Copyright © 2019 Network for Excellence in Teaching (NExT)                                                                                              

Current learning suggests there are a number of checklists and rubrics available for us to use to identify culturally relevant and responsive practices; however, many of these have not necessarily been linked to the literature or standards.  There is also the danger of individuals and groups using a checklist-like system to mark off CRRP as isolated items and not analyze CRRP as inclusive to all parts of teaching which includes curriculum, instruction, environment, assessments, and mindsets.  The following information offers examples of CRRP principles and tools educators can engage to build greater equity in their curriculum.

COMMON language for educators to engage through principles and tools for crrp

1. CRRP educators understand their own personal cultural
    identities and how they show up in their teaching
    (Missaghi, 2017).

2. CRRP educators demonstrate a fluid understanding of
    cultures (Ladson-Billings, 2014).

We also recognize the need to change, diversify, and create new practices to effectively serve diverse student populations.  Part of the CRRP learning process is for all educators, including educators of color, to become knowledgeable of their culture and aware of how it impacts the learning of their students from various cultures.  Teachers need to become aware of their own biases and prejudices and the ways in which these affect their teaching of culturally, racially, and linguistically diverse students.  

Who am I? Cultural Identity Reflection or the Personal Cultural Introspection and My Cultural Autobiography

3. CRRP educators understand the potential of
students with a lens for and connection with
    their culture, context, and classroom environment
Billings, 2008).

Another mindful consideration, according to Style (1988, 2014), is to understand that half of the curriculum walks
into the classroom with the arrival of each student.  It is 
important to be able to adapt the curriculum to match and meet the needs of diverse learners.  To begin this type of reflective work, teachers might choose to start with the Ladson-Billings (2014) culturally responsive 4R’s: Relationships, Rigor, Realness, Relevance.  The intersection

of the 4 R’s is where heightened engagement occurs for students.  Culturally Responsive 4 Rs: Relationships, Rigor, Realness, Relevance


4. CRRP educators use knowledge of students' cultural
    backgrounds to bridge student culture and school
    culture (Irvine, 2010) and as a vehicle for learning
    (Ladson-Billings, 2008).

5. CRRP educators work with all students to set long
    term life goals and relate it to daily work (Ladson-
    Billings, 2008).

The ability of educators to develop and to utilize culturally responsive communication skills with students and their families is a core element of CRRP.  Inclusive and equitable teaching provides an opportunity for all educators to include the practices and perspectives of our many diverse cultures that will revitalize and optimize teaching practices in the classroom.  One tool that teachers, instructional coaches, and administrators might use to engage in conversation is the Culturally Responsive Teaching Dialogic Protocol.  The use of this tool can assist in productive dialogue as it relates to CRRP.  It can be used as a self-reflection tool and as a coaching tool.  This protocol is comprised of ten questions. Each question has the potential to generate a discussion that focuses on the practicality and the embodiment of CRRP.

6. CRRP educators incorporate questions of equity and
    social justice into their thinking and practice (Howard,
    2003), and helps students develop a critical
    consciousness (Ladson-Billings, 1995).

The curricula most students are exposed to are written from a Eurocentric perspective.  We need to ensure that diverse perspectives are not merely implemented as a supplement to the curriculum.  Rather, diverse voices need to share equal space in the curriculum for historically marginalized