Ongoing Professional Learning

What professional learning opportunities do I 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 am I supported to implement what I learn?

What professional learning does the school provide for teachers on ways to incorporate cultural responsiveness into their curriculum and supplemental materials? What supports are provided to teachers for managing potentially controversial materials?

What professional learning does the school provide 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 I 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 I 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 me to explore my own identities and implicit/explicit biases alongside my colleagues? Do I have the space I need to debrief what I learn and discuss its impact on my 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? Do I encourage teachers to use those terms to strengthen relationships with students and families?

To what extent do I build relationships with community stakeholders and how do I 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? Does my school provide staff with mentorship (e.g. modeling, teachbacks, observations) to support their individual growth?

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