The document discusses strategies for educating culturally responsive teachers, including: 1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach. 2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research. 3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.

1. The Institutional Context Needed to Educate Culturally Responsive Teachers Zerha Unalp Michael Warman Alexandra Yurkosky 13 February 2012

2. Recruiting and Retaining Students of Color Inform minority students (high school and college) on programs that may be of interest to them and any financial programs available. Expand criteria for judging minority students to include things other than GPA and SAT scores. Offer intense support programs to minority students. Offer remedial courses in reading and mathematics where needed. Question: How does the class feel about these strategies? Is it fair to direct students of color toward one academic focus (Teacher Cadet program? As per reasoning for ineffective diversity training: young people are "not mature enough," poor academic environments, not enough commitment to diversity by universities. Are these methods of retention and recruitment instituted for the sole purpose of retaining students of color?

3. Recruiting and Retaining Faculty and Teacher Candidates of Color If the pool of applications are not diverse enough widen the search for faculty. Offer support from the highest levels of administration. Assign a senior mentor. Create a "collegial campus atmosphere" to better allow collaboration and networking.

4. Collaborating to Prepare Culturally Responsive Teachers Collaboration between content area instructors and education instructors Collaboration between universities and school districts so that teachers learn to meet the needs of students in the community Create a Center of Pedagogy to manage this collaboration Invest in faculty development initiatives to help teacher-training faculty to meet the needs of future culturally responsive teachers. Question: How do these ideas relate to the concept of unity?

5. Group Activity: Evaluating the Program at MSU to Create Future Culturally Responsive Teachers Do you feel that there are enough minority faculty members at MSU? Does this matter to you? Do you feel that the teacher training program at MSU has a diverse set of students? Do you think MSU should do more to recruit minority teacher candidates? Is there collaboration between your content area and the education department? If not how could this be fixed? Does the content of your education classes reflect commitment to creating culturally responsive teachers? If not what would you propose to add? Does being a student at a school with such a diverse student population affect your view on some of the issues discussed in chapter 5 (ie. lack of resources for students of diverse cultures)?