Culturally Responsive Teaching & Learning
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The goal of Culturally Responsive Teaching & Learning is to close achievement gaps by adjusting our lenses. According to national educator Sharroky Hollie, being culturally and linguistically responsive begins with understanding its meaning and having consensus about how to name it. Culturally and linguistically responsive teaching and learning speaks to its comprehensiveness and complexity. There is an in-depth focus on culture and language that benefits teachers and learners. The use of the word responsive is strategic and purposeful because it forces a thought process beyond such common monikers as relevance, proficiency, or competency. To be responsive, educators must be willing to validate and affirm students through instruction, which leads to the pedagogical skillset.
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What is equity?
Equity means that we provide every student with the support and resources they individually need to accomplish the same goal: high school graduation and college- and career-readiness. The goal for all students is the same, but the process to get there differs.
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Why is this necessary?
The national focus on standardized testing shows an achievement gap between children from diverse backgrounds and the average student. Specifically, students of color perform at lower levels. Fayette County Public Schools is no different. Thus, it's the district's goal to close the achievement gap among diverse populations of students, especially those of color.
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How do we get there?
We must transform FCPS to pursue sustainable, equitable access and support for all students and their families across the district. It's a collective pursuit of cultural proficiency.
The Equity Lens
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Considerations
For any policy, program, practice, or decision, consider:
- What marginalized groups are affected/impacted?
- Does the program ignore or worsen existing disparities?
- How have stakeholders been involved? Who are the stakeholders?
- What are the barriers to more equitable outcomes?
- How can negative impacts/barriers be mitigated?
* (adapted from Portland Public Schools)
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Beneficiaries
Who benefits ...
- from our curriculum decisions?
- from our teacher hiring and assignments?
- from our gifted, honors, and AP programs?
- from our special education programs?
- from our extracurricular activities?
- from our budget decisions?
- from our accountability measures?
- from our learning goals/objectives?
Linton, C. (2011). Equity 101: The Equity Framework. Thousand Oaks, CA. Corwin
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Contact us
TBD,
acting CRTL coach
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Mission of equity & diversity
To promote, develop, and support equitable practices and policies for a safe and inclusive school community system;
To provide assurance of access, representation, and meaningful participation for all.
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Web tip: The URL shortcut to this page is fcps.net/crtl
For employees: In-house resources are posted under the Staff portal.
