1. How Shoul d Ins i ght s
f rom Cul t ural l y
R pons i ve Teac hi ng
es
Inf l uenc e
TAL 2. 0?
1

2. B c u e c l r l r s o s e ta h g is
e a s ut al e p n iv e c in
u y
d f e a a p rp civ , a d n tm r l a
ein d s es e t e n o e ey
to o s to p a t e , o r b s tin in
o l r e f r cic s u e t h k g
la su t b l v ta itw l f e c o r
e d s o eie e h t il in l n e u
u
m d l in a m l u e o w y :
oe ut d
it f as
• Fi r st , we t hi nk about t he di sposi t i ons t hat under gi r d t he
act i ons of cul t ur al l y r esponsi ve educat or s and t hat m akes
us t hi nk expansi vel y about how we under st and m ndset s.
i
• The act i ons t hat r esponsi ve t eacher s t ake ar e i ndi cat i ve of
t hese di sposi t i ons and al i gned t o a t r ansf or m i onal vi si on
at
al i gned t o out com es i ndi cat i ve of t r ansf or m i onal l ear ni ng
at
• Next , our uni que par adi gm f or ces us t o concei ve of st udent
out com es beyond t hat of academ c achi evem
i ent al one- -
cul t ur al l y r esponsi ve pedagogy al l ows us t o t hi nk about
ot her out com es t hat r ei nf or ce achi evement l i ke cul t ur al
com pet ence and soci o- pol i t i cal consci ousness as pr oxi es of
our ul t i m e ai m
at s.
• Fi nal l y, cur r i cul um and pedagogy ar e i nst r um ent s of
r esponsi ve t eachi ng as we cr i t i cal l y quest i on t he “ what ”
2
and “ how” t eachi ng and l ear ni ng.

3. H wc nw
o a e
c n e tal o g n e
o c pu l r a iz
y
a din e p e tis
n tr r t h
la n g
e r in ?
W a if eto g t f l
h t w h u h o al
tisintefl w g
h h ol in
o
w y…
as
3

4. At t he Vi s i on/Ul t i m e As pi rat i ons
at
Level : Theory of Change & Core Val ues
• Encour ages us t o concei ve of st udent and
com uni t y l eader shi p such t hat st udent s
m
and f am l i es ar e at t he cent er of our
i
Theor y of Change
• Encour ages us t o under st and t hat our cor e
val ue of Tr ansf or m i onal Change, and t he
at
l i f e- changi ng aspi r at i ons i t enshr i nes,
m ust be r eal i zed i n a way t hat deepl y
r espect s our t he com uni t i es of our
m
st udent s and hol ds t hei r poi nt of vi ew
wi t h di gni t y and hi gh r egar d
• Encour ages us t o under st and t hat our cor e
val ue of Team m , ust i ncl ude t he
com uni t i es we ser ve
m
• Encour ages us t o under st and t hat our cor e 4

5. At a Fram ork/Sc hem Level : The Four
ew a
Ques t i ons
W Y?
H
• The achi evem ent gap i s a
soci al const r uct
• Educat i on i s a
“ st r uggl e f or power ’ and
l i ber at i on
W O?
H
• Fr eedom and Li ber t y
cannot be gi f t ed f r om one • St udent s and
H ?
OW f am l i es m
i ust be at
gr oup t o anot her
• Cl assr oom Level : t he cent er of t he
Cur r i cul um , Theor y of Change
Pedagogy, and Short Term & Long Term • St udent s as f or ces
Rel at i onshi ps Outcomes of change i n t hei r
• CM Lev el : own com uni t i es
m
Di sposi t i ons f or • St udent s must
cul t ur al l y navi gat e t he
W AT?
H bor der l and bet ween
r esponsi ve t eachi ng
• Academ c Achi evem
i ent t he wor l ds of
• Cul t ur al Com pet ence school and hom e
• Cr i t i cal Consci ousness
5

6. At t he Level of B roader St udent
Out c om :
es
Taki ng a Four P ronged- Approac h
Ac adem c
i Pers onal Ac c es s Soc i al and
Ac hi evement Grow h
t P i t i c al
ol
Cons c i ous nes s
St udent s wi l l m ast er St udent s wi l l em ge
er St udent s and t hei r St udent s wi l l em ge er
academ c cont ent
i f r om t he cl ass f am l i es wi l l have
i f r om t he cl ass
t hat m r r or s t he
i havi ng had m or and
aj acqui r ed t he havi ng an expanded
r i gor of ski l l s and t r ansf or m i ve
at necessar y r esour ces abi l i t y f or cr i t i cal
knowl edge acqui r ed per sonal gr owt h, and oppor t uni t i es t o engagem ent . Thr ee
by peer s who ar e on i ncl udi ng, but not ensur e t hat t he com ponent s of
t he pat h t o col l ege l i m t ed t o, gr owt h
i st udent wi l l cr i t i cal capaci t y:
r eadi ness. * i n per sonal cont i nue t owar ds t he devel opi ng cr i t i cal
char act er i st i cs t hat ul t i m e out com
at e consci ousness,
l ead t o becom ng: i beyond t he cur r ent f ost er i ng
academ c year .
i t r ansf or m i onal
at
- An engaged r esi st ance, and
par t i ci pant i n a Exam es known t o
pl bui l di ng an af f i r m ed
dem ocr at i c soci et y. expand l ong- t er m cul t ur al i dent i t y
- A cur r ent and opt i ons: whi l e af f i r m ng t he
i
f ut ur e l eader . - Secur i ng adm ssi on
i i dent i t y of ot her s.
- A cul t ur al l y awar e t o a known, pat h-
soci al j ust i ce changi ng school . - Knowl edge cont ext ,
advocat e. - FAFSA and SAT r ace, cl ass,
- An appr eci at or of knowl edge and pr i vi l ege
beaut y and pr epar at i on. under st andi ngs
aest het i cs. - Enr ol l m ent i n - Rel ent l ess
- A sel f - advocat e. pr ogr am pr ovi di ng
s cur i osi t y
- A l i f e- l ong addi t i onal , - Deconst r uct i on of
l ear ner . l ongi t udi nal suppor t power ,
( e. g. “ I Have a r el at i onshi ps,
Dr eam ” )
. anal ysi s of power 6

7. At t he Level of St udent
At t ri but es /Cl as s room Indi c at ors :
Cul t ure of Ac hi evem ent
• Cul t ur al l y r esponsi ve t eachi ng i nf l uences
our under st andi ng of cl assr oom cul t ur e,
par t i cul ar l y st udent act i ons/ habi t s
• Typi cal l y, i n r esponsi ve cl assr oom we see
s
i ndi cat or s aki n of hi gh cul t ur e
cl assr oom s: st r ong i nvest ment , peer - t o-
peer r el at i onshi ps, and a “ de- cent r al i zed”
t eacher wi t h st r ong st udent voi ce
• St r ong st udent - t o- t eacher r el at i onshi ps
bui l t on af f i r m i on, t r ust , and car i ng
at
• Deep i nvest m ent beyond shor t - t er m or
ext r i nsi c st i m i
ul
7

8. At t he Level of R gorous Cont ent :
i
Curri c ul um and Pedagogy
• W hat st udent s l ear n i n school can
si m t aneousl y devel op t hei r academ c
ul i
achi evem ent , cul t ur al com pet ence and
cr i t i cal consci ousness.
• How st udent s l ear n i n school i s a
necessar y com ponent of r esponsi ve
t eachi ng. Pedagogi cal appr oaches i ncl ude:
st udent - cent er ed, de- cent r al i zed,
const r uct i vi st , st udent s as knowl edge
cr eat or s t hr ough i nvest i gat i on, connect i on
and di al ogue
• Responsi ve t eacher s f i nd ways t o m ake
i nt er pr et or cr eat e cur r i cul um t hat l ocal ,
r el at abl e, per sonal i zed, and appr oaches 8

9. At t he Level of Teac her Ac t i ons
• Because r esponsi ve t eachi ng i s concei ved
of beyond t he m e act i ons t hat t eacher s
er
t ake, t he r el at i onshi p bet ween “ act i ons
and m ndset s” becom
i es cr uci al . Act i ons
wi t hout r esponsi ve m ndset s and act i ons i n
i
pur sui t of ai m m sal i gned t o t he
s i
• Because r el at i onshi ps ar e so cent r al , t he
cul t ur e- bui l di ng act i ons t hat t eacher s
t ake need t o t hem sel ves be r ef l ect i ve of a
r esponsi ve di sposi t i on ( e. g. bui l di ng a
car i ng envi r onm ent t o nur t ur e hi gh- st akes
conver sat i ons, or af f i r m ng st udent
i
per spect i ve and exper i ences as
f oundat i onal t o bui l di ng an i m pact f ul
cl assr oom cul t ur e) 9

10. At t he Level of M nds et s :
i
D s pos i t i ons
i
• W r e def i ni ng di sposi t i ons t o m
e’ ean, “ t he
dom nant or pr evai l i ng t endency of one’ s
i
m nd, m
i ood, or char act er . ”
• Lucas and Vi l l egas of f er si x di sposi t i ons
of cul t ur al l y r esponsi ve educat or s :
soci ocul t ur al consci ousness, af f i r m i ve
at
at t i t ude t owar ds cul t ur al di f f er ence,
const r uct i vi st appr oach t owar ds t eachi ng
and l ear ni ng, openness t o bui l d
i nst r uct i on of f st udent
exper i ence/ knowl edge, f eel s a capaci t y and
r esponsi bi l i t y t o be cul t ur al l y r esponsi ve
10

11. W a a eteb n f s
h t r h e eit
a dr k t w ol
n is s o h l y
e b a in tem n
m rc g h ay
in le c so c l r l
f n e f ut al
u u y
r s o s eta h ga
e p n iv e c in t
tefa e o klv l
h r m w r e e?
H r a em to g t…
e e r y h u hs
11

12. Benef i t s
• W have a r i cher way of nar r at i ng and under st andi ng t he
e
im pact of som of our m
e ost t r ansf or m i onal t eacher s
at
• W l l have a l anguage and schem f or pedagogi cal
e’ a
pr act i ces t hat al l ow us t o dr aw a st r ai ght l i ne bet ween
our consci ousness as an or gani zat i on ( r epr esent ed by our
cor e val ues, our st at em ent of di ver si t y, our
under st andi ng our uni que par adi gm of t eachi ng) and t he
cl assr oom pr act i ces of our t eacher s
• At t he out com es l evel , we have pr oxi es t hat suppor t
academ c achi evem
i ent , but al so wor k t o devel op t he
di sposi t i ons and cr i t i cal capaci t i es of our st udent s i n
t he sam m
e anner we seek t o devel op our sel ves
• W em ace and gi ve a f r am
e br ewor k t o suppor t l ear ni ng f r om
t he gr ound ar ound t he i mpor t ance of com uni t i es and t he
m
power of r el at i onshi ps
12
•

13. R s ks
i
• At t he end- of - year out com es l evel , we r i sk havi ng t oo much f or
t eacher s t o ai m f or i n a way t hat negat i vel y wei ght s on one’ s
or i ent at i on
• At a over al l f r am ng l evel , we r i sk pul l i ng f ocus away f r om
i
academ c achi evem
i ent and al l owi ng m t i pl e pl aces f or peopl e t o
ul
“ hi de behi nd” when academ c achi evem
i ent i s i n quest i on
• The r i sk of i nt er pr et i ng cul t ur al l y r esponsi ve t eachi ng as
“ t eachi ng st udent s t hat t hey’ r e oppr essed” or “ t he way you have
t o t each bl ack/ br own ki ds bef or e t hey can becom i nvest ed i n
e
‘ nor m ’ educat i on”
al
• Di vor ci ng pedagogi cal deci si ons f r om di sposi t i ons, cont ent and
r el at i onshi ps- - t he “ t hi s i s j ust good t eachi ng, I al r eady use
sem nar s and gr oup l ear ni ng” ar gum
i ent
• Al i enat i ng peopl e who may be m i vat ed t o m
ot ake a di f f er ence or
bel i eve t he achi evem ent gap i s sol vabl e but di sposi t i onal l y
r ej ect our per spect i ves on r ace, cl ass, pr i vi l ege, power and
t he under l yi ng causes of i nequi t y
13

14. How m ght w c api t al i ze on
i e
t he benef i t s and m t i gat e t he
i
ri s ks ?
Capi t al i ze Benef i t s M t i gat e R s ks
i i
Encour age st af f m ber s t o
em Seek t o f r am academ c
e i
devel op t hem sel ves by achi evem ent as an
seeki ng out r esour ces and unegot i abl e necessar y
conver sat i ons t hat hel p out com e, but f r am t he
e
concr et i ze t hei r own quest i ons as “ academ ci
under st andi ngs achi evem ent i n ser vi ce of
what ?”
Cont i nue t o push our Fr am ng our end- of - year
i
concept i ons of st udent out com es not as “ one does
l eader shi p and ask t he al l of t hese t hi ngs” but as
quest i on “ what woul d i t t ake “ her e i s what we know of
f or t he st udent s I t aught t o t r ansf or m i onal t eachi ng
at
have seat s at t he t abl e of and l ear ni ng, what m akes
m or deci si on- m
aj aki ng i n our sense i n your cont ext ?”
count r y? W hat does t hat m ean
f or m wor k r i ght now?”
y
14

15. Y u v ic .
or o e
W a d y utin
ht o o h k
a o t ltis S e
b u alh ? e
r f cio q e t n
el t n u sio s
e
b lwa dcic “L a ea
eo n l k e v
C m e t t jinte
o m n” o o h
c n es t n
o v raio .
15