A fourth column of “Unaware” was added to the progression. This addition allows for a candidate to be at the very beginning of their journey to become a culturally relevant and responsive educator.
This adaptation was alert to the ways in which bias can be encoded into language. The following words: appropriate, assessing, respect, norms, values, strengths, assets, and weakness in some contexts can signal cultural, racial, and gender biases. In other cases, language explicitly identifying cultural and linguistic diversity was added in order to insure visibility of CRRP throughout the standards.
We share clear statements or descriptors - known as “Look Fors”- based on standards which serve as observable evidence of CRRP in classroom practice.
This mechanism can be a practical tool for educators to observe and to assess themselves and others for cultural and racial bias.
Ultimately, CRRP is student focused. It encourages teachers to know and to understand the role of culture. This includes their own culture and that of their students.
In addition, teachers implement evidence of methods and strategies to build strong relationships for students, so they may experience academic success. These practices are racially and culturally rooted from a lens of social justice.
To advance this journey and become more equitable practitioners, we can embrace each day with an open heart and a willingness to engage in culturally responsive strategies, mindset, tools, and assessments. Our collective endeavors can serve as evidence that culturally relevant and responsive pedagogy is a call to action to serve ALL students.
How to Read the InTASC Standards Progressions
According to the Council of Chief State School Officers (2013), the following describes how to read the progressions:
The teaching standard(s) correspond to each progression. Progressions are combined with teaching standard indicators (performances, knowledge, dispositions). Standard indicators are cross-walked with the text for each progression.
Each developmental progression moves from left to right. The progressions text is listed in columns with permeable lines between them to denote the fluid nature of development.
The word “And” between the columns is used to indicate that the knowledge, skills, and performances in the prior column continues onward to the next.
Each column is intended to be read holistically down and then across as the qualitative change in knowledge and skill may not be exactly parallel across levels, in part because as teaching becomes more complex, elements function in combination or synthesis. (CCSSO, 2013, p.14)
CRRP Adaptations to the
Adapted from the InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0
(Council of Chief State School Officers, 2013)
Adaptation by Elizabeth Finsness and Nanette Missaghi (2018)