COMPETENCY 3 OF 3
Embedded Files
Utilizes the racial, cultural, and gender knowledge of students, families, and communities to adapt practices, materials and environments to engage, motivate, and facilitate deep learning.
Utilizes the racial, cultural, and gender knowledge of students, families, and communities to adapt practices, materials and environments to engage, motivate, and facilitate deep learning.
Is culturally, racially, and gender sustaining, both validating and connecting to schema to maximize learning opportunities through rigorous instruction and the use of data to reflect and adjust practices.
Is culturally, racially, and gender sustaining, both validating and connecting to schema to maximize learning opportunities through rigorous instruction and the use of data to reflect and adjust practices.
Attributes
Attributes
A. Disrupts deficit thinking and provides appropriate academic and social/emotional supports for marginalized students to meet high expectations.
A. Disrupts deficit thinking and provides appropriate academic and social/emotional supports for marginalized students to meet high expectations.
B. Provides learning opportunities and experiences that prepare marginalized students to persevere and become independent and critical learners.
B. Provides learning opportunities and experiences that prepare marginalized students to persevere and become independent and critical learners.
*For the 2019 - 2020 implementation, the Equity Toolkit will display resources, activities, and applications for the first 3 out of the 9 attributes for competency 3 . For a complete list, please click the link below.
OBSERVABLE BEHAVIORS: INDIVIDUALS
OBSERVABLE BEHAVIORS: INDIVIDUALS
• Evidence that social/emotional needs of students are responded to appropriately
• Curriculum and instruction is culturally relevant and rigorous for all
• Teacher provides appropriate scaffolds for students to progress and become independent learners on grade level tasks
• Employs cooperative grouping and co-construction of knowledge, representing different modalities
• Explicitly teaches norms of school
OBSERVABLE BEHAVIORS: SCHOOL LEADERS
OBSERVABLE BEHAVIORS: SCHOOL LEADERS
•Welcoming school/classroom environments that celebrate diversity and accomplishments of students
• On-going professional learning that develops staff’s instructional and relational abilities and allows for collaboration and reflection
• Provides opportunities for students, parents/ community to learn/construct curriculum
• School-wide disaggregation of data including educational and social measures (e.g. discipline measures) to monitor for gaps
• Systemize CLSP (e.g. Monitoring for CLSP for all staff and structures for the work to be ongoing)
OTHER RESOURCES
OTHER RESOURCES
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