1.
Developing Culturally Responsive
Teaching and Learning
Jaime Kidd
Managing Director of
Program Development & Support

2.
Results-Oriented Cycle of Inquiry

3.
Annual Priorities
Common Core State Standards (CCSS):
Achieve results for students of color and
English learners during the transition to CCSS.
Culturally Responsive Teaching & Learning
(CRTL): Shift instructional practices in our
schools to create more equitable classrooms.

4.
Why CRTL?
Of the 30,440 students we served in 2013-14:
80% are students of color
42% are learning English
82% come from families with limited income

5.
Why CRTL?
“…students of color may become alienated from
the school process because schooling often asks
children to be something or someone other
than who they really are. It asks them to use
language other than the one they come to
school with. It asks them to dismiss their
community and cultural knowledge. It erases
things that students hold dear.”
Gloria Ladson-Billings

6.
CRTL is…
“…based on the
assumption that when
academic knowledge and
skills are situated within
the lived experiences and
frames of reference of
students, they are more
personally meaningful,
have higher interest
appeal, and are learned
more easily and
thoroughly.” (Gay, 2000)

7.
Think Pair Share
In what ways was
your home world
(race, ethnicity, SES,
language, food,
values, holidays,
customs, etc.) similar
to and different from
your school world?
Home School

8.
Developing Culturally Responsive Educators
Self-
Awareness
Systems
Perspective
Assets
Orientation
Classroom
Strategies

9.
Making
something a
priority…
• Summer Launch
• Monthly Whole
Group Learning
Sessions
• Team discussions
• School strategy
Focused
Learning on
CRTL
Thoughtful
Action in
Schools
Culturally
Responsive
Educators

10.
Our GRPS Team in Action
Megan Kizer, Mary Kay Murphy

11.
Created a team
theory of action
focused on
accelerating
achievement for
African American
students and
ensuring CRTL
practices were
present in their
schools.

12.
Designed a
scope and
sequence to
guide their
learning…

13.
Committed to
reading together…

14.
Learning leads to
action…
“Because of the constant learning
and sharing about RCCP and
culturally responsive teaching and
learning, I think that we have
really grown and strengthened
our coaching for equity skills
when working in schools. We hold
an equity lens in everything that
we do and keep it at the forefront
of our work.”
Jennifer Sierra
School Innovation Partner

15.
Protected time
for learning
around CRTL…
Worked with
Executive Directors
to set a learning
goal around CRTL
in the professional
development
network for school
and teacher
leaders.

16.
Embedded equity
in their routines…
Weekly leadership at
one school now begin
with each leader
reflecting on:
“How have I
disrupted inequity
since we last met?”

17.
In the words of a principal…
“The work that we have done as a staff around CRTL has
led to teachers deepening their understanding of their
own culture, the cultures of the students they serve and
how to create a classroom environment that honors
both. This shift is creating a learning environment where
students are beginning to see themselves as learners,
taking ownership of their learning and increasing their
achievement scores because of a desire to actively
engage in their learning.”
Tricia Mathes
Martin Luther King Leadership Academy

18.
In the words of teachers…
“Getting parents more involved by reaching
out and welcoming them.”
“How much culture affects the way
someone learns and the way I teach.”
“Helping children find
relevance in their learning.”
What has stuck with you?

19.
Our Alum Rock Team in Action
Shara Watkins, Carrie Cifka-Herrera

20.
PLCs focused on CRTL
Kindergarten and Middle School PLCs bring
together teachers from across the district for
protected learning and planning time.
These PLCs have focused their work this year
on supporting teachers to implement CRTL
practices, with an additional emphasis on
supporting English learners to be successful
with the demands of common core writing.

21.
A framework for
learning
Develop the
mindset
Introduce new
instructional
practices
Plan CCSS units
with CRTL
practices and
mindsets
“Everybody is a
genius. But if you
judge a fish by its
ability to climb
a tree, it will live its
whole life believing
that it is stupid.”
Albert Einstein

22.
Developing the
CRTL Mindset
• Teachers created
identity maps
• Asked teachers to
select focal students
• Supported teachers
to identify students’
funds of knowledge
• Created virtual
backpacks
Interested in science
Plays Loves music
Soccer
Oldest Fluent in Spanish
child with
responsibilities at home

23.
Introducing CRTL
Strategies
• How to select
culturally relevant
literature
• Structured oral
language practice

24.
Planning CCSS Units

25.
In the words of teachers…
“(Working in) our small group and being able to
construct meaning behind the pedagogy and to make
learning culturally relevant.”
“Having time to discuss CRTL and how
it relates to our classroom instruction”
“Discussion on personal
experiences and their effects
on our teaching.”
What has been of value?

26.
Questions?