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Facilitating a Group Discussion Guide (opens in new tab)
Ongoing Professional Learning creates continual opportunities for school community members to develop and sharpen a critically conscious lens toward instruction, curriculum, assessment, history, culture, and institutions.
Instructions: Meet with the participating group of teachers. Use the guiding questions to discuss the item and estimate together where your school or classes are overall on the progression. Be candid – this activity is most valuable as a formative learning experience. If you cannot come to agreement, add comments and go to the next item. We recommend spending about 45 minutes discussing and completing the rubric. If needed, use the CRS Facilitation Guide for Adult Group Rubrics. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page.
Cultural Responsiveness (CR) is in its initial phase
CR is practiced in some situations
CR is practiced in most situations
CR is continuously practiced and promoted
The extent of stakeholder dedication to cultural responsiveness across the school experience
What professional learning and support do we receive on ways to incorporate cultural responsiveness into our curriculum and supplemental materials? How do these materials and support specifically account for including marginalized perspectives?
We rarely (around once per year) receive professional learning on ways to incorporate cultural responsiveness into our curriculum, pedagogy, and supplemental materials.
We sometimes (about 3-4 times per year) receive professional learning on ways to incorporate cultural responsiveness into our curriculum, pedagogy, and supplemental materials.
We receive ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into our curriculum, pedagogy, and supplemental materials.
We receive ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into our curriculum, pedagogy, and supplemental materials, with particular attention on how to manage potentially sensitive discussions.
What professional learning do we receive on how to analyze a range of academic (e.g., state tests, district assessments, benchmarks, quizzes, exit tickets, portfolios, and teacher-made tests, etc.) and non-academic data (e.g., attendance, discipline, social-emotional information, etc.)? How much attention is paid to data analysis based on student subgroups (e.g., race, gender, disability status, English language learners, etc.) to account for marginalized students?
We rarely (around once per year) receive professional learning on how to analyze a range of data (including academic and non-academic data) to better understand students and improve their educational experiences.
We receive some (about 3-4 times per year) professional learning on how to analyze a range of data to better understand students and improve their educational experiences.
We receive ongoing (about 4+ times per year) professional learning on how to analyze a range of data to better understand students and improve their educational experiences with attention to subgroups to respond to the range of learners.
We receive ongoing (about 4+ times per year) professional learning on how to analyze a range of data to better understand students, with attention to subgroups, and we get guidance on how to discuss the data with students and families to identify ways for improvement.
What are the different opportunities that we receive to learn about the community?
We receive few opportunities (around once per year) to learn about the community (e.g., going on community walks, visiting community centers, attending community events, etc.).
We receive some opportunities (about 2-3 times per year) to learn about the community.
We receive ongoing opportunities (about 3+ times per year) to learn about the community and discuss ways to enrich our community connections.
We receive ongoing opportunities (about 3+ times per year) to learn about the community and discuss ways to enrich our community connections, and the school has a point person who arranges various ways for us to learn about and engage with the community.
What professional learning have we received on how to incorporate ideas about privilege, equity, and justice into our lessons? How often do we engage in discussion around these ideas and practices with our colleagues?
We receive little (around once per year) professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons.
We receive some (about 3-4 times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons.
We receive ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons, with attention to why these topics matter.
We receive ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons, with attention to why these topics matter, and we participate in ongoing discussions in our learning teams to share ideas and practices.
School practices include all stakeholder voices
To what extent do our leaders encourage and provide us with time and support to participate in outside opportunities to deepen our understanding of cultural responsiveness? To what extent are we empowered to share what we have learned with our colleagues and contribute to future staff development?
Leaders identify and offer few opportunities (around once per year) for us to participate in culturally responsive-related professional learning outside of the building (e.g., conferences, workshops, presentations, etc.).
Leaders identify and offer some opportunities (about 2-3 times per year) for us to participate in culturally responsive-related professional learning outside of the building.
Leaders identify and offer regular opportunities (about 3+ times per year) for us to participate in culturally responsive-related professional learning outside of the building and provide time for us to share our learning with colleagues.
Leaders identify and offer regular opportunities (about 3+ times per year) for us to participate in culturally responsive-related professional learning outside of the building, provide time for us to share our learning with colleagues, and ask us to contribute to staff development ideas based on what we learned.
To what extent do we receive ongoing training and support for conducting enrichment and/or remediation for students? Is the training we receive inclusive of students with a variety of learning needs?
We rarely (around once per year) receive professional learning and support on conducting enrichment and/or remediation for students.
We sometimes (about 3-4 times per year) receive professional learning and support on conducting enrichment and/or remediation for students.
We receive ongoing (about 4+ times per year) professional learning and support on conducting enrichment and/or remediation for students that addresses the needs of all levels of learners.
We receive ongoing (about 4+ times per year) professional learning and support on conducting enrichment and/or remediation for students that addresses the needs of all levels of learners, especially students in marginalized groups.
The quality of connections amongst stakeholders
What professional learning opportunities do we have that are focused on understanding our identities and biases and how they influence our practice? Do we have space to debrief what I have learned and discuss its impact on my work?
We rarely (around once per year) receive professional learning with my colleagues focused on understanding identities, biases, and microaggressions and how they might influence our interactions and practices.
We sometimes (about 3-4 times per year) receive professional learning with my colleagues focused on understanding identities, biases, and microaggressions and how they might influence our interactions and practices.
We receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence our interactions and practices.
We receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence our interactions and practices, and we adjust my behavior as needed.
To what extent do we build relationships with community stakeholders? How do we incorporate the resources of the local community into my classroom content?
We rarely (around once per year) receive and/or seek opportunities to interact with community stakeholders (e.g., youth group leaders, organization leaders, local government, local businesses, etc.).
We sometimes (about 2-3 times per year) receive and/or seek opportunities to interact with community stakeholders.
We receive and/or seek ongoing (about 3+ times per year) opportunities to build meaningful relationships with community stakeholders and incorporate the resources of the local community into the curriculum.
We receive and/or seek ongoing (about 3+ times per year) opportunities to build meaningful relationships with community stakeholders and incorporate the resources of the local community into the curriculum in a way that mutually strengthens the relationship between the school and community.
What professional learning opportunities do we receive on how to build relationships with students? Do we have ongoing opportunities to discuss how our approaches are improving our relationships with students and their learning?
We rarely (around once per year) receive professional learning on how to build relationships with students.
We sometimes (about 3-4 times per year) receive professional learning on how to build relationships with students.
We receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, and we look for the influence of our approaches on students' social & academic progress.
We receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, look for the influence of our approaches on students' social & academic progress, and reconvene with colleagues to discuss our approaches.
Is there guidance from school leaders on how to discuss broad, important, and/or sensitive social issues with my students? When students raise concerns about social issues, do we feel supported by my school leaders on how to navigate these conversations?
Leaders rarely provide guidance on having discussions with students on important and/or sensitive school or broader social issues (e.g., current events and political issues at the school, local, and global levels).
Leaders sometimes provide guidance for discussion with students on important and/or sensitive school or broader social issues.
Leaders regularly provide an intentional meeting space and guidance for how to respond when students raise important and/or sensitive school or broader social issues, and provide an intentional space to process the issues and responses with colleagues.
Leaders regularly provide intentional meeting space and guidance for how to respond when students raise important and/or sensitive school or broader social issues, provide an intentional space to process the issues and responses with colleagues, and follow up with us.
The extent of cooperation between and amongst stakeholders
In what ways do we work with school leaders and community members to identify strong culturally responsive practices? Do we receive time to share our culturally responsive practices with colleagues?
School leaders rarely (around once per year) recommend culturally responsive resources (e.g., books, articles, websites, videos, assignments, etc.) and practices (e.g., instructional and classroom management strategies, relationship-building techniques, etc.).
School leaders sometimes (about 3-4 times per year) recommend culturally responsive resources and practices.
We regularly (about 4+ times per year) collaborate with school leaders to identify and implement strong culturally responsive resources and practices.
We regularly (about 4+ times per year) collaborate with school leaders and community members to identify and implement strong culturally responsive resources and practices based on data and research.
What opportunities do we have to engage in learning communities or affinity groups that support our growth as culturally responsive professionals? In what ways do these communities or groups help us identify and enact ways to improve the school climate?
We rarely (around once per year) engage in learning communities and/or affinity groups that support our growth as culturally responsive professionals.
We sometimes (about 2-3 times per year) engage in learning communities and/or affinity groups that support our growth as culturally responsive professionals.
We regularly (about 3+ times per year) engage in learning communities and/or affinity groups and receive mentorship (e.g., modeling, teachbacks, observations, etc.) that supports our growth as culturally responsive professionals.
We regularly (about 3+ times per year) engage in learning communities and/or affinity groups and receive mentorship that both supports our growth as culturally responsive professionals and improves the school culture.
