1 Created by Angela Ward Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

National Learning Forward Standards for Professional Learning Learning Designs Professional Learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

National Leading with Diversity Cultural Competencies for Teacher Preparation and Professional Development General Competency I: Developing Cultural Awareness 1.The teacher [staff member] develops awareness of his or her own cultural identity, values, attitudes, and biases. 2.The teacher [staff member] is knowledgeable about the culture of the school and seeks ways to accommodate it to students’ needs. Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

Developed by the Department of Public Relations & Multicultural Outreach, approved by the AISD Board of Trustees. BOARD PRIORITIES FOR SY Human Capital Refinements to our human capital strategy to recruit, retain, promote, reward, evaluate, and develop the highest quality educators. Rich Portfolio of Options Exploration and establishment of new delivery models to provide an enhanced portfolio of academic options to promote graduation rates and higher achievement for students. College-ready Culture Expand and enhance advanced academic programs to prepare all students for college, career, and life. Whole Child, Every Child Expansion of academic (intellectual), physical (health, wellness, and safety), social, and emotional initiatives and programs to enhance the education of the whole child. Systems Systems improvement through accessible performance management, shared data, technology integration, facility master planning, and aligned operations. College, Career, Life Readiness

5 AISD Strategic Plan Key Action Step 1.19 Support campuses in developing culturally relevant training and learning experiences to eliminate achievement gaps and to decrease over-representation of any student groups in discipline and Special Education Programs. Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

6 Cultural Proficiency Policies, practices and behaviors that enable individuals within the Austin Independent School District to interact effectively in a culturally diverse environment to promote the success of all members of the community. (April 2011, AISD Council on Cultural Proficiency & Inclusiveness) Inclusiveness The active and purposeful strategy of AISD to create an atmosphere of respect, understanding and acceptance in which diversity is an asset that strengthens community connections and enhances learning opportunities for all. (May 2011, AISD Council on Cultural Proficiency & Inclusiveness) Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

7 School system does not provide resources that support Culturally Responsive Teaching. Personal understanding of Culturally Responsive Teaching Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue

8 Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue Question Strongly Agree AgreeDisagreeStrongly Disagree Responses Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. 10%49%34%7%1,755 Survey Results December 2011

9 Connecting Students with the Benefits of Learning Student –Focused Dialogue Design a totem or family crest. Symbols should represent the following: * Group with which you strongly identify. * How you are like members of that group. * How you fit a stereotype of that group.

10 Connecting Students with the Benefits of Learning Student –Focused Dialogue Design a totem or family crest. Symbols should represent the following: * Group with which you strongly identify. * How you are like members of that group. * How you fit a stereotype of that group.

13 Intro. to Culturally Responsive Pedagogy Student –Focused Dialogue Next Steps for your campus: CP& I System of Support Meeting 1- Demographic & Academic Data Meeting 2 – Discipline, SpEd & CST Data Meeting 3 – Personal Awareness Time Needed for each meeting 2-3 hours All staff attend and participate

Totems

Family Crest