Ongoing Professional Learning

What professional learning opportunities do we have to learn about and discuss cultural responsiveness (e.g., developing cultural awareness, building on students’ cultural strengths, identifying disproportionality, managing microaggressions, racial literacy, etc.)? How are we supported to implement what we learn?

What professional learning do we provide for teachers  on ways to incorporate cultural responsiveness into their curriculum and supplemental materials? What supports do we provide to teachers for managing potentially controversial materials?

What professional learning have we provided on how to analyze and disaggregate a range of data including standardized assessment data, classroom assessment data, and non-academic data? (Note: Examples of standardized assessment data include state tests, district assessments, benchmarks; Examples of classroom data include quizzes, exit tickets, portfolios, teacher made tests; Examples of non-academic data include social-emotional, attendance, behavioral.)

How is learning about, and engaging with, the community embedded into professional development in the school? Do we provide ways for staff to learn about the community (e.g. community walks, visiting community centers, attending community events)?

What opportunities are there for staff to participate in culturally responsive-related professional learning outside of the building (e.g. conferences, presentations, etc.)? In what ways do we provide staff with opportunities to share what they have learned and contribute to future staff development?

What guidance, resources (materials and time), and support is there for teachers to connect our community context into their curriculum and teaching?

What opportunities are there for staff to explore our own identities and implicit/explicit biases alongside colleagues? Do we provide the space they need to debrief what they learn and discuss its impact on their work? 

What opportunities and support are there for teachers to learn at least the basic terms of the languages represented in our school community for the purpose of increasing accessibility and comfort of families?

To what extent do we build relationships with community partners and how do we utilize those relationships? 

What opportunities are there in our school for staff to engage in learning communities (e.g. professional learning communities, book studies, discussion groups, online webinars) to support their growth as culturally responsive professionals? Do we provide staff with mentorship (e.g. modeling, teachbacks, observations) to support their individual growth?

In what ways do we work with teachers and community members to identify strong culturally responsive practices? Are these practices  based on research and data?  Do we provide time for teachers to share their culturally responsive practices with colleagues?