# data[].attributes.headline
Routines and rituals that support transitions (ZH) and transitions between activities are efficient (PP) are similar.

# data[].attributes.subject
Routines and rituals that support transitions (ZH) and transitions between activities are efficient (PP) are similar.

# data[].attributes.body
Dawn

# data[].attributes.headline
Anchor charts help students remember processes (ZH) and Student behavior is consistent with expressed expectations for a task ( ex. anchor charts) are also similar.

# data[].attributes.subject
Anchor charts help students remember processes (ZH) and Student behavior is consistent with expressed expectations for a task ( ex. anchor charts) are also similar.

# data[].attributes.body
Dawn

# data[].attributes.headline
I'd like to try incorporating more music in my classroom.

# data[].attributes.subject
I'd like to try incorporating more music in my classroom.

# data[].attributes.body
Dawn

# data[].attributes.body
One similarity I noticed is the emphasis on feedback. In Hammond’s tool they mention having regular opportunities for feedback that is timely, actionable and affirming. In our Priority Practices tool we mention having feedback that is kind, specific and helpful (including all the look fors in indicator 4F).

# data[].attributes.body
On Hammond’s tool I would really like to try more project-based learning and have more of a “spirit of inquiry” to more culturally relevant assignments in history than just what the unit requires learning about. The example from “The Culturally Responsive Teacher” of having students write a letter to a local newspaper expressing their views on a current, local topic. I would also really enjoy incorporating more music into my classroom as they suggest to transition between activities. I have used music as a background during “thinking time” but I could utilize this more for all units (I sometimes play music from the era we are currently learning about).

# data[].attributes.body
I noticed that classroom culture was a similar practice to look for on each tool. For example, positive interactions and messages, rituals/routines and procedures etc.
Another similar practice I noticed was around student centered learning. In both tools there is less focus on teacher talk and more interest in student collaboration and interaction.

# data[].attributes.body
I like the idea of "cultural modeling" to help scaffold students' understanding of the content. I have used metaphors in the past but am interested in trying the other suggestion which is incorporating character experiences from culturally oriented music lyrics and television shows.

# data[].attributes.body
I would like to use "cultural modelling" more with my students. For example, as a reading teacher, I could use song lyrics to help with fluency and reading comprehension. I'd like to use some of the songs that the students in my classroom are listening to.

# data[].attributes.body
I notice that both the Highlander Tool and Hammond's encourage a lot of collaboration. I also noticed that both tools place a heavy emphasis on building relationships with students and getting to know what their lives are like outside of school. Finally, both tools require academic rigor in the classroom and for students to be able to discuss and explain their thinking.

# data[].attributes.headline
The first thing I picked up on was the rituals and routines.  It is something I work on consistently with my secondary educators especially.  This is so important to so many aspects of our classroom and really speaks to building a safe place where EVERYONE can participate in learning. -Jen G. 

# data[].attributes.subject
The first thing I picked up on was the rituals and routines.  It is something I work on consistently with my secondary educators especially.  This is so important to so many aspects of our classroom and really speaks to building a safe place where EVERYONE can participate in learning. -Jen G. 

# data[].attributes.headline
I also found that many of the indicators in both tools really speak to students owning the work and students collaborating in the classroom.   I think they both really connect the idea of the teacher facilitating the learning by providing students with a safe and comfortable place where they can make decisions, fail forward, and take charge of their own learning.  -Jen G. 

# data[].attributes.subject
I also found that many of the indicators in both tools really speak to students owning the work and students collaborating in the classroom.   I think they both really connect the idea of the teacher facilitating the learning by providing students with a safe and comfortable place where they can make decisions, fail forward, and take charge of their own learning.  -Jen G. 

# data[].attributes.body
I used to use music to signal the first 5 minutes of class when the students transition in, complete the warm-up, read the student target, and get their materials.  They had to be ready by the end of the song.  (Middle School)  They loved coming to class to see what the song of the day was.  I mixed it up quite a bit to include many types of music and even had opera a few days.  This got them talking.
-Jen G.

# data[].attributes.body
As I was looking through both tools, I noticed that both tools first place an emphasis on establishing a classroom culture.  They both discuss establishing routines as well as establishing positive student interaction. I think it's important to establish a positive classroom culture first because without this, the students won't feel comfortable taking a risk in their learning.

# data[].attributes.body
I would like to use music as a way of rotating between my stations. Right now I just use a timer or I sometimes tell them myself when it is time to switch. If I incorporate music, it will help to establish a better classroom environment. I used to use music and for some reason I just got away from it. My students used to love when the music played and they would actually sing as they transitioned. This is something that I definitely want to go back to.

# data[].attributes.body
Both tools are heavily embedded with communication indicators -- both between students and students and teachers. To me, this shows how important relationships with our students are and that we need to find ways to connect with them so that they can connect with their education.

# data[].attributes.body
With my EA teachers, one of our big focuses is providing students voice in the classroom. I believe by empowering these students through allowing them to choose how they learn and choose how how to express what they know will let them draw on their background and strengths. This will create a classroom where everyone feels valued and that they can be at their best -- no matter where they have come from or what their starting point is.

# data[].attributes.headline
The Highlander Priority Practices Tool are standards that teachers should be working towards and Hammond's CRT Observation Guide provides examples of what the highlander Priority practices should look and sound like. Hammond provides sample pieces of evidence of those priority practices.

# data[].attributes.subject
The Highlander Priority Practices Tool are standards that teachers should be working towards and Hammond's CRT Observation Guide provides examples of what the highlander Priority practices should look and sound like. Hammond provides sample pieces of evidence of those priority practices.

# data[].attributes.body
Tonianne

# data[].attributes.body
Getting and giving feedback is a constant theme throughout both the Highlander's Priority Practices Tool and Hammond's CRT -- for instance, to know "What Conversations are Happening?" such as, are there regular opportunities to get and talk about authentic feedback (timely, corrective, actionable, affirming) which correlates to 4F Feedback process is kind, specific, and helpful, specifically towards 4F.7 Students are responsive to feedback provided by peers or teacher AND 4F.3 Teacher utilizes a protocol to provide feedback

# data[].attributes.body
We are designing a new Patriots Solution Tech Center Hub space in our high school, where faculty, staff, and students can receive tech help -- manned by upperclassmen, I would like to include "anchor charts" to help students remember certain big ideas with tech help, and include inspirational messages about grit and perseverance for all to continue to embrace technology in their classroom, whether a student or faculty member

# data[].attributes.body
I agree with Jackson. While watching the video I made the connection between what Hammond said about Common Cultural Learning Tools and educators incorporate them in the way they structure their content and their delivery, students will naturally respond. I think that by doing this and then letting students choose how to demonstrate what they have learned will lead to a classroom where all students feel valued and recognized.

# data[].attributes.body
I think incorporating music is important. This year I tried to have classes create a You Tube playlist of songs that speak to them and have a discussion as to why they chose the songs they did. I piloted this with 2 of my classes and I would like to expand next year so that when students are working I can play the playlist and/or students can access the playlist on their Chromebooks and listen on head phones while they work.

# data[].attributes.body
ammond’s Observation Tool notes ‘students’ ability to talk about the importance of what they’re working on and its connection to what they already know’ is well aligned with Highlander’s Identity, Interest, Agency Domain, specifically ‘teacher creating connections between the subject matter and student’s identity’ as well as ‘teacher encouraging student ownership of learning.’ Both tools emphasize a “language of trust grounded in relationships.” Highlander articulated this in their Classroom Culture Domain stated ‘interactions between students are positive and productive’ as well as ‘interactions between students and teachers are positive and productive.” Hammond’s tool emphasizes ‘trust building language and interactions.’

# data[].attributes.body
The priority practice of  ‘students have the opportunity to provide input and feedback on learning experiences’ supports the establishment of a CR classroom that meets the needs of all students. Ideally, students are shaping their learning environment with their input and feedback.

# data[].attributes.body
Both tools foster positive interactions between students and teachers and a growth mindset classroom culture. A 'look for' in Hammond's tool "Are there positive messages about making mistakes and turning errors into information?" is very similar to HI's that states "Teacher fosters an environment where failure is embraced as part of the learning process."

# data[].attributes.body
I would like to incorporate music into the classroom environment. I like how Jen G used music in the first 5 minutes of class to help with the transition from class to class and get students ready. Great tool to use to set rituals and routines at the beginning of the year.

# data[].attributes.body
In looking over both Walkthrough tools, I immediately noticed similar practices with classroom culture. There is a major emphasis on ritual & routines, building relationships, and collaboration. I also noticed similar practices with providing autonomy to students in the classroom, really encouraging them to own their learning.

# data[].attributes.body
There were several practices I'd like to work on and/or incorporate more into my classroom. The first one that stuck out to me was incorporating music. When I'm personally doing work, I always have music on in the background as it helps me focus. Students are constantly asking to listen to music so I'd like to find more ways to include this in the classroom such as Jen G's way of beginning class. This would also help in building culture which would be great! Another practice that stuck with me is "spirit of inquiry". I really enjoy starting a unit with inquiry based tasks to get students engaged and making connection with a new topic. This year, I have also tried to include more project based learning.  Each time, students have really loved it. I'm looking forward to reflecting and tweaking projects I have made for next year as well as diving into some new activities.

# data[].attributes.body
I would like to work on hanging up more inspirational messages about grit and perseverance along with hanging up more positive messages about making mistakes and  turning errors into information. As a math teacher the anchor charts in my room are more focused on processes for students to remember algorithms and rituals/routines. Next year I would like to have more positive messages in order to inspire students to refocus to a positive mindset when facing difficult tasks or for when they are having a tough day .

# data[].attributes.body
The classroom culture and identity, interest , agency domains align to many of the components of Hammond's CRT observation guide. Particularly- working in communal ways, trust building language and interactions, and regular opportunities to get feedback

# data[].attributes.body
I'd like to work with early adopters on recognizing the "humming of student voices and balancing the ratio of teacher talk and authentic student talk.

# data[].attributes.body
The Highlander Walkthrough Tool incorporates similar practices from Hammond’s observation tool. For example, in  Hammond’s Walkthrough Tool she suggests that you should see when walking through a classroom“students working in authentically communal ways to get started in a lesson or do thinking together?” The Highlander Tool wants to see “tasks supported by clear instructions (1A)” and “students are collaborating(1H)”.

Hammond’s walkthrough tool suggests that she wants to hear in the environment  “students talking about what they are working on, why it’s important and how it connects to what they already know?” I feel on the Highlander  walkthrough tool (1E) “interactions between students are positive and productive” and (2F)  “  the teacher creates connections between the subject matter and student identity.” are similar to Hammond’s tool.

Hammond’s tools states that classrooms provide opportunities for conversations where “regular opportunities to get and talk about authentic feedback (timely, corrective, actionable, affirming)”

The Highlander Walkthrough Tool looks for “ feedback that is kind,specific,and helpful.(4F)”

# data[].attributes.body
Hammonds tool and the Highlander have some similarities, particularly when it comes  routines and student interactions. 1C and 1D in the highlander tool focus on transitions between activities. In the Hammond guide there is a bullet dedicated to this topic. When in comes to student interactions in the Highlander tool, IE and how the interact with each other. In Hammond's Guide, student interaction is measured by the "Humming" of student voices.

# data[].attributes.body
I would to add "Trust messages" to students list of rules and expectations. Open it up to all students to brainstorm messages that create a "trusting environment"

# data[].attributes.body
I notice a direct link between the Highlander Priority Practices Tool and Zaretta Hammond's "see" section. Hammond states we should notice " “anchor charts” to
help students remember
processes" and indicator 1A on the WalkThrough Tool contains a "look-for" of clear instructions posted. In addition, a "look-for" in 1D expects "visuals in the classroom that support systems in place". Hammond's "rituals and routines" can also be compared to the look-fors in Classroom Culture indicator 1C: Efficient Transitions between activities. Portions of Hammond's "hear" section, specifically "the humming of student voices" and "ample student discussion around the lesson" ties nicely to the look fors Classroom Culture indicator 1E: Interactions Between Students Are Positive and Productive. 2A and 2F of Identity, Interest and Agency can be compared to Hammond's third column where she lists "cultural modeling" to help scaffold student understanding. Lastly, feedback, both student to student and student to teacher are stressed in both tools.

# data[].attributes.body
I have had no training or exposure to CRT as part of my regular school PD in within the last 10 years of practice outside attending conferences, the most recently being BPLC and our exposure to CRT at our last F2F. I would like to try everything. I believe this is an area of my practice that needs fostering. I want to try the 3 Tips to Make Any Lesson More Culturally Responsive. Upon reading, this, I thought these three tips might be a great place for me to start - I have especially been thinking about how to storify my classroom. But honestly, I would really like to gamify and socialize it as well! I am excited to read more and learn more.

# data[].attributes.body
Both tools share similar practices especially when you focus on the Classroom Culture & Identity, Interest, Agency sections of the Highlander tool. Both tools share the systems and structure such as the rituals and routines that are on Hammond's guide. They also expect an environment where students communicate in meaningful ways and are safe to take risks. Also the range of diverse experiences is welcomed in both walkthrough tools.

# data[].attributes.body
I'd be interested in incorporating more music into my practice. I'm in charge of managing the rotations in an office suite setting among several different service providers. It may ease transitions and if we utilized music to alert everyone to the switch without sending kids to knock on all the service provider's doors.

# data[].attributes.body
I agree with Val.  It is critical for students to feel invested in their learning.  If they have the opportunity to go beyond what is expected and the freedom to stretch their imagination, understanding and capabilities- they will reach beyond their 'prescribed' potential. This year, I have witnessed my students develop new project ideas and comfortably share them with their classmates.  Not only have the other students  tried out these new ideas, but they also applauded and were positively amazed when learning a new innovative way to share a book project.  Our classroom weekly book projects have taken on a completely new direction.  This is nothing I could have foreseen or planned.  Student-led learning/shared reflection (voice and choice) is powerful.

# data[].attributes.body
I personally struggle with Anchor Charts. I have terrible handwriting and I get easily distracted by a lot of words on my walls. This year, I have tried to create more 'hands-on' anchor charts- so the students have access to the information in front of them instead of on the wall. I would love to learn what others are doing and see if there are other visible suggestions for 'anchor' charts or important visible information for students.

# data[].attributes.body
Both tools demonstrate that culturally responsive and trauma sensitive classrooms are the key for student learning. The focus begins with classroom climate and culture that then leads to student voice and agency. These compiled together ensure that students social, emotional and academic needs are being met through the neuro pathways that build those connections to school.

# data[].attributes.body
I currently use music during station rotation as students transition.  I use "I know I can" by Nas.  It's a rap song that is catchy and positive.  I also like to music videos to teach science and math concepts.  The students really enjoy it.  Although I am incorporating music I don't believe it's enough.  I would like to try storify some of math lessons. It would also be great to have a peer use Hammond's CRT Observation guide during instruction so that I can get honest feedback from someone else's perspective.