Welcoming and Affirming Environment

Teachers Rubric

Team Version

Team Discussion Guide (opens in new tab)

A Welcoming and Affirming Environment reflects the physical and social climate of the school where all cultural identities (including race, ethnicity, age, gender, sexual orientation, disability, language, religion, socioeconomic background) are affirmed and valued.

Instructions: Meet with the other members of the team that your school has asked to participate in the rubric pilot (check with your school point person if you are unsure of the team members). Use the guiding questions below to estimate together where your grade level(s) fall overall on each element of the rubric. Be candid – this activity is most valuable as a formative learning experience. We recommend spending about 45 minutes on the rubric. Save your notes and ratings for future discussions.

Note: Your rubric responses are not saved until you click the Submit button at the bottom of this page. If you're not ready to submit yet, keep this page open. Closing the tab will not save your work.

Progression of Engagement

Exploring

Cultural Responsiveness (CR) is in its initial phase

Growing

CR is practiced in some situations

Utilizing

CR is practiced in most situations

Transforming

CR is continuously practiced and promoted

Commitments

The extent of school community members’ dedication to culturally responsive practices across the school experience

Commitments

School Environment

Guiding Questions:

What do we see in the common areas of our school (outside classrooms) that connect to the languages, cultures, and identities of students and the community? Do we see materials that students created and that celebrate the identities of all students? How often are these displays updated?
Exploring

Displays in the hallways and common areas of our school don’t represent the languages, cultures, and identities of students and the community.

Growing

Displays in the hallways and common areas of our school represent some of the languages, cultures, and identities of students and the community.

Utilizing

Displays in the hallways and common areas of our school feature the languages, cultures, and identities of students and the community.

Transforming

Displays in the hallways and common areas of our school celebrate the languages, cultures, and identities of students and the community and are regularly updated.

Selected Rating: None
Commitments

Classroom Environment

Guiding Questions:

What kinds of things are posted in classrooms that reflect students’ languages, cultures, and identities? Are there materials that were created by students?  What particular attention is given to traditionally marginalized students?
Exploring

There is little visible evidence in classrooms that affirms student identities, interests, and personal/academic experiences.

Growing

There is some visible evidence in classrooms that affirms student identities, interests, and personal/ academic experiences.

Utilizing

There is consistent visible evidence in classrooms that affirms student identities, interests, and personal/ academic experiences with attention to representing marginalized students.

Transforming

There is consistent co-created and visible evidence in classrooms that affirms student identities, interests, and personal/ academic experiences with attention to representing marginalized students.

Selected Rating: None

Empowerment

School practices include all school community member voices

Empowerment

Home Communications

Guiding Questions:

When communicating with families, what are some of the ways we use their languages, cultures, and identities? How are we using multiple modes (website, text messages, email, robocalls, flyers, etc.) to ensure we’re reaching all families?
Exploring

Information and communications for families pay limited attention to language, culture, identity, and accessibility.

Growing

Information and communications for families sometimes attend to language, culture, identity, and accessibility.

Utilizing

Information and communications for families attend to language, culture, identity, and accessibility and are available in multiple modes.

Transforming

Information and communications attend to language, culture, identity, and accessibility and are available in multiple modes, with particular attention to engaging traditionally marginalized groups.

Selected Rating: None
Empowerment

Language Diversity

Guiding Questions:

What is our view about students speaking the language(s) they are comfortable with in our class and school? Are there specific times, spaces, or contexts (i.e. recess, group work, talking amongst peers) where students’ preferred languages and dialects are more valued?
Exploring

We expect students to use standard academic English at all times in school.

Growing

We sometimes permit students to use the languages and dialects they are most comfortable with at school.

Utilizing

We allow students to use the languages and dialects they are most comfortable with at school.

Transforming

We strongly encourage students to use the languages and dialects they are most comfortable with at school because multiple languages are valued.

Selected Rating: None
Empowerment

Input on School & Classroom Culture

Guiding Questions:

What opportunities do we provide to students and families to give input and feedback about school and classroom culture? How do we incorporate their input and feedback to make adjustments?
Exploring

Opportunities for input and feedback about school and classroom culture from students and families are not available.

Growing

We sometimes offer opportunities for input and feedback about school and classroom culture from students and families. 

Utilizing

We regularly offer opportunities for input and feedback about school and classroom culture from students and families with efforts to include traditionally marginalized groups. 

Transforming

We regularly offer opportunities for input and feedback about school and classroom culture from families and students  with efforts to include traditionally marginalized groups and regularly  use it to inform adjustments going forward.

Selected Rating: None

Relationships

The quality of connections amongst school community members

Relationships

Relationship Building

Guiding Questions:

In what ways, do we develop relationships with students outside of academic contexts? Do we make an effort to build relationships with all of our students?
Exploring

Relationship building with students does not extend beyond academic contexts.

Growing

We sometimes take time to learn about students and their interests outside of academic contexts.

Utilizing

We frequently take time to learn about students and their interests outside of academic contexts.

Transforming

We frequently take time to learn about students and their interests outside of academic contexts with effort to engage with marginalized students.

Selected Rating: None
Relationships

Teacher-Student Dialogue on Social Issues

Guiding Questions:

When students raise sensitive social issues in class, how do we respond? How often do we make space to listen and talk to students about the issues they raise?
Exploring

When students initiate discussions on sensitive and important school and broader social issues they are discouraged because there is no space for these discussions.

Growing

When students initiate discussions on sensitive and important school and broader social issues we make some space for the discussions.

Utilizing

When students initiate discussions on sensitive and important school and broader social issues there is intentional space for the discussion.

Transforming

When students initiate discussions on sensitive and important school and broader social issues there is intentional space for the discussion and we incorporate ongoing relevant learning opportunities.

Selected Rating: None
Relationships

Empathy

Guiding Questions:

Do we feel like our leaders care about us as people, not just as workers? What do our leaders do to make us feel that they support us as people? 
Exploring

We don’t feel like our school leaders care about us beyond our job performance. 

Growing

We sometimes feel like our school leaders care about us beyond our job performance.

Utilizing

We mostly feel like our school leaders care about us beyond our job performance.

Transforming

We always feel like our school leaders care about us beyond our job performance and they support all of us equally.

Selected Rating: None
Relationships

Leader-Teacher Dialogue on Social Issues

Guiding Questions:

How do our leaders respond when we try to talk about things that are important to us, such as important school issues or broader social issues of the community or world around us? How often do they make space for us to discuss these issues?
Exploring

When we initiate discussions on sensitive and important school and broader social issues with school leaders we are discouraged.

Growing

When we initiate discussions with school leaders on sensitive and important school and broader social issues there is some space for the discussion.

Utilizing

When we initiate discussions with school leaders on sensitive and important school and broader social issues there is intentional space for the discussion.

Transforming

When we initiate discussions with school leaders on sensitive and important school and broader social issues they make space for discussion and follow up on the issues.

Selected Rating: None

Collaboration

The extent of cooperation amongst school community members

Collaboration

Classroom Organization

Guiding Questions:

In what ways do we involve students in setting up the physical organization of our classrooms? Are classrooms set up in a way that works well for all of our students?
Exploring

We arrange our classrooms as we think best.

Growing

We arrange our classrooms with some student input.

Utilizing

We arrange our classrooms with ongoing student input.

Transforming

We work together with students to arrange the classroom to fit the learning needs of all students.

Selected Rating: None
Collaboration

Classroom Rules & Expectations

Guiding Questions:

In what ways do we involve students in setting the rules, procedures, and expectations for our classrooms? How do we work together to make sure everyone takes ownership for the rules and expectations of our classrooms?
Exploring

We set the rules and expectations that students follow in our classroom(s).

Growing

We set the rules and expectations that students follow with some student input.

Utilizing

We work together with students to set the rules and expectations that students follow.

Transforming

We work together with students to set the rules and expectations and students take ownership for upholding them.

Selected Rating: None
Collaboration

School-Wide Expectations

Guiding Questions:

To what extent and in what ways are we involved in setting school-wide expectations, rules, and procedures? How do we work together to make sure everyone takes ownership for the rules and expectations of our school?
Exploring

We have no say in the school-wide expectations, rules and procedures we follow as a school.

Growing

We have some say in the school-wide expectations, rules and procedures we follow as a school.

Utilizing

We work with our school leaders to set school-wide expectations, rules and procedures we follow as a school.

Transforming

We work with our school leaders to set the school-wide expectations, rules and procedures and work together to make sure everyone feels responsible for them.

Selected Rating: None

Submitter Details

Please list all participating team member emails (separated by comma).