Recognizes the positionally of the instructor and acknowledges power dynamics in the classroom and with families.

Fosters interpersonal dialogue, relationships of trust, and a sense of community among students and adults.

Uses instructional strategies connected to different ways of learning and students' interests and backgrounds

Promotes student development of skills to become social critics and decision-makers.

Uses intersectional knowledge of the students to make learning more appropriate and effective.

Communicates high expectations and provides appropriate contextualized support to reach these.

Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth

Creates curricular content that invites students to explore complex identities and discusses histories critically through analysis of power, opportunity, denial, and privilege.

Uses instructional strategies connected to different ways of learning and students' interests and backgrounds.

Promotes cultural identity and heritage through affirmation of student language acquisition experiences.

Challenges and modifies the 'core curriculum' by recognizing the legitimacy of cultural heritages of multiple racial, ethnic, class, religious, ability and gender groups as worthy content to be taught in the formal curriculum.

Actively engages in critical self-work identity and address aspects of privilege and marginalization in one's own multiple social identities.