,” or “Our Hogan door is traditional.”

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The tale of two teachers adds background knowledge and lens into the students. We are able to use these case studies to view how we need to improve as educators.

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I really like that statement that students don't need to check who they are at the door . . . One of the reasons I wanted to take this class was to remind myself of who I am and where I come from . . . that our values and ways of life is important and we can use that with our students . . . Its not just about data but about the way we welcome them into our classes and than into the lessons we want them to learn . . . I still hope to learn a way to bridge that together

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The Tale of Two Teachers solidified the idea that incorporating practices of cultural sustaining pedagogies can be simple. It does not cost us any money and it does not need to be extravagant. It is more of a habit that needs to embedded into our teaching. An example can be how am I asking questions and what kind of discussion questions am I asking in class?

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I think the tale of two teachers helps us think about ways teacher can position family and community knowledge, or individual students' experiences, as important and valid sources of knowledge and scholarship content. So often, school knowledge is in a hierarchy above family or community knowledge. Sharing examples of community knowledge as real sources of content helps to change that perceived hierarchy.

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We can create a personal framework by being connected with the community, families and students we serve. We also can be inviting of our classrooms to provide inclusive resources.

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I am reflecting at how I am practicing 'inviting my students to share their fund of knowledge' in the classroom. It always makes me feel excited how every reading and discussions in this class gives me something to bring in my classroom. The tale of two teachers is a great model of reflection for me on how I can still improve myself.

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I think it does a good job of exemplifying (and...counter-exemplifying?) ways in which we can create spaces that invite and honor our students' worldviews. I know for me, I LOVE examples, and Wren's story felt tangible and real. We've all seen both of those classrooms. It also shows ways in which we can address culture that isn't limited to a single culture - it's things that many people can share the experiences of.

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We create them by being open to learning and inviting to the diversity of science.

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It added additional layers by helping me understand that the ways we design our classrooms can help us invite student voice to the classroom.

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When I think about my personal framework for CSP, this tale reminds me that I want to be sure my students don't feel like they need to check who they are at the door.

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The relationality that we have with nature, and how we see them as a relative to us.

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I like to share the space with students. Instead of me being the teacher/leader, the roles switch and I am learning from the students.

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We can build our framework by reflecting on who we are, learning from our students’ communities, and including their culture in what we teach. For me, as a Filipino teacher, it means valuing Navajo perspectives and connecting science to their way of life.

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We can honor Indigenous worldviews by listening to community voices, inviting local knowledge into lessons, and connecting learning to students’ culture and daily life. Respect, collaboration, and openness make students feel their culture belongs in school.

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An Indigenous worldview sees everything as connected; people, nature, and the environment work together in balance. STEM often looks at things separately through experiments and data, while Indigenous knowledge focuses on relationships, harmony, and respect for all living things.

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For me to develop a personal framework for CSP is to get my colleagues involved by teaching and refresh the old teachings and reasoning behind the concept. Then, I can build an understanding of how it can be applied and integrated in the curriculum and inspire student engagement. I know I can do it alone and if others are involved and see the impact than students will receive CSP in other classrooms.

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We create and invite both worldviews by modeling respect and importance to our future. As teachers we show that both models are similar in different ways as the scientific method is similar to the Navajo thinking process. Yet, we challenge our students to think further by using technology to improve and apply to our communities.

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Terri Lynn - A Personal Framework for Culturally Sustaining Pedagogies guides teaching through identity, community, and reflection, ensuring we honor and sustain students’ languages, cultures, and ways of knowing in daily practice.

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Terri Lynn - Allowing their individual voice in classroom environment. Incorporating family and cultural ties with being welcoming and showing genuine curiosity\need for learning.

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Terri Lynn - Indigenous worldviews care about the person and land-based relationship. Westernized worldviews care about the technical parts of separating yourself from the land or subjects. Often, disconnecting the relationship or emotion based learning in STEM fields.

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We can develop personal framework for culturally sustaining pedagogies by being in opening yourself with connections and building relationships with the Indigenous People. I am very blessed to be working with a school where students are Native Americans as well as our admin and staff. Everyday is an immersion for me.

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We can begin developing a personal framework for Culturally Sustaining Pedagogies by first reflecting on our own cultural identities, biases, and teaching practices. From there, we could start learning more about the cultural backgrounds of our students and their communities. This understanding would help us value their perspectives and incorporate them more meaningfully into our classrooms.

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Emphasizing on the safe space we are providing with our students in our classroom as we continue to engage ourselves in conversations from people with other views.

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To create spaces that invite and honor those worldviews into teaching and learning is creating an avenue where students can share comfortably about their culture, their stories and experiences like in a circle time. My students just felt very comfortable about each other and sharing comes very natural and spontaneous.

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Indigenous worldview is a way of understanding life. It is rooted in the experiences, histories, and relationships within Indigenous peoples. It is connected through land and the communities they come from.

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We can develop a personal framework by constantly connecting with the people we work with to know more about their culture. Professional development opportunities can also be a good venue to deepen these knowledge so we can efficiently and effectively apply these in our classroom instructions.

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Indigenous worldview focus on their deep connection with their land and community, their, connection of life to the world. While the other worldview example the Western worldview is separate from nature.

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It starts with trust, respect, and giving students a voice in how they learn. Storytelling and family knowledge are valid ways of learning. For example, I use place-based learning and connect it to science. I use it to guide our instruction by reflecting on it after a lesson. I also use trauma-informed practices from Dr. Decoteau's work to make sure students feel safe and supported in the classroom, while using their experiences to guide our learning.

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Find ways to incorporate or connect lessons and teaching through small group discussions, journaling, projects about your own or the students experiences.

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We can create spaces that invite Indigenous worldviews into the classroom by bringing community voices into our classrooms to share knowledge on their relationships to the Earth.

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Build a classroom culture of mutual learning. Letting students know that we here to learn from one another and everyone has something to contribute.

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For me, it starts with reflecting on three things: relationship, respect, and relevance. I keep it flexible and learn from my students, while focusing on school expectations and state standards. I also view teaching as a lifelong endeavor, deeply connected to the land and community. When we've made those connections and distinctions, we're able to teach in a culturally sustaining way by honoring our students' backgrounds and experiences, and then using them in our classrooms.

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Setting the example for students. We can model this for students by introducing students to our culture and how we are prideful of the diverse background we come from. Also modeling to students that when they share small things in class that we are genuinely interested in their knowledge.

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The biggest thing, at least for older students, is judgement. They're terrified of being judged. They're inundated with information from online and I truly believe that is one of their #1 fears. So, constantly and consistently modeling that lack of judgement is huge.

Otherwise, positive reinforcement - positive feedback and responses when things get shared. Modeling sharing your own funds of knowledge. Being equitable in who is able to share and applying/relating that knowledge to your content.

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An Indigenous Worldview is tied to relationships created with the Earth, which is very different from worldviews used in STEM that don't view the Earth as something you can have a relationship with.

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Indigenous worldview always go back to the connection of one's culture and practices. It boils down to family, practices and traditions. Other worldview is dictated by the standards of majority or what is popular set by people who might be influential in various ways.

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Indigenous worldview is a way of understanding life and how it is rooted in the experiences, histories, and relationships of Indigenous peoples from the land and communities they come from.

T. Posey

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Indigenous worldview is relating lessons and teaching to your identity and culture or the local native culture or to Mother Nature.

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An Indigenous Worldview is relationship focused, such as the relationship with the earth, and relationship with relatives. This is very different of other worldviews because in STEM it is very scientific and concrete.

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Invite all students to share knowledge about their culture instead of singling out students who might have a wealth of cultural knowledge. Give students options as to how they want to share their knowledge as well.

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I think of Linda. How knowledge is tied to the lands and ecosystems. How she learned it from stories and observations rather than a textbook.

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Kaelyn: An Indigenous worldview is about relationships and the responsibility to the land among all living things. Everything is connected, and knowledge comes from observations, storytelling, and experiences passed down from family members. Western views focus on data, control, and objectivity.

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STEM worldviews feel very euro/wester-centric and rigid. Often very generalized. Indigenous worldview is more practical and relevant to every day life, and guided by experiences of many in the community.

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We create spaces by allowing other cultural stories relevant to our teaching to be a part of our teaching . . . Asking students how do you relate to this? What do you do in your family?