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Culturally Responsive Pedagogy and and Culturally Relevant Teaching

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Culturally Responsive Pedagogy and and Culturally Relevant Teaching

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Geneva Gay (2010) defined "culturally responsive teaching" as "using the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them" AND Culturally relevant pedagogy rests on three criteria or propositions:

(a) Students must experience academic success: (b) students must develop and/or maintain cultural com-

petence; and (c) students must develop a critical consciousness through which they challenge the status

quo of the current social order.

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It would be great to find places to infuse authentic qualitative points to that support or disprove results from the big CTA surveys.

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Is there a way to add a question around barriers preventing progress towards certification. Moreso, is there a place to incorporate how CTA's direct action(s) eliminated those barriers for multiple participants. This directs specifically to org goals around retention and possibly needs of underrepresented teachers and our intentional responses

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Maybe see if its possible to observe a coaching activity that is not classroom based. See how coaches foster and nuture relationships with coachees.

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Loved the inclusion of timely feedback as an indicator. The wondering I have is how does context factor into the score. For instance, a coach who has been chasing their coachee for works to complete a self select is different than a coach not doing their due diligence.

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How effectively does the professional rapport between the host teacher and the resident foster a collaborative environment that supports growth, open communication, and student learning?

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This section looks like it requires a lot of information from a lot of different people, but only one seems observable. I'm wondering what the observable practice is across all disciplines that would be quantifiable.

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To ensure equity, it may be a good idea to collaborate with partnerships to work with our schools to support our coaches in gaining access to curriculum, or, ensure that sites have funds to send coaches to trainings for the prominent box curriculum so that they can gain a deep understanding.

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If we are tracking the 'good standing' data, isn't this an indicator of the coursework's contribution to graduation? Are the 'challenges and barriers' specific to the coursework? If so, what are they?

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Does alumni data have a role in demonstrating if completer goals are appropriate (meaning, does the needs of teachers evolve after they leave the program within the next year or 2?

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Having schools align to our coursework may be difficult . Often schools differ in curriculum choices and they may not fully align what we teach in coursework .  

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Having schools align to our coursework may be difficult . Often schools differ in curriculum choices and they may not fully align what we teach in coursework .  

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Could we probe how participants are engaged in the school, local, state, or ed industry community? In capturing that, we can also capture if/how we (CTA) are able to support them/introduce them to those communities and how can participants help CTA national and other sites build our knowledge

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How has the teacher cultivated community within their classroom with their students?

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1. How are CTA teachers tapping into their wider communities to shape their instructional practices?

2. How are CTA teachers impacting their physical and wider communities? Are they able to identify the assets of their communities and use communities assets to shape the culture and climate of their classrooms and schools?

3. Do CTA alumni possess a developed critical consciousness that drive their social and community involvement and agency?

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Should all the communities be assessed in this section? How are they all observable? (all communities- CTA, school, neighborhood, teaching, etc.)

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Does the resident act/feel as though they are a part of the classroom community? 

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Does the resident act/feel as though they are a part of the classroom community? 

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Look at partnership health rubric

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Is there a place to also look at the quality of coursework in the classroom ? For example do we see positive narration , which is a strategy taught in coursework . 

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Is there a place to also look at the quality of coursework in the classroom ? For example do we see positive narration , which is a strategy taught in coursework . 

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and the support of HT in resident practice (HT Rubric)

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Don't currently have a way of measuring whether or not this happens. Perhaps utilize surveys.

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Something to consider: Administrator 'approval' (what used to be the net promoter score).

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Curriculum internalization, adaptation/ augmentation, and implementation happen across all disciplines (however, it looks different in each )