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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: Use the guiding questions below to estimate where your school or classes are overall on the progression. Be candid – all responses are reported in aggregate, and individual responses are never identified. We recommend spending about 20 minutes completing the rubric. 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
Cultural Responsiveness is practiced in most situations
Cultural Responsiveness is continuously practiced and promoted
The extent of stakeholder dedication to cultural responsiveness across the school experience
What professional learning and support do I receive on ways to incorporate cultural responsiveness into my curriculum and supplemental materials? How do these materials and support specifically account for including marginalized perspectives?
I rarely (around once per year) receive professional learning on ways to incorporate cultural responsiveness into my curriculum, pedagogy, and supplemental materials.
I sometimes (about 3-4 times per year) receive professional learning on ways to incorporate cultural responsiveness into my curriculum, pedagogy, and supplemental materials.
I receive ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into my curriculum, pedagogy, and supplemental materials.
I receive ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into my curriculum, pedagogy, and supplemental materials, with particular attention on how to manage potentially sensitive discussions.
What professional learning do I 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?
I 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.
I 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.
I 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.
I 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 I receive guidance on how to discuss the data with students and families to identify ways for improvement.
What are the different opportunities that I receive to learn about the community?
I 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.).
I receive some opportunities (about 2-3 times per year) to learn about the community.
I receive ongoing opportunities (about 3+ times per year) to learn about the community and discuss ways to enrich community connections.
I receive ongoing opportunities (about 3+ times per year) to learn about the community and discuss ways to enrich my community connections, and my school has a point person who arranges various ways for me to learn about and engage with the community.
What professional learning have I received on how to incorporate ideas about privilege, equity, and justice into my lessons? How often do I engage in discussion around these ideas and practices with my colleagues?
I receive little (around once per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons.
I receive some (about 3-4 times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons.
I receive ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons, with attention to why these topics matter.
I receive ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons, with attention to why these topics matter, and I participate in ongoing discussions in my learning teams to share ideas and practices.
School practices include all stakeholder voices
To what extent do school leaders encourage and provide me with time and support to participate in outside opportunities to deepen my understanding of cultural responsiveness? To what extent am I empowered to share what I have learned with my colleagues and contribute to future staff development?
School leaders identify and offer few opportunities (around once per year) for me to participate in culturally responsive-related professional learning outside of the building (e.g., conferences, workshops, presentations, etc.).
School leaders identify and offer some opportunities (about 2-3 times per year) for me to participate in culturally responsive-related professional learning outside of the building.
School leaders identify and offer regular opportunities (about 3+ times per year) for me to participate in culturally responsive-related professional learning outside of the building and provide time to share my learning with colleagues.
School leaders identify and offer regular opportunities (about 3+ times per year) for me to participate in culturally responsive-related professional learning outside of the building, provide time to share my learning with colleagues, and ask me to contribute to staff development ideas based on what I've learned.
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?
I rarely (around once per year) receive professional learning and support on conducting enrichment and/or remediation for students.
I sometimes (about 3-4 times per year) receive professional learning and support on conducting enrichment and/or remediation for students.
I 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.
I 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 I have that are focused on understanding my identities and biases and how they influence my practice? Do I have space to debrief what I have learned and discuss its impact on my work?
I rarely (around once per year) receive professional learning with my colleagues focused on understanding identities, biases, and microaggressions and how they might influence my interactions and practices.
I 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 my interactions and practices.
I receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence my interactions and practices.
I receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence my interactions and practices, and I adjust my behavior as needed.
To what extent do I build relationships with community stakeholders? How do I incorporate the resources of the local community into my classroom content?
I 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.).
I sometimes (about 2-3 times per year) receive and/or seek opportunities to interact with community stakeholders.
I 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.
I 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 I receive 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?
I rarely (around once per year) receive professional learning on how to build relationships with students.
I sometimes (about 3-4 times per year) receive professional learning on how to build relationships with students.
I receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, and I look for the influence of my approaches on students' social & academic progress.
I receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, look for the influence of my approaches on students' social & academic progress, and reconvene with colleagues to discuss 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 I 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 I work with school leaders and community members to identify strong culturally responsive practices? Do I receive time to share my 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.
I regularly (about 4+ times per year) collaborate with school leaders to identify and implement strong culturally responsive resources and practices.
I 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 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 identify and enact ways to improve the school climate?
I rarely (around once per year) have opportunities to grow as a culturally responsive professional.
I sometimes (about 2-3 times per year) have opportunities to grow as a culturally responsive professional.
I 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 my growth as a culturally responsive professional.
I regularly (about 3+ times per year) engage in learning communities and/or affinity groups and receive mentorship that both supports my growth as a culturally responsive professional and improves the school culture.
