Welcoming and Affirming Environment

Teachers Rubric

Individual Version

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: Use the guiding questions below to estimate where (begin italics) you (end italics) think 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 25 minutes on the rubric. Save your notes and ratings for future discussions.

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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 I see in the common areas of my school (outside classrooms) that connects to the languages, cultures, and identities of students and the community? Do I 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 my school don’t represent the languages, cultures, and identities of students and the community.

Growing

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

Utilizing

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

Transforming

Displays in the hallways and common areas of my 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 my classroom that reflect my students’ languages, cultures, and identities? Are there materials that were created by my students?  What particular attention is given to traditionally marginalized students?
Exploring

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

Growing

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

Utilizing

There is consistent visible evidence in my classroom 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 my classroom 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 I use their languages, cultures, and identities? How am I using multiple modes (website, text messages, email, robocalls, flyers, etc.) to ensure I’m 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 my view about students speaking the language(s) they are comfortable with in my class and at 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

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

Growing

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

Utilizing

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

Transforming

I 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 I provide to students and families to give input and feedback about school and classroom culture? How do I 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

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

Utilizing

I regularly offer opportunities for input and feedback about school and classroom culture from students and families and I make an effort  to include traditionally marginalized groups. 

Transforming

I 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 I develop relationships with my students outside of academic contexts? Do I make an effort to build relationships with all of my students?
Exploring

Relationship building with students does not extend beyond academic contexts.

Growing

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

Utilizing

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

Transforming

I 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 I respond? How often do I make space to listen and talk to my 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 I 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 I incorporate ongoing relevant learning opportunities.

Selected Rating: None
Relationships

Empathy

Guiding Questions:

Do I feel like my leaders care about me as a person, not just as a worker? What do my leaders do to make me feel that they support me as a person? 
Exploring

I don’t feel like my school leaders care about me beyond my job performance.

Growing

I sometimes feel like my school leaders care about me beyond my job performance.

Utilizing

I mostly feel like my school leaders care about me beyond my job performance.

Transforming

I always feel like my school leaders care about me beyond my job performance, and they support all teachers equally. 

Selected Rating: None
Relationships

Leader-Teacher Dialogue on Social Issues

Guiding Questions:

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

When I initiate discussions on sensitive and important school and broader social issues with school leaders I am discouraged.

Growing

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

Utilizing

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

Transforming

When I 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 I involve students in setting up the physical organization of my classroom? Is my classroom set up in a way that works well for all of my students?
Exploring

I arrange my classroom as I think best.

Growing

I arrange my classroom with some student input.

Utilizing

I arrange my classroom with ongoing student input.

Transforming

I work together with my 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 I involve students in setting the rules, procedures, and expectations for my classroom? How do we work together to make sure everyone takes ownership for the rules and expectations of the classroom?
Exploring

I set the rules and expectations that students follow in my classroom.

Growing

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

Utilizing

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

Transforming

I work together with my 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 am I 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

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

Growing

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

Utilizing

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

Transforming

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

Selected Rating: None

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