Course Alignment:

In a system where education reform is needed, Kalantzis and Cope (2008-2022) explain that transformative education is where learners’ differences are fundamental and change is vital for success. There is ample evidence of how social emotional and behavior programs help support students turn frustration and anger to productive struggle. As confirmed by social cognitivism, learners are influenced by their environment yet many social and behavior correction programs do not balance social and cultural differences. With the serious lack of research along with systemic issues with discrimination, it is necessary to make sure new programs are not telling our students from minority groups that their differences are deficits.

Experiential Alignment:

This is newly designed material, which is inspired by the contents of this course (ESPY 408) combined with topics from my Master’s program in Curriculum and Instruction: Bicultural and Bilingual and my passion to help reform education to break the systemic institutional discrimination inherently set against non-White English-speakers.

Scholarly Support:

As stated by Mahfouz and Anthony-Stevens (2020) “language and socialization research reveals that children begin participating in racializing processes and hierarchies at a young age, and that school settings are significant reinforcers of racial inequities through situational cues, discourses, and curricular inclusion/omission” (p. 62). As social-emotional learning is being incorporated in more curriculums across the country, and the world, it is necessary to ensure these programs do not perpetuate the systemic injustices against groups who are marginalized, neither intentionally nor unintentionally. Unfortunately, studies conducted by Lopez et al (2004) show that generalized findings about emotional intelligence do not account for cultural differences and that “research is still limited and the construct has been criticized on several grounds, including lack of evidence of incremental validity, problems with assessment, conformity bias, and cultural differences in emotional expression” (p. 1018). The research done by McCallops et al (2019) in urban settings showed “out of 51 studies, only five implemented culturally responsive SEL interventions” (p. 25, para 2.) This learning module is to help teachers become reflective practictioners about these programs in order to improve them.

Intended Learning Outcomes

For student

As a teacher, whether in training or by profession, it is needed to reflect on one's personal bias and ensure that practices are culturally relevant and sustaining. Throughout this program you will expand your knowledge about:

Week 1: Culturally Relevant and Sustaining Pedagogy
Week 2: Behavior Correction Programs in Schools
Week 3: Socio-Emotional Learning in Schools
Week 4: The Lack of Culturally Relevant and Sustaining Behavior and Social Emotional Learning Programs
Week 5: Making Programs Culturally Relevant and Sustaining
Week 6: Programs with Cultural Sensitivity
Assessment: Analysis/Critique of Program

The intended learning outcomes align with the Danielson model (The Danielson Group, 2022) with the essential questions provided by their website:

1b: Knowing and Valuing Students:

In what ways are students’ identities and cultures incorporated and reflected in learning experiences and environments?
How are students’ academic, social, and emotional assets leveraged to promote student success?

1c: Setting Instructional Outcomes:

In what ways do instructional outcomes reflect the most relevant and valuable learning for students?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

3b: Responding flexibly to Students' Needs:

What evidence indicates that teachers make real-time adjustments to learning activities to suit students’ individual needs?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4e: Growing and Developing Professionally:

What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

For administration

This learning module is created for students in a teacher training program or to be used as professional development for teachers who are currently practicing. It is assumed that all learners have already had experience within a school setting either through methods courses or profession. All students will need a computer and internet access to successful complete this learning module

As this learning module has been created for this course, but as it is intended for teacher training, it is aligned to the Danielson model. Some students may need some assistance, if they have not previously seen this evaluation model. Here is the website to provide anyone who needs supplemental support.

At the end of this learning module it is hoped that students can critically analyze social emotional and behavior support programs in order to make them more culturally relevant and sustaining.

If this learning module was used for professional development days, one or two updates could be addressed each day, depending on length of professional development, with the entire module being complete by the end of one school year. If this learning modules was used for teacher training, it would be done over an 8-week course.

Week 1: Culturally Relevant and Sustaining Pedagogy

For student

Currently, as traditional education functions, it is systemically plagued with dominance of the White English-speaking culture while often viewing people of color or non-native English speakers as deficits or having skills and behaviors that need to be adjusted. Culturally relevant and sustaining pedagogy is the “social justice efforts in education aimed at making the curriculum and learning more equitable and engaging for students from historically marginalized communities. It was based on the premise that all students and families are valuable and accumulate knowledge, skills and cultural resources” (Esteban-Guitart et al, 2019, p. 2). According to a Grier-Reed and Anne Williams-Wengerd (2018) a pedagogy that is truly culturally relevant and sustaining is inclusive, in all curricular aspects, of ability, age, gender, race, ethnicity, and cultural diversity.

Media embedded November 20, 2022

Figure 1: Learning for Justice. (2010). Introduction to Culturally Relevant Pedagogy. YouTube. https://www.youtube.com/watch?v=nGTVjJuRaZ8&t=79s

In a constructivist learning approach, students build on their previous experiences and knowledge, which means that every student their unique and authentic experiences shape how they learn, so it is important to be inclusive of the diverse situations from which the students come. In a social cognitivism approach, as Kalantzis & Cope (2008-2022) explain, students can influence and be influenced by their environment. Without a system founded in culturally relevant and sustaining pedagogy, students are often shown that their unique diversity is a deficit; yet by being inclusive, students can share their experience and help influence other to see that instead it truly is an asset.

Media embedded November 20, 2022

Figure 2: Simmons, D. (n.d.). How students of color confront impostor syndrome. TED Ideas Worth Spreading. Retrieved from: https://www.youtube.com/watch?v=8sQ2p89P0Us.

It is critical, however, that culturally relevant and sustaining pedagogy not only be applied to curriculum, but to all aspects of education, which also includes social-emotional and behavior support programs. As the push to incorporate culturally relevant and sustaining pedagogy grows and is researched, McCallops et al (2019) note the lack of studies and efforts to ensure that these programs are also culturally responsive. Not only does a curriculum based in white dominance perpetuate systemic discrimination, but “SEL instruction that is not culturally responsive can risk becoming a source of acculturative stress for students who are not members of the dominant group” (Gressey, 2019, p. 54, para 1).

Figure 2: Colorado Department of Education. (2021). Culturally Responsive and Sustaining Education.

Comment: Reflect on any personal bias you will bring into your classroom. How will this impact your students? Your curriculum?

Update: Analyze a lesson. Is this lesson culturally relevant and sustaining? What evidence supports this? If it is not, what can be done to incorporate it? OR Create a short lesson that is culturally relevant and sustaining.

For administration

This is an introductory section to what culturally responsive and sustaing pedagogy is and allowing time to discover what personal bias may be brought into the classroom that may perpetuate injustices within the system and negatively impact the ability for students to reach their full academic potential.

This module is aligned to:

2a: Cultivating Respectful and Affirming Environments:

In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?

4e: Growing and Developing Professionally:

What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

These additional resources may be helpful to provide students to read for further information on personal bias and its impact in the classroom:

Week 2: Behavior Correction Programs in Schools

For student

Many schools incorporate behaviorist-based programs to reward positive behaviors and punish and modify unwanted behaviors. Unfortunately, as studied by Camacho and Krezmien (2019), school discipline programs often result in students of marginalized populations receiving significantly more suspensions. Generally, schools use programs that are zero tolerance, progressive and/or restorative.

Figure 4: Reiken, R. (2022). Restoring Students' Right to Learn: An Alternative to Punitive Discipline. School Discipline. https://raceandschools.barnard.edu/schooldiscipline/introduction/roses-op-ed-title/

Zero tolerance is a system that no matter how serious nor the context of the behavior, negative consequences/punishments are given promptly in an attempt to stop these behaviors. Guess (2020) notes this policy “led to an increase in suspensions even if the unwanted behavior was considered minor. Other notable problems of zero tolerance were (a) an increase of students arrested at school, (b) crime at schools did not change, (c) misbehaviors did not decrease, and (d) suspension of minority students increased. Students were being suspended for minor infractions that could have been managed by the classroom teacher.” (p. 11, para 2).

Progressive discipline allows for consideration of the context and severity of the behavior along with discretion when deciding what the appropriate consequences will be. There is more communication between administrators, teachers, parents/guardians, and students in order to help students develops the behaviors and social-emotional skills necessary to comply to the expected rules of the school. Yet according to Milne and Aurini (2015), these skills often “reflect a middle-class cultural logic of child rearing that is seen to facilitate a child’s successful movement through dominant institutions and the world of work” (p. 53, para 2).

Restorative discipline is defined by Payne and Welch (2013) as a way to mend, build, and maintain relationships the comply with school rules and norms. This method is often supported with programs such as Positive Behavioral Interventions and Supports (PBIS), which focus on promoting positive behaviors, combined with social-emotional development programs such as Second Step, which focus on helping to develop the skills needed to produce the expected behaviors and norms of the school. Restorative discipline will be the focus of this learning module as according to Cressey (2020), “educators using a synthesized model of SEL, CRP, and PBIS are likely to take a more complex view of data, incorporating quantitative screening results with other information about each child’s background, culture, family, and school relationships” (p. 55).

Comment: Which discipline method is used at your school? Do you feel it is effective? Explain.

Update: Choose one of the three methods, zero tolerance, progressive, or restorative, and expand on how they work in schools. What are typical policies and procedures? What are the outcomes? What is the impact on the student population?

For administration

This week should begin the process of personal reflection about behavior programs used in schools, focusing on zero tolerance, progressive, and restorative. Many times teachers are not responsible for the choice of program, but must faciliate or follow it anyways. This reflection will allow those taking this learning module to be able to see strengths and weaknesses in hopes of being able to improve programs.

This section is aligned to:

1b: Knowing and Valuing Students:

In what ways are students’ identities and cultures incorporated and reflected in learning experiences and environments?
How are students’ academic, social, and emotional assets leveraged to promote student success?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

These additional resources may be helpful to provide students more information about these types of behavior programs:

Zero tolerance:

Progressive:

Restorative:

Week 3: Socio-Emotional Learning Programs in Schools

For student

Many schools have incorporated social emotional learning programs in order to support and develop certain skills that students need to successfully navigate the school environment and to lower negative behavior occurences.

Figure 5: Gewertz, C. (2020, May 26). Dos and Don'ts When Choosing Social-Emotional Learning Curricula. Retrieved from https://www.edweek.org/leadership/dos-and-donts-when-choosing-social-emotional-learning-curricula/2020/04

This learning module will focus on PBIS and Second Step due to it being some of the most commonly used programs in addition to familiarity of these programs as they have been used by this author.

Positive Behavioral Interventions and Supports (PBIS):

This program is a three-tiered model used to help condition both behaviors and emotions. Tier 1 behaviors are usually teacher handled with administrative support. Tier 2 behaviors incorporate plans created by student, administration and/or social worker, and a parent or guardian. Tier 3 behaviors expand to include possible members of the community, such as doctors, counselors, or police, along with the others needed in the previous tiers.

Figure 6: McEvoy, C. & Reynoso, K. (2022). PBIS. Wayne RESA. https://www.resa.net/teaching-learning/pbis

According to the PBIS website, in a school environment, this program:

Figure 7: Center for PBIS. (2022). Why Implement PBIS? Center for PBIS Positive Behavioral Invention & Supports. https://www.pbis.org/pbis/why-implement-pbis

Second Step:

Second Step is a program to support socio-emotional learning from early childhood (pre-K) through middle school (8), and they are currently developing a high school program. According to their website (2022), it is a holistic approach which helps develop the necessary age-appropriate skills to be successful and productive members of the school community. With pre-prepared lessons for teachers, students are guided through different vignettes to develop the needed social emotional skills. For example, early learning skills include listening, paying attention, and getting along with others. Middle school skills include bullying prevention and interactive authentic scenarios that help students prepare for different difficult situations they may encounter in life.

Figure 8: Second Step. (2022). What is Second Step? Second Step. https://www.secondstep.org/what-is-second-step?src=google&kwd=second%20step&campaignid=605233614&adgroupid=24311091741&keyword=second%20step&device=c&gclid=cjwkcaiamukbbha2eiwaxqnt7885idz67bn2edz-h

Although there is abundant evidence that socio-emotional learning (SEL) programs can help support a student both holistically and academically, Mahfouz and Anthony-Stevens (2020) show that “because student learning and identity are shaped by cultural practice(s), situated life experiences, and many other variable converging in any context of social interaction, the development and expression of social-emotional skills are affected by factors such as social-historic context, including epistemic beliefs and power dynamics” (p. 60). Therefore, as Cressey (2019) explains, programs which are not culturally relevant and sustaining can actually increase the stress of students whom are not in the dominant group rather than support them to develop new skills.

Comment: Do you have any familiarity with these programs? If so, please expand on which ones and how they are incorporated in the school environment? From your perspective, are they effective? OR Do you feel these programs can be effective in school environments? Explain.

Update: Investigate one of the social-emotional learning programs mentioned in the image above or one that is currently being used in your school/district. What does it offer? What are its intended outcomes?

For administration

This week should begin the process of personal reflection about social-emotional programs used in schools. Students should be encouraged to use a program they are familiar with or currently using in their school in order to make it more relevant, but students are welcome to explore other programs if they prefer or do not have a program in their school.

This section is aligned to:

1b: Knowing and Valuing Students:

In what ways are students’ identities and cultures incorporated and reflected in learning experiences and environments?
How are students’ academic, social, and emotional assets leveraged to promote student success?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

These additional resources may be helpful to provide students more information about these types of programs:

Week 4: The Lack of Culturally Relevant and Sustaining Behavior and Social Emotional Learning Programs

For student

Although there is ample evidence that shows the benefits of these programs in schools, there is serious lack of culturally responsive and sustaining practices involved in both the delivery and creation of these programs. McCallops et al (2019) stated that “out of 51 studies, only five implemented culturally responsive SEL interventions” (p. 25, para 2.). Their studies also showed that “none of the studies addressed inequalities (i.e., racism, classism, sexism, religion, and immigration as part of their SEL intervention curriculum” (p. 25, para 3).

Media embedded November 20, 2022

Figure 9: Colorín Colorado. (2020). Looking at the Whole Child: Conversations with Award-Winning Social Worker. Colorín Colorado. https://www.youtube.com/watch?v=RXruSRx8XtA&t=299s

Many of these programs are attempting to condition behaviors and skills according to how the dominant group would respond or act, so cultural differences are not considered nor accepted and are often seen as deficits or wrong. As mentioned in the above video, not all cultures believe eye contact is a way of showing respect. Not all cultures are accepting of adults giving children rewards for good behavior. This is because “student learning and identify are shaped by cultural practice(s), situated life experiences and many other variables converging in any context of social interaction, the development and expression of social-emotional skills are affected by factors such as social-historic context, including epistemic beliefs (i.e., about the nature of knowledge) and power dynamics.” (Mahouz, J. & Anthony-Stevens, V., 2020, p. 60).

Comment: How can these programs be better adapted to be culturally responsive and sustaining? What things to do we need to be cognizant of as educators in the delivery of these programs? As the team in the creation of these programs?

Update: Choose one of the programs used in your school OR listed in previous update. Analyze it for its cultural responsiveness and sustainability.

For administration

This week, learners will begin to address how to improve these programs. Ideally, this will also allow students to being working on final assessment, but students are welcome to change topics as they learn through the course.

This section is aligned to:

1b: Knowing and Valuing Students:

In what ways are students’ identities and cultures incorporated and reflected in learning experiences and environments?
How are students’ academic, social, and emotional assets leveraged to promote student success?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4e: Growing and Developing Professionally:

What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

Here are additional resources that will help students reflect on the cultural responsiveness of programs:

Week 5: Making Programs Culturally Responsive and Sustaining

For student

Figure 10: Jara, S. (2019). Social Emotional Learning & Culturally Responsive Teaching Framework. Education, Social Emotional Learning, Culturally Responsive Teaching, Leadership. https://leadwlovepower.wordpress.com/2019/06/29/social-emotional-learning-culturally-responsive-teaching-framework/

McCallops et al (2019) address the need to stop viewing cultural differences as deficits or things that need to be fixed. They also call for the need for more research on how culturally responsive SEL programs are so decisions can be rooted in evidence-based information. According to Mahouz and Anthony-Stevens (2020), the idea that there are universal behaviors based on dominant populations must be examined and decentered. In order for these programs to become truly culturally responsive and sustaining, they emphasized the importance of allowing teachers and schools leaders time to be trained, discuss, and collaborate to develop a sociopolitical consciousness that is specific to each individual school. Using varied supports (SEL and PBIS), according to Cressy (2019), allows educators to take more complex views and incorporate quantitative information which includes culture and background. These supports should be based in culturally responsive practices, which include the need for translation, collaboration, and accessibility.

Media embedded November 20, 2022

Figure 11: ISTE. (2019). Creating a Culturally Responsive Classroom. YouTube. Retrieved from: https://www.iste.org/explore/featured-videos/4-ways-use-tech-create-culturally-responsive-classroom

Comment: A culturally responsive classroom requires a shift where the student becomes an active participant in the creation and delivery of their knowledge. What are your thoughts or worries about this? How can this be done within your content area?

Update: Based on your analysis in the previous update, improve upon on an area of weakness using culturally sustaining practices.

For administration

This section could be quite challenging for students, and for the update, they may need support to help prevent superficial changes or changes that result in unintended perpetuations of systemic injustices.

This section is aligned to:

1c: Setting Instructional Outcomes:

In what ways do instructional outcomes reflect the most relevant and valuable learning for students?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

3b: Responding flexibly to Students' Needs:

What evidence indicates that teachers make real-time adjustments to learning activities to suit students’ individual needs?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4e: Growing and Developing Professionally:

What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

Here are possible extra resources to help add cultural responsiveness to programs:

Week 6: Programs with Cultural Sensitivity

For student

The following examples are the 5 of 51 studies conducted by McCallop et al (2019) that showed cultural responsiveness and/or sustainability.

The Strong Kids Intervention is an SEL and behavior support program for African American, male, K-2 students. It has incorporated culturally responsive strategies by allowing modified lessons which incorporated local experiences, cultural difference, and received feedback about any changes seen by the general population.
Le and Trieu was a 3-week intervention program in Vietnam. This program incorporated important components of the Vietnamese culture and Buddhist philosophy, which was relevant to the learning population.
The Keepin’ It REAL program was for 7th grade students in the United States who are primarily Latino. Bilingual facilitators were hired to ensure communication with students and home was understood. This program also focused on the importance of familial bonds, which helped address a local issue of substance abuse amongst young people.
The T2 U initiative is to identify at risk students in grades 3-5. Students are often asked to write and perform skits asking them to incorporate topics from certain areas while also having them explore the impacts of those situations. Bilingual interpreters were provided to ensure everyone understood the curriculum.
A book club was created for females of color in 9-11 grade to read and discuss books that were culturally responsive. Students would relate these themes to their personal lives.

Media embedded November 20, 2022

Figure 12: New America. (2021). Culturally Responsive Education in Action. YouTube. https://www.youtube.com/watch?v=SXWoWaFwpNc&t=20s

Comment: Do you feel these programs are culturally responsive? Explain your thoughts.

Update: Explain other ways in which culturally responsive practices could be incorporated in the classroom or support programs.

For administration

These week is to help support students get ideas of different modifications so they can have a guide as they go into their assessment. Although these programs do have cultural sensitivity, there is not such thing as a perfect program, and there should be reflection about these weaknesses.

This section is aligned to:

1b: Knowing and Valuing Students:

In what ways are students’ identities and cultures incorporated and reflected in learning experiences and environments?
How are students’ academic, social, and emotional assets leveraged to promote student success?

1c: Setting Instructional Outcomes:

In what ways do instructional outcomes reflect the most relevant and valuable learning for students?

2a: Cultivating Respectful and Affirming Environments:

What evidence indicates that the students feel a sense of shared identity while also feeling celebrated as individuals?
In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment?
What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts?

3b: Responding flexibly to Students' Needs:

What evidence indicates that teachers make real-time adjustments to learning activities to suit students’ individual needs?

4a: Engaging in Reflective Practices:

How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction?

4c: Engaging Families and Communities:

In what ways do teacher interactions demonstrate their respect for the values of students’ families and local community?
How is the vision for student success shaped and informed by the values of the community?
How do teachers connect to students’ lived experiences to tailor and deepen engagement in learning experiences?

4e: Growing and Developing Professionally:

What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence?

4f: Acting in Service of Students:

What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities?

Here are possible additional resources to help students be aware of how cultural responsiveness can be adapted in these programs:

Assessment

For student

The purpose of this assessment in to make a social emotional learning program more culturally responsive and sustaining. It is recommended to use a program you have analyzed throughout the learning module, but you may select any program. You may focus on improvements of the program as a whole or at least four (4) specific units. You have the choice to write this as a research paper or create a unit/program that you can actually use. You will create a video oral presentation, which needs to include a visual aide.

In your project be sure to include:

make clear what program and/or unit you will be analyzing
address program/unit strengths
address program/unit weaknesses
improve some of the weaknesses
individualized for specific school community
incorporate information from student survey
scholarly resources which support your approach
peer reviewed by at least two peers of your choosing

For the peer review, use the assessment rubric. Rate the following categories from 1 to 4 with 4 being the highest.

Rubric

For administration

Administration will need to be available for students to ask questions as they make suggestions for improvements. Learners also should be encouraged to use these suggestions in their daily practices or to bring to the team responsible for these decisions. It is suggested that there are tutorials on how to navigate any of the required technology.

The rubric will be the same for the peer review as the administrative review. Students should be provided the opportunity to make corrections after the peer review in addition to after the final addition as administrators should dialog with them on any improvements. This dialog should continue as long as the student is making adaptations and the grading deadlines allow, if applicable.

Peer Review Project

For student

You will review two programs created by classmates. Please use the following rubric. Rate them from 1 to 4 with 4 being the highest. Clearly explain why you gave that rating.

For administration

Ensure students complete their reviews in a timely fashion so the feedback can be used to make improvements prior to the final draft. Doing the reviews should be considered part of the requirements and anyone who does not complete them should see

References

Camacho, K., & Krezmien, M. (2019). A statewide analysis of school discipline policies and suspension practices. Preventing School Failure: Alternative Education for Children and Youth, 64(1), 55-66.

Cressey, J. (2019). Developing culturally responsive social, emotional, and behavioral supports. Journal of Research in Innovative Teaching & Learning, 12(1), 53-67.

The Danielson Group. (2022). The Framework for Teaching. The Danielson Group. https://danielsongroup.org/

Esteban-Guitart, M., Lalueza, J. L., Zhang-Yu, C., & Llopart, M. (2019, June). Sustaining students' cultures and identities. A qualitative study based on the fund of knowledge and identity approach. Sustainability, 1-12.

Gewertz, C. (2020, May 26). Dos and Don'ts When Choosing Social-Emotional Learning Curricula. Retrieved from https://www.edweek.org/leadership/dos-and-donts-when-choosing-social-emotional-learning-curricula/2020/04

Grier-Reed, T., & Williams-Wengerd, A. (2018, October). Integrating universal design, culturally sustaining practices, and constructivism to advance inclusive pedagogy in the undergraduate classroom. Education Sciences, 1-14. doi:doi:10.3390/educsci8040167

Guess, K. (2021). Analysis of school discipline policies at a title 1 high school in Texas. Walden University ProQuest Dissertations Publishing, 1-24.

Kalantzis, M., & Cope, B. (2008-2022). New Learning: Elements of a Science of Education. Cambridge, UK/Champaign, IL: Cambridge University Press/Common Ground Research Networks.

Lopez, P., Brackett, M., Nezlek, J., Schutz, A., Sellin, I., & Salovey, P. (2004, August). Emotional Intelligence and Social Interaction. PSPB, 30(8), 1018-1034.

Mahfouz, J., & Anthony-Stevens, V. (2020, April). Why Trouble SEL? The Need for Cultural Relevance in SEL. Occasional Paper Series, 2020(43), 58-70.

McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systemic review. International Journal of Educational Research, 94, 11-28.

Milne, E., & Aurini, J. (2015). Schools, cultural mobility and social reproduction: the case of progressive discipline. The Canadian Journal of Sociology, 40(1), 51-74.

Payne, A. A., & Welch , K. (2015, July). Restorative justice in schools: the influence of race on restorative discipline. Youth & Society, 47(4), 539-564.

Learning Module: Making SEL Culturally Responsive and Sustaining

Learning Module

Abstract

Keywords

Intended Learning Outcomes

For student

For administration

Week 1: Culturally Relevant and Sustaining Pedagogy

For student

For administration

Week 2: Behavior Correction Programs in Schools

For student

For administration

Week 3: Socio-Emotional Learning Programs in Schools

For student

For administration

Week 4: The Lack of Culturally Relevant and Sustaining Behavior and Social Emotional Learning Programs

For student

For administration

Week 5: Making Programs Culturally Responsive and Sustaining

For student

For administration

Week 6: Programs with Cultural Sensitivity

For student

For administration

Assessment

For student

For administration

Peer Review Project

For student

For administration

References