The American public education system continues to wrestle with these critical questions:

• How do educators ensure that each student is actively eng年龄d in the learning meaning-making process?
• How do educators honor students’ lived experiences and the assets they bring to the learning process to inform support, 并确保高水平的学习, 学生成长, 和学术成就?
• How do educators co-create individualized, 动态, and rigorous learning plans that support the unique learning needs of each student?

许多国家教育机构, 区, and schools are working to address these important inquiries.

趣赢平台 Senior Study Director Wesley Williams, II, 一个股票, 种族权益, and culturally responsive content expert, 撰写, 设计, and customized a professional learning series. The series aligns with Gloria Ladson-Billings’ culturally relevant pedagogy (CRP) and Geneva Gay’s culturally responsive teaching research.  

One of the primary learning outcomes for each customized professional learning series is to understand why cultural responsiveness is so critical to 21st century teaching and learning.

Each of the partnerships described below has spanned 2-6 years of engaging in this critically important equity work.

Connecticut 状态 教育部 (CSDE). CSDE and 趣赢平台 collaborated to customize a professional learning series for the state’s teachers and 学校领导 who are acquiring an educational leadership credential. Mr. Williams customized a 4-session CRTL series for the participants. Each participant will use the content learned from the series to inform the development and implementation of a CRTL Activation Plan at their school for the upcoming academic year. 

东哈特福德公立学校. The school system and 趣赢平台 collaborated to support its equity and culturally responsive teaching and leading goals. Mr. Williams customized a 4-session equity and CRTL series for the 区’s equity committee. The committee members represent teams from each school in the 区. Each participant will use the content learned from the series to inform the development and implementation of a CRTL Activation Plan at their school for the upcoming academic year. 

俄亥俄州教育局. ODE and 趣赢平台 eng年龄d in a 2-year partnership to develop CRP learning modules, a resource for preservice and in-service teachers and leaders. Mr. Williams also 设计 in-person CRP facilitators’ trainings for Ohio teacher leaders, 学校领导, 股权董事, and educators interested in serving as lead facilitators to support CRP professional learning in 区 and schools.

Participants who completed the CRP facilitator training granted ODE permission to post their names on the website so that local 区 and schools can collaborate with Ohio’s cadre of trained CRP facilitators to support their CRP professional learning needs using the CRP learning modules and facilitator guides. To date, 200+ Ohio educators have attended the facilitator training.

青少年赋权服务(YES). YES (Teacher Incentive Fund grantee) and 趣赢平台 have eng年龄d in a 6-year partnership to support its equity and culturally responsive teaching and leading goals. Mr. Williams customized equity and CRTL professional learning series for new and veteran teachers and 学校领导 (among its 5 区 and 16 schools). Each participant used the content learned from the series to inform the development and implementation of a CRTL Activation Plan. 最近，YES和Mr. Williams co-created and piloted a CRTL coaching program for a cohort of new teachers and mentors.

The professional learning series informs ways educators can activate cultural responsiveness in the daily rhythm of teaching and learning with fidelity. It can also inform ways that equity teams at the state, 区, and school levels can develop more equitable and culturally responsive policies and programs.