Standard 3: Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

Performance Indicators:

• A) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.

• B) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.

• C) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.

• D) Develop student policies and address student misconduct in a positive, fair, and unbiased manner.

• E) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.

• F) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.

• G) Act with cultural competence and responsiveness in their interactions, decision making, and practice.

• H) Address matters of equity and cultural responsiveness in all aspects of leadership.

PSEL 3 Summary:

This standard is focused on student equity and cultural context. This standard requires leaders to respect and affirm the cultural diversity of their school communities and adopt practices that encourage students, faculty, staff, and parents to show up as their full selves. This standard challenges leaders to adopt a cultural lens and be sensitive to the unique cultural needs of their stakeholders. The artifact titled, the Patriot Eagle Learning Collaborative: Grant Proposal adopts an equity lens by building up the professional capacity of our mathematics teachers (3F). All students deserve highly-qualified and certified teachers, and through the PELC, more teacher can earn their high-school certification and more students can be exposed to Algebra I in middle school. The ALEKS Remediation Tutorial was created by me to address the learning loss experienced by our virtual students and to demonstrate to our virtual teachers how they can offer more support to their students (3C). The Culturally Responsive Practices presentation (3E) developed by Dr. Morgan was facilitated by me and the other administrative interns for the 2020 New Teacher Induction program. Lastly, My Cultural Autobiography was created to help me understand the people and events that shaped me into the person I am today. It also served as a reminder that each student brings their own unique strengths, assets, and culture that were shaped by the influential people in their lives (3B).

PSEL 3 Artifacts