Ongoing Professional Learning

What professional learning have I received from the school or district that is focused on improving my 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 and support have I received on ways to incorporate cultural responsiveness into my curriculum and supplemental materials? How do I account for traditionally marginalized perspectives? What supports do I receive on how to manage potentially controversial materials?

What professional learning have I received 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 my leaders provide me with ways to learn about the community (e.g. community walks, visiting community centers, attending community events)?

What professional learning have I received on how to incorporate ideas about privilege, equity and justice into my  lessons? Do I have opportunities to engage in discussion around these ideas and practices with my colleagues?

To what extent do my leaders encourage and provide me with time and support to identify and participate in outside opportunities (e.g. conferences, presentations, etc.) to deepen my understanding of CRS? What is the expectation for me to share what I have learned with my colleagues? 

To what extent do I receive ongoing training and support on how to utilize the resources of the community and the broader world and incorporate them into my classroom content? How often do I get to discuss my approaches with colleagues?

To what extent do I receive ongoing training and support for conducting enrichment and/or remediation for students? Is the training I receive inclusive of students with a variety of learning needs?

What professional learning opportunities do I have with my colleagues dedicated to understanding our identities and biases and how they influence our practices? Do I have space to debrief what I have learned and  discuss its impact on my work?

What opportunities and support do I receive to learn at least the basic terms of the languages represented in my school community for the purpose of increasing accessibility and comfort of students and families? 

What professional learning opportunities do I have with my colleagues on how to build relationships with students? Do I have ongoing opportunities to discuss how my approaches are improving my relationships with students and their learning?

What opportunities do I have to engage in learning communities or affinity groups that support my growth as a culturally responsive professional? In what ways do these communities or groups help me to identify and enact ways to improve the school climate? Am I provided with mentorship (e.g. modeling, teachbacks, observations) to support my growth?