ACPS Culturally Responsive Educator Framework 2022-23

Click Here for the ACPS Culturally Responsive Teaching Self-Assessment

CRT Characteristic #1:  Culturally Responsive Teachers acknowledge, validate, and incorporate the cultural influences of all students, while reflecting on their own personal cultural lenses.

1.1 Reflects on personal cultural influences, including the way these may impact communication styles, expectations, and unconscious biases.

1.2 Fosters classroom environments that create opportunities for access and achievement by acknowledging, valuing, advocating, and affirming social and cultural diversity in all aspects of the learning process.

1.3 Analyzes, selects, and integrates inclusive curriculum and instructional resources that represent and validate social and cultural diversity by connecting classroom curriculum and instruction to the cultural examples, experiences, backgrounds, and traditions of all learners.

 

CRT Characteristic #2:  Culturally Responsive Teachers teach to and through culture as they plan curriculum and instruction that is differentiated, rigorous, and relevant.

2.1  Disaggregates assessment, engagement, behavioral, and attendance data by student social and cultural groups and identifies and applies differentiated strategies to address growth and learning needs of all students with specific attention to students who are impacted by equity, opportunity, and achievement gaps.

2.2 Considers and utilizes assessment modes that help diverse student groups best demonstrate learning.

2.3 Guides students to develop the skills necessary to communicate and engage with diverse groups in ways that support anti-racist and anti-bias communities while promoting classroom dynamics that enhance belonging, inclusivity, and respect for difference.

 

CRT Characteristic #3: Culturally Responsive Teachers build positive learning partnerships with students, families, and communities.

3.1 Builds meaningful, culturally responsive partnerships with all students anchored in affirmation, mutual respect, validation, and high expectations so that all students are supported to achieve rigorous academic goals.

3.2 Develops culturally-conscious, asset-based partnerships with families by putting structures in place for meaningful collaboration, including communicating with families in their home languages, in order to build trust and form mutually agreed upon learning goals for students.

3.3 Pursues a community partnership approach to education by inviting the cultural wisdom of the community into the classroom and building on community funds of knowledge to support the education of all students.

What are the requirements for a Culturally Responsive Credential?

1. Complete the Culturally Responsive Teaching and the Brain (Hammond) book study (10-sessions, September-December).

2.  Attend Monthly Division Cohort Sessions (7-sessions, October-May, session recordings will be available).

3. Submission of “Intent to Pursue” by January 6 along with your Equity Audit, project outline or graphic organizer, and any draft materials for feedback.

4. Submission of final product (essay, slide deck, or webpage with links to evidence/artifacts) by May 19.

 

What is the final product/What am I working toward?

You will submit a final essay/slide deck/website that does the following:

Micro-Credential  Cites and reflects on professional learning and describes professional growth in each Characteristic of the ACPS Culturally Responsive Teaching Framework. Provides evidence of application in your classroom (or academic context) in two or more indicators within your chosen Characteristic. Show evidence of closing achievement, access, or opportunity gaps using at least two categories of data.

Full Certification Cites and reflects on professional learning and describes professional growth in each Characteristic of the ACPS Culturally Responsive Teaching Framework. Provides evidence of application in your classroom (or academic context) in two or more indicators in each Characteristic. Shows evidence of closing achievement, access, or opportunity gaps using at least three categories of data.

 

Where should I start?

1. Log into the Professional Learning Management System (PLMS) and choose the “Courses” tab. Under “Find Courses by Tag” select “Culturally Responsive Teaching and Equity.

2. Register for the book study, and each Division Cohort session.

3. You may begin your professional learning by using the “August-September Async Learning” Slide Deck to explore Characteristic #1.

What other options do I have?

• Take a learning year. Do the book study, and/or sit in on Cohort sessions this year and start your data collection and product submission next year.

Who can help me?

• Your building Diversity Resource Teacher (DRT), other educators going through the process, credentialed co-workers, instructional coaches, equity specialists.

What if I’ve done a book study already?

• We can verify the book study and provide additional resources that have been added to the current book study, but working through the current sessions will help with your submission this year. 

There are so many resources and assignments available, what do I have to do?

• Your final submission should show evidence of learning, growth, and application. Exercises provided through the book study, division cohorts, and other materials provided by Equity Specialists are meant to facilitate your learning and growth. You should also show evidence of student growth through a combination of data categories. 

• You may not find every learning option useful. You have choices in your learning pathway. Activities and assignments are not evaluated and unless requested, do not receive feedback, but a successful submission will show evidence of the learning gained through these experiences.

Why should I do this?

• It will be required by 2026, but you also receive a stipend of $500 for a successful micro-credential award and $1000 for a full certification award.

• Completing all components of the process results in 45 recertification points for micro-credentialing and 90 recertification points for full certification.

• This process requires reflection on current practice and provides an opportunity for focused improvement of one’s practice. It is an opportunity for even the most experienced and competent educators to grow in their professional work.

The Culturally Responsive Teaching and the Brain book study is a 10-session series that is designed to support the ACPS Culturally Responsive Teaching process.  The book study includes the following components:

Instructional Design

• An introduction of the Culturally Responsive Teaching characteristics
• Whole group instruction on the four quadrants of Hammond's Ready for Rigor Framework
• Individual and Small Group Reflection
• Application of key concepts through documentation in the workbook companion

Book Study Workbook Companion 

This workbook is designed to support deep reflection and prepare credential candidates to understand the relationship between the book study assignments and the credentialing process. The purpose of the workbook is for candidates who are pursuing the credential process to document their professional learning, professional growth, as well as documenting shifts that you are preparing to make in your instructional practices with space to collect data and examples of the impact these shifts have on student growth. Aspects of this workbook can be used in your credentialing submission.

Click on the bit.ly link below to access the division cohort slides.

bit.ly/2022-2023CRTCHORTS

 

ACPS Equity Specialist Team

Shay Carter-Shiflett:  qcshifflett@k12albemarle.org	Leslie Wills-Taylor  lwills@k12albemarle.org
Steven Turner  sturner@k12albemarle.org	Megan Washburn  mwashburn@k12albemarle.org
Equity Team:       acpsequityspecialists@k12albemarle.org

 

Ayanna Mitchell - Director of Equity Education

amitchell@k12albemarle.org

Eric Irizarry - Director of Equity and Community Partnerships

eirizarry@k12albemarle.org

 

Shay/ Megan Woodbrook Agnor Hurt Mountain View	Megan/ Steven Hollymead Meriwether Greer	Megan/ Leslie Stone Robinson  Baker Butler Brownsville
Shay Journey MS Henley MS (Ayanna) LAB School	Leslie Redhill ES Broadus Wood ES Murray ES	Steven/Leslie Lakeside MS Walton MS Burley MS
Shay/Steven Scottsville  Crozet  Stony Point	ACPS High Schools AHS- Shay MHS- Megan/ Leslie WAHS- Leslie	CATEC:  Steven Center 1: Steven

 

 

 

 

Click on the link below for a comprehensive checklist.  Make a copy for your personal usage and pacing.

https://bit.ly/3S1IQQE