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Culturally responsive pedagogy: a curriculum for secondary education teachers

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Culturally Responsive Pedagogy: A Curriculum for Secondary Education Teachers
by
Laura Elizabeth Seese

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Laura Elizabeth Seese 2023
All Rights Reserved

The Committee for Laura Seese certifies the approval of this Dissertation

Alison Muraszewski
Helena Seli
Kenneth Yates, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
Implementing culturally responsive pedagogy (CRP) or culturally responsive teaching strategies
in K-12 classroom settings helps educators mitigate systemic inequities within education
systems. The purpose of this curriculum is to transform teacher pedagogy in a school district
through a culturally responsive teaching lens. The content of this curriculum is informed by
culturally responsive teaching, critical race theory, abolitionist teaching, and universal design
principles (UDL). The design of the curriculum incorporates guided experiential learning (GEL),
cognitive load theory, and situated expectancy value theory, this in person course consists of six
one hour long professional development sessions designed for secondary teachers within a
school district in San Bernardino County. After successful completion of this course, learners
will be able to implement culturally responsive teaching strategies into their daily lesson plans.
The summative evaluation includes designing and delivering a lesson utilizing culturally
responsive teaching strategies. A complete implementation of the curriculum is provided as well
as an evaluation plan that measures achievement of curriculum goals and outcomes. As the
targeted district moves forward with redesigning its district-wide mission and goals to align
towards being more culturally responsive and equitable, having culturally responsive teachers
and curriculum is necessary.

Keywords: professional development, culturally responsive teaching, culturally
responsive pedagogy

v
Dedication
To my wonderful husband Martin. Thank you for all your support through both my masters and
my doctorate. From living in Egypt at the start of this journey and making me tea in the middle
of the night so I could stay awake during class, to driving with me to USC every Tuesday night
when we went back in person, I could not have done it without you. You were always there to
remind me that I am enough, I am capable, and I am loved. I love you.

vi
Acknowledgements
I would like to thank Dr. Kenneth Yates for all his patience and wisdom throughout this
process. His dedication to his students is awe inspiring and I could not have asked for a better
dissertation chair. Dr. Yates showed me grace and understanding when I needed it most, and also
firm nudges when he knew I could do better. Thank you, Dr. Helena Seli, for encouraging me to
apply to the EDL program after finishing the LDT program at Rossier. Thank you, Dr. Alison
Muraszewski, for not only being my capstone advisor for the LDT program but also agreeing to
be a committee member for my dissertation. I remember your encouragement in every class
during the LDT program when I was waking up at 3am in Egypt and trying to be functional to
learn. I am so grateful for your and Dr. Seli’s feedback and for agreeing to continue this journey
with me. I am still in shock that this is finally happening.
Thank you to my friends and family who have continued to support me throughout all my
adventures both at home and abroad.

vii
Table of Contents

Abstract.……………………………………………………………………………………... iv
Dedication…………………………………………………………………………….……... v
Acknowledgements………………………………………………………………………….. vi
List of Tables…………………………………………………………………………..……. ix
List of Figures……………………………………………………………………………….. x
Chapter One: Overview of the Project and Needs Assessment……………………….…….. 1
Problem of Practice…………………………………………………………...…….. 2
Evidence for the Problem of Practice ………………………………………………. 3
Importance of Solving the Problem …………………………………………..……. 4
Instructional Needs Assessment ……………………………………………………. 6
Determination of the Learning Need……………………………………………… 6
Theoretical Approaches to the Curriculum…………………………………………... 7
External Factors …………………………………………………………………….. 8
Internal Factors………………………………………………………………..…….. 8
Motivational Factors…………………………………………………………..…….. 8
Overview of the Curriculum…………………………………………………..…….. 9
The Learning System / Environment………………………………………….…….. 13
Potential Issues with Power, Equity, and Inclusion…………………………………. 15
Definition of Terms………………………………………………………………….. 15
Organization of the Design Blueprint……………………………………………….. 17
About the Author……………………………………………………………………. 17
Theory Informing the Author’s Positionality………………………………………... 20

viii
Chapter Two: Review of the Literature……………………………………………….……. 21
Prior Attempts……………………………………………………………………….. 21
The Content of the Curriculum………………………………………………..…….. 22
Summary of the Curriculum…………………………………………………...……. 33
Chapter Three: The Learning Environment and The Learners……………….…………… 39
Description of the Learning Environment……………………………………..……. 39
Implications of the Learning Environment and Learner Characteristics for Design… 49
Chapter Four: The Curriculum………………………………………………………...…….. 51
Cognitive Task Analysis…………………………………………………………….. 51
Major Steps………………………………………………………………………….. 53
Course Learning Goals………………………………………………………………. 54
Course Learning Outcomes………………………………………………………….. 55
Overview of the Units……………………………………………………………….. 65
Scope and Sequence Table…………………………………………………………... 73
Delivery Media Selection……………………………………………………...…….. 74
General Instructional Methods Approach……………………………………..…….. 82
Chapter Five: Implementation And Evaluation Plan………………………………….…….. 85
Implementation Plan…………………………………………………………..…….. 85
Evaluation Plan………………………………………………………………..…….. 86
References…………………………………………………….….………………………….. 101
Appendix A: Course Overview…….……………………………………………………….. 108
Appendix B: Lesson Overviews.……………………………………………………..…….. 113
Appendix C: Lesson Plans…………………………………………………………....…….. 127
Appendix D: Evaluation Administered Immediately Following……………………………... 182
Appendix E: Evaluation Administered Delayed for a Period………………………………… 184

ix
List of Tables

Table 1: Summary of Organizational Mission and Goal, Outcomes, Curriculum
Purpose, and Learning Goals
12
Table 2: Learning Environment Typologies 14
Table 3: Major Steps and Knowledge Types 35
Table 4: Visual Overview of Units 67
Table 5: Scope and Sequence 73
Table 6: Key Considerations for Media Selection 78
Table 7: Media Choices in Becoming a Culturally Responsive Teacher 80
Table 8: Indicators, Metrics, and Methods for External and Internal Outcomes 87
Table 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 89
Table 10: Required Drivers to Support Critical Behaviors 91
Table 11: Evaluation of the Components of Learning for the Program 94
Table 12: Components to Measure Reactions to the Program 96
Table A1: Course Overview Instructional Activities 109
Table C1: Unit 1 Instructional Activities 130
Table C2: Unit 5 Instructional Activities 160

x
List of Figures
Figure 1: Visual Overview of the Units 72
Figure 2: Teachers Using CRT in the Classroom 99
Figure 3: Student Perceptions of Positive School Climate and Culture from
PBIS Surveys
100
Figure A1: Visual Overview of the Units 112
1

Chapter One: Overview of the Project and Needs Assessment
In the last two years there has been a rise in State legislatures in the United States
prohibiting teachings, and discussions of critical race theory (CRT) in TK-12 education settings.
To date, 37 states have introduced bills or taken other steps that would restrict teaching CRT or
limit how teachers can discuss racism and sexism in classrooms (edweek.org). In California,
California Assembly Bill 101 (AB-101) Pupil instruction: High School Graduation
Requirements: Ethnic Studies was signed by Governor Gavin Newsom October 8, 2021. AB-101
outlines that all public and charter schools must implement an ethnic studies course as part of the
high school graduation requirements beginning in the 2025-2026 school year. Ethnic studies is
an attempt to access and honor cultural differences and viewpoints. However, it is controversial
because it does not solve the issues of social justice or address social justice standards, and many
associate the implementation of ethnic studies with the implementation of critical race theory in
K-12 classrooms. Both have become political but neither one directly addresses the issues of
student achievement. Across the state, as well as across the nation, CRT has become
controversial, though few outside of a higher education setting understand the nuances of CRT.
Despite the negative outcry surrounding CRT, CRT, along with such movements as
Black Lives Matter (BLM), has sparked greater conversation around representation, power,
equity, and diversity, not only in education, but in organizations beyond education. We, as a
society, are beginning to move in a direction where we are no longer standing for these inequities
and are actively fighting to remove them, especially in K-12 education. Speaking as an educator,
we want our students to succeed, feel empowered, and make positive changes in the world. A
huge part of this is representation in the classroom; making sure students are valued, seen, and
represented accurately. Though critical race theory is the macro lens that illuminates systemic
2

inequities in our country, it is not easily translated for application in a K-12 education setting.
However, implementing culturally responsive pedagogy (CRP) or culturally responsive teaching
strategies in K-12 classroom settings could help educators mitigate systemic inequities in our
education systems. Learning happens when there is a connection between prior knowledge and
new knowledge (Mayer, 2011). Therefore, all teachers need to engage in culturally responsive
teaching strategies in order to meet students where their lived experiences reside.
Problem of Practice
The problem of practice addressed in this curriculum dissertation is the need to develop a
curriculum for teachers within the SoCal School District (SCSD) that will impart evidence-based
knowledge, skills and attitudes to prepare these teachers to implement culturally responsive
teaching strategies in their classrooms to better serve their students. SoCal School District
(SCSD). SCSD is a public school district in Southern California, serving over 37,000 students
district-wide in grades TK-12 (SoCal School District Human Resources, 2020). According to
SCSD’s 2020 Flash Facts, SCSD identifies as being an urban/suburban school district where
approximately 87% of students identify as Hispanice/Latino, 5% identify as African American,
3% identify as white, 1% identify as Filipino, 1% identify as Asian, and 1% identify as “other.”
Of the 4,108 employees in the district, 1,933 are certificated, and 296 are administrators.
According to the district’s website, SoCal School District is a community united to
ensure that every student is prepared for success in college, career, and life (SCSD.net). The
following are the core values of SCSD: Teamwork and Respect, Excellence and Achievement,
Responsibility and Accountability, Equity and Opportunity, Dedication and Commitment. The
following are the core tenets of SCSD’s mission statement:
● Every Student Successful: Schools demonstrate a relentless focus on preparing students
3

for success in college, career and life.
● Engaging Schools: Schools have the high-quality resources, leaders and teachers to
provide the comprehensive learning environment required for a world-class education.
● Empowered Communities: Schools cultivate healthy environments and meaningful
partnerships with families and communities to support student achievement in and out of
school.
Although part of SCSD’s mission is Equity and Opportunity, it is a vague statement open
to multiple interpretations. Like many school districts, SCSD is attempting to incorporate new
industry “buzz words,” such as “equity” and “diversity,” without a plan in place for
understanding how these terms influence student learning and achievement. Moreover, there is
also a need to have a plan in place for teacher understanding of these words and what they mean
in a classroom setting.
In order for the teachers within SCSD to successfully implement culturally responsive
teaching strategies, they need to understand the purpose and how CRT strategies positively
impacts student learning and student-teacher relationships. Love (2019) discusses the importance
of “mattering.” Students need to feel as though they matter and part of that “mattering” is seeing
representative curriculum and teaching strategies in the classroom (Love, 2019).
Evidence for the Problem of Practice
According to the Director of Secondary Instruction in SCSD’s Teaching and Learning
Department, during the district instructional walks there has not been any evidence or
understanding of neither power, equity, and diversity principles, nor culturally responsive
teaching strategies in the classroom (K.Jones, personal communication, February 10, 2022).
Instructional walks occur once a semester at each secondary school site as a means to evaluate
4

the learning and instruction in the classroom. Members of the executive team, coordinators,
directors, and board members are divided into teams for each instructional walk. When asked
about the district’s mission, vision, and goals and their relationship to CRT strategies, the
director stated that CRT strategies is incredibly important to SCSD and leaders within the district
are moving towards better aligning curriculum and instruction not only in secondary instruction,
but also district-wide (K. Jones, personal communication, February 10, 2022).
Currently, SCSD does not offer any professional development (PD) for CRT strategies or
in subjects similar to power, equity, and diversity. However, in a step forward, SCSD recently
hired its first Global Studies Coordinator whose focus is not only on aligning the social science
curriculum for Secondary Education including Ethnic Studies, but to also focus on implementing
CRT strategies through the lens of power, equity, and diversity in collaboration with the ELA
and math coordinators (K. Jones, personal communication, February 10, 2022). The Global
Studies department will need support, especially as a newly formed department still lacking in
support personnel such as teachers on assignment, in order to reach its goals of implementing
and supporting CRT strategies. A designed curriculum for teachers would help greatly with not
only supporting the Global Studies department, but also supporting teachers throughout all
content areas in secondary education.
Importance of Solving the Problem
SCSD serves over 36,300 students from Preschool through 12th Grade with 1500
students in Adult Education with 97% of students identifying as BIPOC (SCSD Fact Sheet). As
SCSD moves forward with redesigning its district-wide mission and goals to align towards being
more culturally responsive and equitable, having culturally responsive teachers and curriculum is
necessary.Those in education must make drastic changes, like abolitionist teaching, which Love
5

(2019) defines, “is the practice of working in solidarity with communities of color while drawing
on the imagination, creativity, refusal, (re)membering, visionary thinking, healing, rebellious
spirit, boldness, determination, and subversiveness of abolitionists to eradicate injustice in and
outside of schools” (p. 2). Students need to see representation in the curriculum in order to feel
connected and be successful throughout their academic careers (Wigfield & Wagner, 2005).
Things like curriculum, discipline policies, teacher hiring practices, school-closing decisions,
testing, ect., are all influenced, consciously or subconsciously, by the positionality,
epistemology, and intersectionality of the leaders making the decisions.
Carey (2018) argues that educators and administrators need to be mindful of the ways
educational policies, and the structures and cultural norms that undergird them, can work to
subordinate the knowledge, values, and behaviors of students marginalized at multiple
intersections of identity. Interventions to address the impacts of the continual academic and
social subjugation of marginalized students that focus on singular facets of identity miss the
mark. Students must be exposed to consistent flows of counternarratives that center the agency
of individuals working to resist normative power structures that further oppress their
communities, but teachers need tools and support in order to implement this in their everyday
classroom structure.
By providing PD for teachers on culturally responsive teaching strategies, teachers will
be able to mindfully connect to their students' culture and better understand their values and
beliefs. In turn, students will feel more like they matter, which will impact how they view and
value their education. This will lead to higher achievement, higher graduation rates, and lower
rates of discipline action, especially towards BIPOC students.
6

Instructional Needs Assessment
According to Smith and Ragan (2005), the purpose of a needs assessment is to determine
that there actually is a need for new instruction to be developed. Although instruction can be
developed without first analyzing the need for instruction, which in the short-term is often time-
consuming, investing in the time to analyze the need for instruction ultimately saves time, cost,
and frustration (Smith & Ragan, 2005). The purpose of this section is to outline the need for
learning, which instructional needs model will be implemented, and how motivation will be
addressed using the instructional needs model. The chosen instructional needs model must align
with either the current mission and goals of an organization or with the new goals and mission
the organization intends to implement (Smith & Ragan, 2005).
Determination of the Learning Need
Among the models to determine a learning need, Smith and Ragan (2005) define the
innovation model as appropriate when a new organizational goal has been established that
requires new knowledge and skills. The innovation-based instructional needs model as defined
by Smith and Ragan (2005) is applied here to examine the changes in the educational system and
determine whether new learning goals should be added to the curriculum to accommodate these
changes.
Since there is no professional development already in place in SCSD for culturally
responsive teaching strategies and leaders within SCSD are moving to redesign and realign the
mission and goals of its organization, new learning needs to occur, which means the innovation-
based instructional needs assessment model is the best fit for this PD. SCSD wants its teachers to
understand culturally responsive teaching (CRT), and imbed the core principles of culturally
responsive pedagogy alongside culturally responsive teaching strategies within their everyday
7

teaching practices. There is evidence of this from SCSD’s current mission and goals, board
agenda items regarding Global Studies and Ethnic Studies, as well as data from learning-walks
conducted by the SCSD leadership team. All past, current, and future PD offerings are housed on
SCSD’s Kickup app and there has not been a listing for any PD related to CRT or CRT
strategies, but SCSD plans to start offering optional PD to teachers beginning with the 2022-
2023 school year.
As recommended by Smith and Ragan (2005), multiple sources were considered to
conduct a needs assessment to determine there is a need for a PD curriculum on culturally
responsive teaching strategies in SCSD. The needs assessment incorporates data from a review
of external and internal environmental factors, a review of the literature, and consulting with
subject matter experts (SME) using a cognitive task analysis (CTA). A description of external
and internal factors (including motivational factors) follows this section, the literature review is
addressed in-depth in Chapter 2, and the CTA is presented in Chapter 4.
Theoretical Approaches to the Curriculum
The content of this curriculum has theoretical foundations in the work of Hammond
(2015), who describes the major characteristics of culturally responsive teaching. However,
before one can incorporate culturally responsive teaching or be considered a culturally
responsive teacher, one must know one's positionality, including implicit biases, as they may
impact instruction and student relationships, as outlined by Douglas and Nganga (2015) and
Love (2019). Johnson-Smith (2020), as well as CAST (2018), emphasize the importance of
establishing student relationships in order to foster an inclusive learning environment where
students are challenged, and their voices are heard, valued, and respected. These theoretical
approaches are further explained in Chapter 2.
8

External Factors
Since the school district is publicly funded, it is accountable to not only the immediate
community of the district, but also the county in which it resides, and the state of California. The
district must pass all its accreditations in order to maintain its status and funding. Community
members, Board members, students, teachers, and staff hold SCSD accountable as stakeholders
and have input when it comes to curriculum and policies within the district. With the passing and
subsequent implementation of AB-101, there have been concerns from community members,
staff, and students at Board meetings concerning how SCSD will handle the implementation of
culturally responsive teaching as well as Ethnic Studies.
Internal Factors
In order to mitigate community and internal stakeholder concerns surrounding AB-101,
SCSD plans to update its mission statement, professional development offerings for teachers and
staff, and complete an internal audit of curriculum district-wide, particularly in secondary
education. As such, the organization is changing and wants to focus on power, equity, and
diversity more by incorporating culturally responsive teaching strategies as an everyday practice
for all teachers district wide.
Motivation Factors
According to Pekrun and Linnenbrink-Garcia (2012) students are more engaged, learn better,
and retain more information when they engage in learning with positive emotions. This also
stems from the teacher; therefore, teachers need to relate to students and understand their needs
to be effective. Teachers and leaders need to like their students because students can tell when
they do not (Capper, 2015; Eliot & Dweck, 2005). As a district, if it wants to change its mission
statement and complete an internal audit on power, equity, and diversity, it needs to also invest
9

in quality professional development around culturally responsive teaching. The leaders within
the district must be motivated to change before it can expect its teachers, staff, and students to.
SCSD must also commit to messaging and outreach to the community as well.
Overview of the Curriculum Design
The following section describes the needs assessment and cognitive task analysis
completed that informed the design of instruction as shown in Table 1. An instructional design
approach, anchored by evidence-based learning and motivation principles, can be utilized to
design, develop, and deliver instructional materials and activities that are engaging, as well as
effective to enhance learning and achievement (Smith & Ragan, 2005). The needs assessment
described above, outlines SCSD’s mission and goals, as well as internal and external factors
impacting the mission and goals. Below is a description of the goals, objectives, and outcomes of
the proposed curriculum, as well as the assessments that will evaluate whether the learning goals
and outcomes were met. The overall purpose of this curriculum is directly related to the problem
of practice previously identified and described, as such the learning goals and objectives were
designed with that in mind.
Organizational Mission and Goal
As outlined in Table 1 below, SCSD’s mission is to ensure that every student is
successful and prepared for college as well as their post high school careers. The district’s
overall goals are to have highly effective teachers, increase graduation rates, promote
multiculturalism, and increase college and career readiness. It is important to note that SCSD is
in the process of reevaluating and rewriting its mission statement as well as its organizational
goals, as the current mission and goals do not reflect SCSD’s commitment to equity and
diversity.
10

Outcomes
In order to evaluate the effectiveness of the organizational mission and goal for this
curriculum, the course outcomes will serve as the leading indicators. According to Kirkpatrick
and Kirkpatrick (2016), leading indicators are observations and measurements that indicate
whether the course is on track or not, so the outcomes will inform whether or not the course was
successful. Table 1 summarizes the internal and external outcomes expected for the curriculum.
The internal outcomes are focused on teacher retention, school to prison pipeline, and student
representation while the external factors focus on graduation rates, test scores, and college
acceptance rates. These indicators and their measures are further described in Chapter 5 and
measured as Level 4 Results (Kirkpatrick & Kirkpatrick, 2016).
Purpose of the Curriculum
The purpose is to develop a curriculum for teachers and administrators in SCSD that will
impart evidence-based knowledge, skills and attitudes to prepare them to implement culturally
responsive teaching strategies in the classroom. If the curriculum is successful, then the learning
outcomes outlined above will be achieved and teachers will be able to implement culturally
responsive teaching strategies in their classrooms. By incorporating these strategies into the
classroom both the internal and external outcomes will be achieved, positively impacting SCSD
and its surrounding community.
Learning Goals
Smith and Ragan (2005) describe learning goals as statements of purpose that determine
what learners should be able to do after they have completed the professional development
sessions. To develop learning goals for this curriculum, a bootstrapping process, including a
literature review, and a CTA was conducted with subject matter experts (Clark et al., 2008).
11

Chapter 2 provides a review of the literature and Chapter 4 describes the process and outputs of
the CTA. As summarized in Table 1, the CTA produced a list of major steps to implement CRT,
which in turn are written as learning goals. These then inform the objectives and content
included in instruction (Smith & Ragan, 2005). Kirkpatrick and Kirkpartick (2016) describe
Level 3 critical behaviors are behaviors that can be observed to determine the degree to which
learners demonstrate what they have learned after completion of the curriculum and identify
these behaviors as one of the most important parts of the curriculum because when these
behaviors are achieved, then the outcomes that are the Level 4 Results will also be realized.
Objectives and Assessment
The learning and motivation outcomes were chosen as they are measurable prior to,
during, and at the end of the course to determine what learners are able to do by the completion
of the unit (Smith & Ragan, 2005). These measurements are obtained in a comprehensive
manner according to Kirkpatrick’s (2016) Four Levels of Evaluation model by quantitative and
qualitative means throughout the cycle of the unit via surveys, interviews, and observations.
Level two measures students’ level of learning and what they actually learned during and
immediately following the unit (Kirkpatrick & Kirkpatrick, 2016).
Evaluation
Assessment and evaluation are critical aspects of instructional design because they
evaluate learners' prior knowledge and skills as well as indicate what types of instructional
activities and materials are needed for a given course (Smith & Ragan, 2005). The data gathered
from the various assessments will help the instructor determine which aspects of the learning
need to be emphasized or revisited throughout the unit and whether learners are ready and able to
move on to subsequent lessons within the unit. Levels 3 and 4 measures the direct results of the
12

unit and how effective the design of the unit and the learning objectives were (Kirkpatrick,
2016). Table 1 summarizes the curriculum design process and components previously described.

Table 1
Summary of Organizational Mission and Goal, Outcomes, Curriculum Purpose, Learning Goals,
Objectives and Assessment
Organizational mission
SoCal School District is a community united to ensure that every student is prepared for
success in college, career, and life. The following are the core values of SCSD: Teamwork
and Respect Excellence and Achievement Responsibility and Accountability Equity and
Opportunity Dedication and Commitment.
Organizational goal
The following are SCSD’s district wide goals:
Increase proficiency and strategic thinking
Promote multilingualism and multiculturalism
Increase graduation and college and career readiness
Cultivate effective teachers and leaders
Engage students and decrease dropout rates
Strengthen family and community engagement
Promote healthy environments
External outcomes:
Increased student state test scores

Increased graduation rates.

Increased college acceptance rates
Internal outcomes:
Increased Teacher retention

Increased classroom student achievement

Increased student feeling of representation
Curriculum purpose
The purpose is to develop a curriculum for teachers and administrators in SCSD that will
impart evidence-based knowledge, skills and attitudes to prepare them to implement
culturally responsive teaching strategies in the classroom.
Learning environment
13

The curriculum will be delivered synchronously, in person, and in a non-formal learning
environment.
Learning goals
Identify and acknowledge teacher positionality including implicit biases that may impact
instruction and student relationships.

Form relationships or learning partnerships with students.

Activate students’ prior knowledge.

Create an inclusive learning environment.

Analyze the learning context and the needs of students.

Encourage students to leverage their cultural capital through social justice and self-advocating.

The Learning System / Environment
Smith and Ragan (2005) suggest that when designing instruction, it is important to
consider the organization’s mission and goals, the various stakeholders, the resources being
provided, the learning environment typologies, and access and diversity considerations. The
learning environment must be conducive to learning in order to promote learner value and
motivation as well as help learners achieve the learning goals and objectives. Table 2 describes
the typologies associated with the learning environment.

14

Table 2
Culturally Responsive Teaching Strategies Learning Environment Typologies
Typology Integration into culturally responsive teaching PD
Non-formal SCSD has not yet decided if this PD will be compulsory,
optional with compensation, or optional without
compensation.
PD credits teachers with paid hours or units towards the salary
scale
PD is optional without compensation
Adaptive Learners may need more time with certain activities based on
their skill level.
Since learners will be implementing these strategies in their
classrooms, it is important that they are comfortable with the
material.
SCSD is flexible with the offerings of PD and is willing to add
additional sessions based on learner needs
Open Any secondary education teacher or administrator within the
district is able to register for PD sessions on SCSD’s Kickup
website.
Physical/Synchronous Participants will come to the PD location that will be
determined by SCSD’s PD department.
Location based on availability and number of participants.
All learning and activities will take place during the PD
sessions
Asynchronous All course materials, handouts, and readings, will be available
for participants on the SCSD Microsoft Teams channel.
Individual Participants are expected to master and demonstrate certain
skills individually such as naming their own positionality
and implicit bias.
Collaborative Participants will work together in groups to plan how they will
implement culturally responsive teaching Strategies in their
classrooms and give each other feedback.

15

Potential Issues with Power, Equity, and Inclusion
SCSD recognizes and understands that its goals and mission statement are a work in
progress and do not currently reflect the organization’s commitment to creating equitable and
inclusive learning environments and experiences for all students. Currently, SCSD has a top-
down approach to curriculum and instruction in secondary education. The Teaching and
Learning department develops the curriculum for ELA and Math, while Science and Social
Science are currently works in progress. The district has adopted a prescriptive approach to
teaching in ELA and Math, which has caused some frustration amongst teachers and students,
especially regarding the ELA curriculum as the texts are not entirely reflective of the student
population, according to teacher feedback collected both verbally and through various feedback
surveys on the curriculum. Though teachers may not be able to make changes to the prescribed
curriculum, through understanding culturally responsive teaching practices and strategies, they
will be better informed on how to supplement materials and invoke students' voices,
backgrounds, and cultures within their classrooms and teaching practices. Teachers may not be
able to change the system, but they will be able to work within the system to ensure student
needs are being met.
Definition of Terms
For the purpose of this curriculum design, these terms are defined as follows, including the
source from which it is taken:
• Cognitive Learning Theory(ies) explains underlying mechanisms that allow the change in
knowledge to happen. Mayer (2011) defines learning as a “change in knowledge
attributable to experience” (p. 14) that can be inferred through observations of changes in
the learner’s behavior.
16

• Cognitive Task Analysis (CTA) is an approach developed to design effective approaches
to instruction using a variety of interview and observation strategies to capture a
description of the knowledge that experts use to perform complete and complex tasks
(Clark et al., 2008).
• Critical Race Theory (CRT) seeks to analyze and challenge mainstream race-based
narratives in law, history, and popular culture that uphold the status quo (Bell, 2007).
• Cultural Competence is the ability to functionally relate to people from multiple cultures
and backgrounds (Appleby et al., 2001).
• Culturally Relevant Education (CRE) theory is representative of both culturally relevant
teaching and pedagogy (Aronson & Laughter, 2016). Cultural relevance has its roots in
social justice theory and can be applied to educational settings to bring social justice to
the classroom (Williams, 2018). Race and critical race theory (CRT) are critical
components of CRE (Brown-Jeffy & Cooper, 2011).
• Culturally Responsive Pedagogy (CRP) - is a student-centered approach to teaching, in
which the students’ unique cultural strengths are identified and nurtured to promote
student achievement and a sense of well-being about the student’s cultural place in the
world. Culturally responsive pedagogy is divided into three functional dimensions: the
institutional dimension, the personal dimension, and the instructional dimension.
• Culturally Responsive Teaching (CRT)- “culturally responsive teaching is about helping
culturally and linguistically diverse students who have been marginalized in schools build
their skill and capacity to do rigorous work. The focus isn’t on motivation but on
improving their brainpower and information processing skills. Motivation is only a small
part of it. Culturally responsive teaching is when the teacher grounds the lesson in
17

community issues that is relevant and meaningful to students’ daily life as a vehicle for
teaching content. Or when, the teacher uses students’ natural cultural learning tools like
talk and word play to help them process new content” (Hammond, 2015).
• First Principles of Instruction describes a common set of principles that are necessary for
effective and efficient instruction that can be found in most instructional design theories
(Merrill, 2020).
• Guided Experiential Learning (GEL) is a design system based on the most common
elements from evidence-based instructional design systems in use (Clark et al., 2010).
Organization of the Design Blueprint
This curriculum design is divided into five chapters. Chapter 1 identifies the problem and
need for teachers and administrators in SCSD to implement culturally responsive teaching
strategies in the classroom. It also includes a description of the instructional need, the goals of
the curriculum, and a description of the learning environment. Chapter 2 is a review of relevant
literature with a focus on the theories and concepts that will inform the design of the curriculum.
Chapter 3 will analyze the learners and describe the context for learning. Chapter 4 will detail the
lessons that make up the curriculum including the learning objectives, unit overview,
demonstrations, practice and feedback, assessments, and discussions. Chapter 5 describes
approaches to implementation and evaluation of the curriculum.
About the Author
In order to understand the meaning of positionality and epistemology fully, especially
from an educational leadership standpoint, it is important for me to recognize my own
positionality and intersectionality and how that plays into my views and biases, as well as the
power I hold and where I fit into society. Douglas and Nganga (2015) in their article, What’s
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Radical Love Got to Do With It: Navigating Identity, Pedagogy, and Positionality in Pre-Service
Education, use Dillard’s (2003) definition of epistemology as how we view reality and
Villaverde’s (2008) definition of positionality as “how one is situated through the intersection of
power and the politics of gender, race, class, sexuality, ethnicity, culture, language, and other
social factors” (Douglas & Nganga, 2015, p. 60-61). With that being said, I identify my
positionality as being female, white, Jewish, wife, daughter, sister, aunt, middle-class, pan-
sexual, educator, multilinguist, yogi, gamer, animal-lover, advocate for LGBQIA+, theatre geek,
comic book nerd, Californian, and liberal.
If I mention Brexit or the current political unrest in Egypt, I can’t expect my students to
have any connection to what I am talking about because it is not in their circle of thought and
this is because our epistemologies differ, which is exactly how I would explain epistemology to
them. More importantly, my students (and teachers) need to understand that our epistemologies
are largely formed outside of formalized education and that learning occurs organically in these
contexts. No one should feel that learning only occurs formally. The administration teams,
teachers, coordinators, and fellow instructional coaches are the leaders in the district, and it is our
responsibility to ensure that our students are getting the best educational experience possible,
which includes constantly evaluating equity especially with access to curriculum. We are seen as
the experts, but we also need to remember to listen to the needs of our students and our parents in
the most equitable way possible. With my position comes the responsibility of supporting a
number of school sites and I am privier to district information and decisions before my school
sites are informed. I am also privileged in my position because Administrators look to me as
being the expert and the person to consult regarding ELA from the district.
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I am currently an instructional coach for Secondary ELA with SoCal School District
(SCSD) and surrounded by a majority of women of color in leadership roles, which is
empowering; in fact, my entire team is composed of women where I am the only white woman
as well as the only Jewish person. SCSD follows the traditional Christian based school year
calendar, which is not surprising to me, as the only time I experienced having Jewish holidays
off was while I was teaching in the San Fernando Valley. In my position, I am often seen as
being “the District” as many teachers refer to me, even though my position is non-evaluative and
for peer support. Still, my boss expects me to act as an extension of the district office, which
often requires a balance.
Forgetting to pause and reflect as noted by Patel (2015) means that I am not evaluating all
the information presented to me when making decisions that affect my students. Just like Matias
(2013) could not expect students to understand her trauma, I cannot assume I understand my
students of color given my positionality and epistemology. As Spring (2016) states, the
foundation of the United States and the education system is Christian based, and I, as a Jewish
woman, have just come to accept this when it comes to calendared holidays and voices that
represent the Holocaust. I am both the oppressed because of being Jewish in a predominantly
non-Jewish society and the oppressor for being a middle-class white woman. As de Oliveira
(2012) discusses, I am part of the problem and the solution, but I am at fault for Ahistoricism
(forgetting historical legacies and complicities), Depoliticisation (disregarding power inequalities
and ideological roots of analyses and proposals), and contributing to Uncomplicated solutions
(offering easy solutions that do not require systemic change), especially when it comes to my
position as an instructional coach (de Oliveira, 2012).
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Theory Informing Author’s Positionality
The author has been influenced by critical race theory (CRT). According to Capper
(2015), there are six tenets of critical race theory as collected through the works of Bell Hooks,
Tate, Ladson-Billings, Crenshaw, Matsuda to name a few. As Ladson-Billings (2013) cites from
Bell (1980), “white people will seek racial justice only to the extent that there is something in it
for them. In other words, interest convergence is about alignment, not altruism” (p. 38). It is
important for me to recognize my positionality, epistemology, and intersectionality as a
researcher seeking to make systemic change in education. Ladson-Billings (2013) makes an
incredibly poignant statement and point. As such, I do not want to perpetuate interest
convergence when I set out to make these changes because it is not about me and what I will
gain from these changes, it is about students, and it is about being a white, female teaching
seeking internal as well as external changes through critical race theory and culturally responsive
teaching.
As Ladson-Billings (2013) puts it, CRT asserts that racism is normal in American society
because of the emphasis, value, and importance put on whiteness; CRT is necessary for the
deconstruction of oppressive systems and discourses, reconstruction of discourses of human
agency, and construction of equitable and socially just relations of power. Furthermore, Ladson-
Billings’ (1998) sentiment towards white ownership of curriculum in schools, is that CRT sees
the official school curriculum as a culturally specific artifact designed to maintain a White
supremacist master script. These are systemic issues within education that need to change.
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Chapter Two: Review of the Literature
The review of the literature chapter is organized into two parts. The first part briefly
describes prior attempts seeking to address the problem of practice. The second part of this
chapter reviews the literature that informs the content of the curriculum including the “what,”
“why,” and “how” knowledge types that will be taught to achieve the learning goal.
Prior Attempts
Though critical race theory and culturally responsive teaching have been around for
decades, there has been a resurgence of these theories being incorporated into public education
across the U.S., and especially in California since the adoption of AB-101, which requires
secondary schools to incorporate Ethnic Studies courses as a graduation requirement. As such,
several school districts, county offices, community colleges, and state colleges and universities
offer certificates, short courses, professional development for teachers to earn continuing
education credits, and courses as part of degree programs on culturally responsive teaching or
culturally responsive pedagogy. These courses are general courses that provide the background
of CRT or CRP, and how it has stemmed from the more macro context of critical race theory.
Many of these courses are offered through the University of LaVerne, University of Pittsburgh,
Saint Mary’s University, Harvard University, to name a few and enriched with readings and
teachings from Bell-Hooks, Ladson-Billings, Zaretta Hammond, and Gholdy Muhammad.
Though these courses are enriching, well designed and thought out, they cost money and
are not tailored to a specific school or district. In order for a district like SCSD to have a more
tailored curriculum that reflects the teachers, students, and community, as well as the goals and
mission of the district, they must adapt and redesign a canned curriculum or pay someone to
specifically tailor the curriculum to them. Unlike the curriculums and courses offered by
22

universities and other entities, this curriculum is specifically designed for SCSD with its goals,
mission, values, and stakeholders in mind.
The Content of the Curriculum
This portion of the literature review describes the content and structure of the
curriculum. An initial “bootstrapping” process of reviewing existing approaches to the problem
of practice as well as an initial literature search identifying the main steps, were conducted to
identify the curriculum content and learning goals (Clark et al., 2008). As part of this preliminary
review, documentation of existing courses designed to prepare and guide teachers on how to be a
culturally responsive teacher, use culturally responsive pedagogy, and incorporate culturally
responsive teaching strategies, were reviewed. After these courses were reviewed, a cognitive
task analysis (CTA) followed, where four subject matter experts (SME) were interviewed to
confirm the major steps identified in the initial search, as well as identify what other knowledge
or steps were missing from the initial search that need to be incorporated (Clark et al., 2008).
After the CTA, an in-depth literature review was conducted to support the steps identified by the
SMEs, which was then incorporated into a final list of process steps that inform the learning
objectives for the curriculum.
As a result, the major steps for culturally responsive teaching are listed below. The
literature review that follows examines the literature for each major step.
1. Explain the major characteristics of culturally responsive teaching.
2. Identify and acknowledge one’s positionality including implicit biases that may impact
instruction and student relationships.
3. Form relationships or learning partnerships with students.
4. Activate students’ prior knowledge.
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5. Create an inclusive learning environment.
6. Encourage students to leverage their cultural capital through social justice and self-
advocating.
7. Recognize and honor the diverse backgrounds of your students, tapping into their lived
experiences when implementing lessons.
Explain the Major Characteristics of Culturally Responsive Teaching
In order for teachers to plan lessons through a culturally responsive teaching (CRT) lens,
they must first understand the major characteristics of CRT. First, teachers need to recognize that
there are several titles and acronyms used to describe culturally responsive teaching, such as
culturally responsive education (CRE), culturally responsive pedagogy (CRP), culturally relevant
education (CRE), and culturally responsive teaching (CRT), which shares the same acronym as
critical race theory (CRT). These titles and acronyms are often used interchangeably, but there
are differences between them, so it is important for educators to be familiar with the differences
and be consistent with which theory they adopt (Hammond, 2020). For the purpose of this
curriculum, culturally responsive teaching (CRT) is the chosen title and acronym.
According to Hammond (2015), culturally responsive teaching occurs when the teacher
grounds the lesson in community issues that is relevant and meaningful to students’ daily life as
a vehicle for teaching content or when the teacher uses students’ natural cultural learning tools
like talk and word play to help them process new content. Rebora (2019) reinforces this by also
stating that many educators confuse culturally responsive teaching with multicultural education
or social justice education, but culturally responsive teaching is about improving instruction and,
specifically helping students of color who’ve historically been deprived due to structural
inequities in our education system become better learners. That is not to say that CRT should
24

only be implemented in classrooms with high populations of BIPOC students. CRT comprises
cultural awareness, information processing, learning partnerships with students, and supportive
learning environments which benefits all students (Rebora, 2019).
Although some educators believe that their ethnicity affects their ability to engage with
their students or their ability to be culturally responsive teachers, that is not the case (Johnson-
Smith, 2020). Ethnicity of the teacher does not solely impact students’ academic performance, it
is the teachers’ cultural awareness, learning partnerships, information processing techniques, and
establishment of learning environments suited for a community of learners that promote
students’ success (Johnson-Smith, 2020). Instead of shying away from addressing their ethnicity
and cultural background, CRT begins with teachers naming their positionalities and
intersectionalities, so, therefore teachers should embrace and address their ethnicity and cultural
background because it influences the decisions they make in the classroom every day.In sum,
understanding the major tenets of CRT can be overwhelming and complex, but necessary to
designing and delivering equitable lessons (Hammond, 2015; Johnson-Smith, 2020; Najarro,
2022). Whether a teacher chooses CRP, CRE, or CRT as their focus, each theory emphasizes the
need for and importance of teachers naming and recognizing their positionalities,
intersectionalities, and implicit biases.
Identify and Acknowledge One’s Positionality Including Implicit Biases That May Impact
Instruction and Student Relationships
To better understand and incorporate CRT strategies in the classroom, teachers need to be
aware of how their own positionality and implicit biases affect their teaching practices. Douglas
and Nganga (2015) define positionality as how one is situated through the intersection of power
and the politics of gender, race, class, sexuality, ethnicity, cultural, and other social factors.
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Implicit bias refers to the unconscious attitudes and stereotypes that shape our responses to
certain groups. Implicit bias operates involuntarily, often without one’s awareness or intentional
control, which is different from explicit racism (Hammond, 2015). Since positionality and
implicit bias can negatively impact student and teacher relationships, it is important for teachers
to not only name their positionality and recognize their implicit biases, but it also important for
them to interrogate their positionalities and epistemologies because these are two interrelated
concepts that are grounded in and grow from various elements of person, cultural, and
community identity (Douglas & Nganga, 2015).
According to the U.S. Department of Education National Center for Education Statistics
(NCES), in the United States during the 2019-2020 school year, 79% of the teaching force is
white and non-hispanic while 46% of students are white and non-hispanic. Almost half of the
schools in the US do not have a single teacher of color on staff, therefore many students will
graduate from high school having been taught only by white teachers, with many of them being
unaware of the system to which they belong because the system has always been set up in their
favor so there is a lack of self-realization (Picower, 2009). Typically, white, middle-class
prospective teachers have little to no understanding of their own culture and their notions of
whiteness are taken for granted, and rarely interrogated (Picower, 2009). However, being white
is not merely about biology, it is about choosing a system of privilege and power.
Those in education must make drastic changes, like abolitionist teaching, which Love
(2019) defines, “is the practice of working in solidarity with communities of color while drawing
on the imagination, creativity, refusal, (re)membering, visionary thinking, healing, rebellious
spirit, boldness, determination, and subversiveness of abolitionists to eradicate injustice in and
outside of schools” (p. 2). Prospective and current white teachers need to recognize and be more
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aware of their positionality and the influences/privileges that come along with it. This ability to
identify and relate to students will assist teachers in creating curriculum that is relevant to
students’ lives and interests which will also help teachers build relationships with students and
establish a relation and appreciation for the school and its culture (Hammond, 2015; Picower,
2009).
Teachers must understand themselves and go beyond simply occurring “toolkits” of
culturally responsive teaching (Hammond, 2020). To conclude, naming one’s positionality and
recognizing one’s implicit biases is important to being culturally responsive in any context, but
especially necessary for teachers to implement culturally responsive teaching into their
classrooms (Douglas & Nganga, 2015; Hammond, 2020; Picower, 2009). By recognizing their
positionality and implicit biases, teachers will better be able to form meaningful relationships or
learning partnerships with their students.
Form Relationships or Learning Partnerships with Students
Relationships in a classroom context are an important factor for student success and
achievement. Understanding the difference between authentic relationships versus superficial
relationships, as well as the difference between a relationship and a learning partnership, are vital
to culturally responsive teaching because it is more important to understand what students value
over what their favorite color is (Hammond, 2020). Hammond (2015) explains that a learning
partnership consists of three components “that work together to turn this unshakeable belief into
reality. Think of it as an equation: rapport + alliance = cognitive insight” (p. 75). In order to truly
build rapport with students as part of this learning partnership equation, trust must be built. At
the core of positive relationships is trust and caring is the way that we generate the trust that
builds relationships, which is important because trust between teachers and students is the
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affective glue that binds educational relationships together (Hammond, 2015). If students cannot
trust their teachers, then they may be unwilling to submit themselves to the uncertainties of new
learning, they may avoid risk, and they may keep their concerns to themselves. According to
Johnson-Smith (2020), ways teachers can build trust and rapport in the classroom is by listening
with grace which means giving the students complete attention by being attentive to the emotions
being expressed, resisting judgment, listening with compassion, and encouraging their cultural
way of communicating.
Along with building trust and rapport with students to form a learning partnership, is also
creating an alliance which is the second part of the equation. Alliance focuses on helping the
dependent learner begin and stay on the arduous path toward independent learning, and an
alliance is more than a friendship, it is a relationship of mutual support as partners navigate
through challenging situations (Hammond, 2015). To conclude, having positive student-teacher
relationships is important, but having learning partnerships within the classroom creates an
environment with high expectations, rigor, and trust, valuing the diverse voices of students
(Hammond, 2020; Johnson-Smith, 2020; Love, 2019). By creating learning partnerships based
on trust and mutual respect, teachers will better be able to tap into students’ prior knowledge.
Activate Students’ Prior Knowledge
With culturally responsive teaching, activating students’ prior knowledge is more than
assessing what they already know about the topic of the lesson, it is about tapping into more
global contexts surrounding their own culture, background, and lived experiences. All new
information must be coupled with existing funds of knowledge in order to be learned and all
students come with prior knowledge and this knowledge affects how they will incorporate new
learning (APA, 2015; Hammond, 2015). According to the American Psychological Association
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(APA) (2015), learning consists of either adding to existing student knowledge, known as
conceptual growth, or transforming or revising student knowledge, known as conceptual change.
When a formative assessment indicates student misconceptions, learning requires conceptual
change, which can be difficult. However, teachers can facilitate conceptual growth by engaging
students in meaningful, and thoughtful interaction and using specific instructional strategies
(APA, 2015).
Information is more accessible and likely to be assimilated by learners when it is
presented in a way that primes, activates, or provides any pre-requisite knowledge (CAST,
2018). According to Mayer (2011), prior knowledge guides knowledge construction and allows
more information in working memory, therefore teachers need to deliberately activate learners’
prior knowledge and assess or give feedback to see if it is accurate before continuing because
learning is impaired when prior knowledge is lacking. In agreement with Mayer (2011),
Hammond (2015) states that prior knowledge is important in lesson planning because teachers
need to know what their students know and do not know, as well as to also correct
misinformation, which includes cultural prior knowledge and belief systems.
Hammond (2015) poses the question, that if we are looking at cultural prior knowledge
and belief systems, how do we correct misconceptions or misinformation and her response is that
teachers should focus on lived experiences to engage students, but not shy away from hard
conversations around misconceptions and misinformation. This does not mean that teachers need
to dress up, constantly refer to different cultures’ foods, holidays, or historical figures to tap into
cultural prior knowledge, in fact, more often than not, these types of notions perpetuate
stereotypes, misinformation, and misconceptions rather than fight against them (Hammond,
2015). By building trust and rapport as well as creating an alliance and learning partnership with
29

students, conversations and cultural representation can occur organically throughout a lesson
without the forced show of culture. In sum, through activating students’ prior knowledge,
teachers can reduce cognitive load, increase interest, and increase conceptual growth. Once a
teacher is able to activate students’ prior knowledge of both the academic content as well as their
own cultural backgrounds, they are able to create a more inclusive learning environment.
Create an Inclusive Learning Environment
It is important for the teacher to create boundaries and safety within the classroom, so
students feel supported as they experiment and learn (Pajares 2009). Teachers have to
intentionally carry a disposition in their practice that enacts an inviting space for all students,
including those who have been traditionally marginalized (Douglas & Nganga, 2015). One of the
ways a teacher can create an inviting space for students is by giving students opportunities to
work together and to share their lived experiences which does not happen when students are
always in rows and the teacher is at the front talking at them (Hammond, 2020). Along with
having opportunities to speak and collaborate with peers, students also need to feel safe having a
voice within the classroom.
According to the universal design learning guidelines, some important things a teacher
can do to create a safe space for learners is reduce potential threats and distractions in the
learning environment, vary the social demands required for learning or performance, vary the
perceived level of support, protection, and requirements for public display and evaluation, and
involve all students in whole class discussions (CAST, 2018). Though having wall displays and
putting up student work in classrooms is common practice and, in fact, encouraged, there should
be a balance as to not overwhelm or create cognitive overload in students (Mayer, 2011). Though
teachers may use the opportunity to decorate their walls in order to be more culturally
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responsive, it is more important that they are intentional with their displays in the classroom.
A culturally responsive classroom environment goes beyond decorating the walls with
cultural artifacts that highlight the rich history of African Americans, Latinos, or other ethnic
groups, it also offers an emotionally stable and responsive environment (Hammond, 2015).
According to Hammond (2015), our brain is determining if there is anything in the environment
that creates a sense of well-being based on what we recognize from our home and community
environment. Familiarity is not only important in the classroom, but also common routines,
which emphasize interdependency and social connection, as well as make students feel safe
within the classroom.
In a culturally responsive classroom, routines are a way to make space for the important
affirming or communal activities that create social bonds among students (Hammond, 2015).
Creating an inclusive learning environment is more than having inspirational posters on the
walls, it’s about creating a safe or brave space where students are challenged, and their voices are
heard, valued, and respected (CAST, 2018; Hammond, 2015; Love, 2019). Once teachers create
an inclusive environment where students are comfortable sharing their prior knowledge and lived
experiences, they are able to encourage students to leverage their cultural capital.
Encourage Students to Leverage Their Cultural Capital Through Social Justice and Self-
Advocating
Before students can leverage their cultural capital, they need to understand what their
cultural capital is, but more importantly, teachers need to know as well. Hammond (2015)
defines culture as “how one makes meaning of the world based on shared beliefs, norms,
cosmology, and so forth—is the software to the brain’s hardware” (p. 23). Culture guides how
we process information, so students need to leverage their cultural capital to better process and
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understand new information. According to Ladson-Billings (2014) as cited in Hammond (2015),
“the secret behind culturally relevant pedagogy is that it links principles of learning with deep
understanding and appreciation for culture” (p.77). Teachers can assist students identify and
understand their cultural capital by first determining which archetype students fall into,
individualism or collectivism.
As Hammond (2015) discusses, there are several cultural archetypes, but that
understanding individualism and collectivism is most important for culturally responsive
teachers because these two archetypes reflect fundamentally different ways the brain organizes
itself, this is also part of understanding “deep culture.” Simply explained, individualism focuses
on independence and individual achievement while collectivism focuses on relationships,
interdependence, and collaboration. By understanding these archetypes, teachers can better
understand a student’s deep culture and in turn help them leverage their cultural capital to learn
(Hammond, 2015). Deep culture, not the heroes and holidays of surface culture is at the core of
culturally responsive teaching. Students should also be exposed to consistent flows of counter
narratives that center the agency of individuals working to resist normative power structures that
further oppress their communities, especially from their teachers (Carey, 2018).
According to Hammond (2015) the ultimate goal as a “warm demander” is to help
students take over their learning, and that is the social justice aspect of culturally responsive
teaching allowing students to move from dependent learners to independent learners. Dependent
learners are used to all the decisions being made for them so in order to be independent, students
need autonomy and the ability to self-advocate. By harnessing their cultural capital, students will
be more independent learners who are able to self-advocate, and take control of their learning
(Hammond, 2015). Besides recognizing what cultural capital students have, it is important to
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also incorporate this information not only when planning lessons, but also when implementing
those lessons.
Recognize and Honor the Diverse Backgrounds of Your Students, Tapping into Their
Lived Experiences When Implementing Lessons
Not only do teachers need to create a safe space for students to engage in learning, but
also incorporate the voices, diverse backgrounds, and lived experiences of their students into
lessons. For example, code switching, which is when someone alternates between two different
languages or alternates between varied levels of formal or informal speech, is often discouraged
in classrooms with the premise that there is only one way to speak and use language. However,
code switching is a valuable tool and ability, and teachers should have norms in place to
effectively implement protocols for code switching (Hammond, 2020). Code switching is part of
the cultural and lived experiences of a person and instead of shying away from codeswitching or
discouraging code switching, teachers should instead practice affirmation. Hammond (2015)
describes affirmation as the practice of intentionally noticing and admiring the uniqueness of
culturally and linguistically diverse students that includes “seeing as positive those elements that
the dominant culture tries to portray as unattractive or undesirable, such as their hair, skin color,
verbal agility, or energetic style” (p. 155).
As previously discussed, actively listening or listening with grace is another way teachers
can honor and respect their students. Actively listening builds rapport and by actively listening,
teachers can use what they have learned about their students and experiences in their lessons, and
this will also help actively engage students in the classroom (Hammond, 2015). Culturally
responsive teachers’ focus should be on shifting mindset rather than on trying to force
engagement and motivation. By incorporating what they have learned about their students into
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their daily lessons, this also gives the opportunity for teachers, in turn, to share anecdotes or
personal experiences within a lesson which encourages students to do the same (Hammond,
2015). This is another way to more authentically build interest and meaningfulness in lessons as
well. Pekrun and Linnenbrink-Garcia (2012) also state that activating and building upon personal
interest by incorporating real-life, original source materials that are vivid, varied, or novel, and
create surprise or disequilibrium can increase learning and motivation.
Meaningful lessons go beyond content, curriculum, and standards, according to Kumar et
al. (2018), meaningfulness defined in terms of curricular content that is culturally relevant, is the
learning process that legitimizes students’ cultural background and is aligned with students’
individual and cultural modes of learning. There should be an alignment with what is meaningful
to education entities such as content, curriculum, and standards, what is meaningful to teachers,
and what is meaningful to their students, and it is not always a perfect balance. To conclude,
Student engagement plays a role in learning and motivation, but it is up to the teacher to value,
incorporate, and respect the voices of their students within the classroom to help create authentic
engagement.
Summary of the Curriculum Content
This section summarizes the content of the curriculum from the literature as well as the
six major steps, using Smith and Ragan’s (2005) knowledge types as a framework to identify
what needs to be taught and how to teach it. The seven major steps are listed in table format
below in Table 3, including the various knowledge types from Anderson and Krathwohl (2001),
and Smith and Ragan (2005) associated with each major step. The major steps and knowledge
types are what learners will have to acquire to accomplish the learning outcomes of the course.
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Declarative Knowledge
According to Smith and Ragan (2005), declarative knowledge is defined as the learning
of facts or information that has been presented and there are three kinds of declarative
knowledge: labels/names, facts/lists/ and organized discourse. To have declarative knowledge
means to understand or know the learning content and an example of declarative knowledge
learning strategy is teaching students a mnemonic for reciting specific information (Smith &
Ragan, 2005). In order for higher level tasks and more complex learning to occur, there needs to
be a foundation first, which is oftentimes declarative knowledge as the base (Smith & Ragan,
2005).
Procedural Knowledge
Procedural knowledge is the steps and sequence required to complete a given task (Smith
& Ragan, 2005). It is important that the steps or decisions in a procedure are clear as this is
critical for learners to complete the task. Learning a procedure involves the ability to apply that
procedure under a new set of circumstances (Smith & Ragan, 2005). Where declarative
knowledge is the “knowing that,” procedural knowledge is the “knowing how” or the “knowing
when.”
Metacognitive
Metacognitive strategies relate to a learner’s awareness, monitoring, and regulation of
cognitive processes (Smith & Ragan, 2005). Similar to Smith and Ragan (2005), Anderson and
Krathwohl (2001) describe metacognition as strategic knowledge, knowledge about cognitive
tasks, including appropriate contextual and conditional knowledge, as well as self-knowledge.
Metacognition is knowledge of cognition in general as well as awareness and knowledge of
35

one’s own cognition (Anderson & Krathwohl, 2001). In Smith and Ragan (2005), metacognition
falls under the cognitive strategies umbrella and is described as involving students’ awareness of
“their own cognitive processes, their ability to control these processes by selecting among
cognitive strategies, and their ability to monitor, evaluate, and revise their strategy use” (p. 245).
Attitudes
Smith and Ragan (2005) cite Gagné’s (1985) definition of attitudes as a mental state that
influences a learner’s choice in behaving a certain way and describes attitudes as having
cognitive, affective, and behavioral components that interact. Attitudes affect and influence the
choices learners make. If a learner enjoys a particular subject or task, they are more likely to
actively engage in that learning or task (Smith & Ragan, 2005). Though attitudes play a role in a
learner’s motivation and perseverance, motivation has more components making it a more
complex concept. However, attitudes are important when it comes to learners’ pursuit to make
different choices, develop habits, try new strategies, or seek help.

Table 3
Major Steps and Knowledge Types

Major steps Knowledge type(s)
Explain the major characteristics of culturally
responsive teaching.
Declarative knowledge
Describe the components of culturally
responsive teaching.

Attitudes
Value culturally responsive teaching
Be confident in explaining culturally
relevant pedagogy.
Identify and acknowledge teacher Declarative knowledge
36

Major steps Knowledge type(s)
positionality including implicit biases that
may impact instruction and student
relationships.
Describe positionality.
Describe implicit bias.
Intellectual skills
Identify one’s own positionality.
Identify one 's own implicit bias.
Apply the steps to create lesson plans that
reflect their positionality.

Metacognitive knowledge
Reflect on how one’s positionality and
implicit bias impacts instruction and
student relationships.

Attitudes
Value designing and delivering equitable
lessons.
Be confident in acknowledging one’s
positionality
Form relationships or learning partnerships
with students.
Declarative knowledge
Describe learning partnerships.

Intellectual skills
Identify what students value.
Apply the steps to create lesson plans that
reflect relationships or learning
partnerships with students on a daily
basis.

Metacognitive knowledge
Reflect on how trust helps build
relationships.

Attitudes
Value forming relationships or learning
partnerships with students.
Be confident in forming learning
partnerships.
Activate students’ prior knowledge. Declarative knowledge
Describe necessary prior knowledge.
Describe how prior knowledge affects
learning and motivation.

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Major steps Knowledge type(s)
Intellectual skills
Identify students’ prior knowledge.
Apply steps to assess and build on student
prior knowledge into daily lesson plans.

Attitudes
Value students’ prior knowledge.
Value students’ lived experiences.
Be confident in activating students’ prior
knowledge.
Create an inclusive learning environment. Declarative knowledge
Describe learning environment.
Describe inclusivity.

Intellectual skills
Apply the steps to create an inclusive
learning environment using UDL
principles.

Attitudes
Value safety in the classroom.
Value student voices.
Value routines in the classroom as a way to
create a safe environment.
Be confident in creating an inclusive
learning environment.

Metacognitive knowledge
Create an inclusive learning environment.
Encourage students to leverage their cultural
capital through social justice and self-
advocating.
Declarative knowledge
Describe cultural capital.
Describe social justice.
Explain self-advocating.
Describe individualism and collectivism.

Intellectual skills
Identify students’ cultural capital.
Identify whether a students’ cultural
background is individualism or
collectivism or a blend.
Apply steps to plan activities that encourage
students to leverage their cultural capital
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Major steps Knowledge type(s)
through self-advocating.

Attitude
Be confident in creating opportunities for
students to leverage their cultural capital.
Value students’ cultural capital.
Be confident in encouraging students to
leverage their cultural capital.

Metacognitive knowledge
Create opportunities for students to leverage
their cultural capital.
Recognize and honor the diverse backgrounds
of your students, tapping into their lived
experiences when implementing lessons.
Intellectual skill
Identify diverse background of students.
Identify the lived experiences of students.
Apply steps to honor the diverse
backgrounds of your students, tapping
into their lived experiences when
implementing lessons.

Attitude
Value the lived experiences of students.
Value the diverse backgrounds of students.
Be confident in recognizing and honoring
diverse backgrounds.

Metacognitive knowledge
Reflect on how recognizing and honoring
the diverse backgrounds of your students,
and tapping into their lived experiences
enhances daily lessons.

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Chapter Three: The Learning Environment and The Learners
This chapter will focus on the learner characteristics as well as the learning environment
for the curriculum. When designing instruction, it is important to consider the organization’s
mission and goals, the resources being provided, the learning environment typologies, and the
learner characteristics (Smith & Ragan, 2005). The learning environment must be conducive to
learning in order to promote learner value and motivation as well as help learners achieve the
learning goals and objectives (Smith & Ragan, 2005). Along with an analysis of the learning
environment, it is important to also analyze the characteristics of the learners themselves. Smith
and Ragan (2005) define learning characteristics in four major categories: cognitive,
physiological, affective, and social.
Description of the Learning Environment
This section includes a description of the learning environment with characteristics of the
course instructor, existing curricula, facilities, technology, and learning climate. Because this
learning is provided by the school district for its teachers and administrators, as shared in Table 2
in Chapter 1, the learning environment is non-formal as it is optional for participants. As per the
district’s policy as agreed upon in the Collective Bargaining Unit, learners will either have the
option for pay or units towards the pay scale for voluntary participation. The rest of the learning
environment typologies are that it is non-formal, adaptive, open, synchronous with an
asynchronous component, and individual as well as collaborative.
This course is considered non-formal because it is optional but offered within the SCSD
organization and therefore only available to those within the organization. Participating teachers
may opt for units towards the pay scale or standard hourly compensation for participation;
however, it is up to the discretion of SCSD to determine whether this PD will be offered with
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pay or units, or completely optional to teachers without any compensation. As an open course, it
is available to all secondary education teachers no matter their number of years of teaching
experience. The course is also open to secondary administrators and district support staff such as
teachers on assignment (TOA) as administrators evaluate teachers and oversee implementation
of curriculum and assessment, and TOAs are peer support for content specific instruction;
however, the actual design of the course is specific to classroom teachers. Due to the nature of
the course and need for immediate and learner specific feedback, no more than 15 participants
can sign up for this course at one time. If more participants sign up for the course, there will be a
waitlist as well as the possibility for multiple cohorts on different days. This will be at the
discretion of the district as to whether or not they will allow multiple cohorts.
The instruction of the course will be synchronous and in person at the district office as
the district no longer supports online or hybrid options for professional development at this time.
Although the learning in this course is synchronous, the asynchronous component is that all
course materials will be available to participants on the course MS Teams for review at any time.
All digital materials such as the daily agenda and learning objectives, will need to be easy to
interpret, given learners’ variety of prior knowledge, value, and self-efficacy for the learning task
and they will also be available on the MS Teams for teachers to review at any time (Mayer &
Clark, 2011).
Since the course will cover some sensitive material, it is better that the learning occurs in
person so that the instructor can better gauge the learner's feelings and emotions. For example,
since teachers will be naming their positionalities and implicit biases during the course, they may
be triggered or find it difficult to process. At this point, the instructor will better be able to sense
when a break is needed or if a learner needs a few minutes alone to process. Because of this type
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of flexibility, the course is also adaptive to fit the needs of learners. The seven major steps of
how to become a culturally responsive teacher will be split across five, one hour learning
sessions, but to ensure that the course can truly remain adaptive, the instructor will request an
additional two, one-hour sessions from the district in case more time is needed for certain
learning objectives.
SCSD is flexible with the offerings of PD and is willing to add additional sessions based
on learner needs, especially since teachers will be implementing these strategies in their
classrooms. It is also important that teachers are comfortable with the material, which may take
additional time as well.
The PD sessions will be held after school at 4:30pm because middle schools in the
district have an end time of 2:40pm whereas the high schools in the district have an end time of
3:30pm and all learners will have to travel to the district office. If interested teachers end up
being just middle school or just high school, the schedule for the sessions can be adjusted.
Because of how late the sessions begin and because support staff at the district office, like
janitors and ITS, have specified working hours as well, the sessions will only be one hour in
length.
Every secondary school in the district has an early release on Wednesdays so that school
sites, guided by their principal, can hold staff meetings, department meetings, and professional
development. Half of the Wednesdays in a school year are Administrative while the other half
are member directed. Administrative Wednesdays are mandatory and led by site administrators;
they choose what to do with the designated time, while member directed days are free for
teachers to decide how to allocate the time. Because of this schedule, it is possible for this course
to be held earlier in the day on Wednesdays, but it will be up to the discretion of the PD
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department and site administrators whether teachers may be released to participate in this course
during that time.
Finally, the course is both individual and collaborative. Participants are expected to
master and demonstrate certain skills individually such as naming their own positionality and
implicit bias. Participants will also work together in groups to plan how they will implement
culturally responsive teaching Strategies in their classrooms and give each other feedback.
Teacher/Trainers/Facilitator Characteristics
It is important for the instructor of this course to not only have experience as a classroom
teacher, but also knowledge of culturally responsive teaching. By being knowledgeable of the
culturally responsive teaching framework, the instructor will be familiar and critical of their own
positionality and implicit biases and how they affect the course, as well as be able to guide others
into critically understanding their own positionality and implicit biases. If the instructor does not
have classroom teaching experience, then they are not a credible resource for this training; it will
be difficult for them to demonstrate expertise, or earn credibility from learners (Smith & Ragan,
2005). The instructor of this course, ideally, will already be a member of the district, and will
have an understanding of the district’s mission and goals, learners, and community.
Existing Curricula/Programs
Currently, there is no professional development offered in the district for culturally
responsive teaching. In secondary education, there are existing curriculums for each grade level
and subject area. Teachers will still be expected to teach the curriculum assigned to their subject
area and grade level while also aligning what they learn from the proposed course regarding
culturally responsive teaching.
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Available Equipment and Technology
For the asynchronous components, all certificated staff members are issued a laptop,
district login, and given access to district technology applications such as Microsoft (MS) 365
and Microsoft Teams. There are specific MS Teams dedicated to technology, district updates,
and information that every member of the district is part of. Teachers are given and MS Teams
for each one of their classes. A MS Teams will be created for this course so that all participants
have access to course materials, updates, and information, as well as means for communicating
with the course instructor. Through MS Teams, all learners will also be able to post questions on
the chat as well if questions arise outside of the course time. SCSD’s information technology
team (ITS) is onsite at the district office and are always available during PD sessions to help with
technology issues that may arise. ITS can be reached either through MS Teams chat, email or by
dialing their extension using the phone that every room has. Each phone has a digital directory
with ITS listed at the top just below emergency services.
For the synchronous instruction, SCSD has specific rooms at the district office for
hosting professional development sessions. Each room is equipped with a smart TV and a
printer. The smart TV can be accessed by either the instructor logging into their MS 365 directly
on the smart TV or remotely accessing the smart TV using their district issued laptop. All sound
for video and recordings is played through the smart TV. There is district-wide secure WiFi
equipped with a global VPN that every district laptop is automatically connected to. The WiFi is
not open access so no one outside the district may access it on their device. Since all participants,
as well as the instructor, are members of SCSD, the instructor will be able to also use email as a
form of communication with learners as well as MS Teams. Every room is equipped with ample
outlets as well as 3-5 charging towers with cords that allow for the towers to be moved all around
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the room and support up to 40 learners using their laptops needing to charge.
Classroom Facilities and Learning Climate
There are two large rooms available at the district office specifically designated for
professional development. Whenever there is district-wide PD, to be equitable, the sessions are
hosted at the district office (DO) since the DO is centrally located within the district. The PD
rooms are also larger than a standard classroom and will not inconvenience school staff or
librarians. If the PD is not district-wide, but instead site specific, then it would be hosted at that
site for the convenience of the staff.
The PD rooms are located on the second floor of Building C at the DO and can be
accessed by stairs or elevator as per ADA regulations. The classroom is rectangular in shape and
has windows along the back wall that allows the room to be naturally bright without needing to
use the fluorescent lights in the room. All rooms in the Building C are external with one door as
the entrance/exit and adjoined with no space in between. There are offices on either side of the
PD rooms that share walls but are insulated so that normal sound levels do not travel. As per the
district’s safety plan in alignment with fire and safety code, every room is equipped with a first
aid kit, sprinklers, fire alarm, and fire extinguisher. Every room is equipped with air
conditioning, but only with an on/off switch as the temperature is preset and cannot be changed.
The PD rooms are identical in shape and size. They are equipped with 10-15 rectangular
folding tables that allows facilitators to arrange the room as needed for the specific PD session
while storing the rest in the designated area at the side of the room. There are also 30-40
stackable chairs available as well depending on the size of the PD sessions, though the district
caps in person PD sessions in these rooms as 40 people. If there are larger PD sessions, the
district has other facilities available. For the purposes of this course, session size will be capped
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at no more than 20 learners due to the vulnerability needed and nature of the course. The learning
environment also has cabinets for storing materials along one of the walls.
Learner Characteristics
The purpose of this section is to describe the key characteristics of the learners for the
course on culturally responsive teaching. Understanding the learner for any learning that may
take place in a formal, non-formal, or informal setting is integral to creating cohesive learning
goals as well as a conducive learning environment (Smith & Ragan, 2005). As part of the
learning design process, it is important to have a target audience in mind and design the learning
for that audience rather than designing the learning and then trying to find the audience (Smith &
Ragan, 2005). The target audience of this course are secondary education teachers with varying
years of teaching experience who are part of SCSD.
Cognitive Characteristics
According to Smith and Ragan (2005) cognitive characteristics refer to how learners
receive and process information. It is important to consider these characteristics when designing
curriculum or learning experiences. The relevant characteristics pertaining to this course are
discussed below.
The general characteristics of the target audience for this curriculum are secondary
education teachers, both first year and any year veteran teachers, from SCSD who are actively in
the classroom. There are teachers on assignment (TOA) also known as instructional coaches who
support teachers in the classroom, but this course is specifically designed for teachers with
access to their own rostered students, though TOAs are welcome to participate to learn the
culturally responsive teaching framework to better support teachers. Secondary education refers
to grades 6-12, which is middle and high school. This course will be open to both general
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education and special education (SPED) teachers as culturally responsive teaching will benefit
all students.
Teachers participating in this course should have a general understanding of the
demographics of their students even if they do not understand the specifics of the cultures of
their students. They should also have an understanding of their own cultures and background.
Although this course is open and designed for newer teachers, it is important for
participating teachers to have an understanding of their curriculums, general lesson planning,
assessment, and classroom management. Though teachers may not know the framework of
culturally responsive teaching, they should know that it is a framework focusing on a
pedagogical shift rather than independent strategies to be incorporated into their teaching
practices. Specific prior knowledge will be assessed prior to the course by using a survey
designed in MS Forms. Teachers will also be given immediate feedback on the surveys to fill in
any prior knowledge gaps. In order to access course materials and communicate with both
participants and the instructor, teachers will need to have knowledge of email, MS Teams, and
Office 365. According to Mayer (2011) it is also important for instructors to activate learners’
prior knowledge during the learning event.
Affective Characteristics
This section describes the learners’ affective characteristics, which, as outlined by
Smith and Ragan (2005), are related to interest, motivation, value, self-efficacy, attitude, anxiety,
and beliefs towards the course. According to Pekrun and Linnenbrink-Garcia (2012), activating
and building upon personal interest can increase learning and motivation, therefore it is
important to understand what learners value. Learner attitudes, anxiety, and beliefs also play an
important part in determining openness to learning new material (Pekrun, 2006).
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Interest
Learners may be interested in this course for a variety of reasons. They may have a
general interest in culturally responsive teaching, enhancing their teaching practices, challenging
their beliefs and how their beliefs impact their teaching, or how to better understand, connect
with, and honor their students’ diverse backgrounds. Understanding, activating, and building
upon learner interest will help increase learning and motivation throughout the course (Pekrun &
Linnenbrink-Garcia, 2012).
Motivation
According to Pekrun (2009), students are more engaged, learn better, and retain more
information (cognitive load) when they engage in learning with positive activating emotions. If
the district decides that the PD is completely voluntary without compensation, learners will be
intrinsically motivated to participate in this course because there are no external influences;
however, if the district offers compensation for participating in the course, then the learners will
either be extrinsically motivated or both extrinsically and intrinsically motivated. Intrinsic
motivation means that the learners value the learning because they are interested in the content of
the course, and value the learning outcomes of the course. Learning involves change and the
purpose of this course is for teachers to change their pedagogical approach to teaching and
learning through culturally responsive teaching, therefore teachers are intrinsically motivated
because they want to change (Schunk, 2020).
Value
Learning and motivation are enhanced if the learner values the task (Wigfield &
Wagner, 2005). Because this is an optional PD, teachers signing up to participate will more than
likely value the learning experience more than if they were forced to participate in the learning.
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Teachers will value the learning outcomes of this course because they will be able to
immediately apply what they have learned into their lessons, which will positively impact their
students. Lastly, teachers will value the course because they are genuinely interested in culturally
responsive teaching.
Self-efficacy
According to the expectancy-value theory linked to Pajares (2009), learning and
motivation are enhanced when learners have positive expectancies for success. Teachers will
need encouragement and achievable goals in order to build their confidence and increase their
self-efficacy throughout the course. Teachers will be asked to confront their own positionalities
and implicit biases, which is difficult on its own, let alone in a group setting. Some teachers may
be triggered by this experience or by other tasks throughout the course. If teachers feel that they
are too self-conscious to share experiences or information with their peers for fear of ridicule or
judgment, they will not commit to the learning tasks. It is important for the instructor to create
boundaries and safety within the course, so teachers feel supported as they experiment and learn.
Throughout the course, the instructor will ask teachers to evaluate their self-efficacy with the
tasks. The evaluation may be a short survey with Likert Scale responses or a simple thumbs up,
thumbs sideways, or thumbs down survey.
Attitude Towards Subject Matter
Attitude is the way someone feels about a particular idea or subject. It is expected that
learners will have a positive attitude towards culturally responsive teaching and incorporating
those strategies into their classrooms as part of their pedagogical shift. Because the PD is
optional, it is unlikely that teachers with negative attitudes toward the subject matter will
participate in the course.
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Anxiety
The anxiety level of teachers will vary when it comes to new learning, especially when it
challenges the learners’ current practices and beliefs about education, and having difficult
conversations surrounding positionality, implicit biases, culture, and race. It is important for the
instructor to anticipate this anxiety and plan the curriculum accordingly while also ensuring that
the learning environment is conducive to learning, alleviates anxiety, and is safe for all learners.
Beliefs
The learners’ beliefs about culturally responsive teaching and what it means to be a
culturally responsive teacher will vary based on their prior knowledge and unique lived
experiences (Smith & Ragan, 2005). Some learners may believe that culturally responsive
teaching is simply a series of strategies they can implement in their classrooms alongside their
teaching practices and curriculum while others may believe that culturally responsive teaching
requires a pedagogical shift. There are those that also believe that to be culturally responsive
means changing curriculum, incorporating more BIPOC voices in the classroom, or changing
certain texts within the curriculum. Through this course, learners will challenge their beliefs and
more likely than not, see a shift in their beliefs based on new learning.
Implications of the Learning Environment and Learner Characteristics for Design
For teachers to be successful in this course, they will need to be open to challenging and
interrogating their own practices and beliefs about education and what it means to be a
culturally responsive teacher. The teachers choosing to participate in this course have already
taken the first step in being successful culturally responsive teachers. By voluntarily taking the
course, they indicate that they value the learning outcomes and are committed to making
changes to their practices in the classroom. Since learners have interest in and value the
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learning, this knowledge will play an integral role in what strategies the instructor will use in
the course.
Because of the nature of the content covered in this course, it is incredibly important that
the learning environment be a safe space that allows learners to explore, share, and work
together. By having the ability to work together, teachers will realize that much of their concerns,
experiences, anxieties, and beliefs may be similar to their peers. It is important for the instructor
to leverage the diverse backgrounds, experiences, and prior knowledge of the learners in order to
help participants build relationships and a learning community during the course. Teachers will
have each other to share ideas with and consult for help beyond the duration of the course.
Teachers will also benefit from feedback from their peers that is empathetic, and non-
judgmental. This type of feedback will be modeled by the instructor, which will also minimize or
eliminate anxiety towards the subject matter altogether.

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Chapter Four: The Curriculum
The purpose of this design document is to develop a curriculum for teachers and
administrators in SCSD that will impart evidence-based knowledge, skills, and attitudes to
prepare them to implement culturally responsive teaching strategies in the classroom. Teachers
and administrators will understand the key characteristics of culturally responsive pedagogy
(CRP), as well as evaluate their own positionalities and biases to incorporate culturally
responsive teaching strategies into daily lessons and practices. The intention of this curriculum is
to change the way of thinking or create a pedagogical shift in teachers so that they continue
designing and delivering all their lessons through a culturally responsive teaching lens, and
therefore becoming CRP subject matter experts who can make systemic changes to education
through not only their own practices, but by also guiding others to shift their pedagogical
practices as well.
This chapter presents the curriculum analysis as well as a lesson analysis. A cognitive
task analysis (CTA), the purpose of which is to align the curriculum’s learning objectives,
enabling objectives, and instructional methods, was conducted and is outlined as part of the
curriculum analysis (Clark et al., 2008). The second part of this chapter focuses on the lesson
analysis of the curriculum, which outlines the units of learning, overarching scope and sequence,
and basis for media selection (Smith & Ragan, 2005).
Cognitive Task Analysis (Information Processing Analysis)
Cognitive task analysis (CTA) is an extension of traditional task analysis that captures
behaviors. CTA is used to capture the knowledge and thought processes of a complex task
through a process of interview and observation protocols for extracting implicit and explicit
knowledge from experts as they perform a complex task (Clark et al., 2008). The knowledge
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elicited from experts as a result of CTA can then be formatted so that novices can be trained to
perform at expert levels. CTA for this project began with a content bootstrapping phase (Clark et
al., 2010), which provided a preliminary list used in the subject matter expert (SME) interview as
well as the literature review. The bootstrapping process began with a Google and Google Scholar
search for terms and keywords including “culturally responsive teaching,” “how to be a
culturally responsive teacher,” “culturally responsive classrooms”, and “the difference between
culturally responsive teaching and culturally responsive pedagogy”. These initial results
provided further content and keywords to pursue a search within the USC libraries.
After the initial literature review, three subject matter experts (SME) were interviewed.
The SMEs were identified because of their extensive knowledge and practice of culturally
responsive teaching. Though the SMEs are not currently classroom teachers, one serves as an
instructional coach for a school district in southern California focusing on culturally responsive
teaching in the classroom, one recently transitioned from the classroom to working for a major
educational technology company with the focus of supporting teachers with culturally responsive
teaching and technology, and the last SME is consultant and speaker using their knowledge and
expertise of culturally responsive teaching to publish guides and resources for teachers. All three
SMEs emphasized the importance of needing a curriculum for teachers and administrators that
reflects the values and needs of a district’s population, taking all stakeholders into consideration.
They stated that a “canned” curriculum approach would not be beneficial for teachers because
being a culturally responsive teacher is personal, requires a pedagogical shift, and must take
consideration of the environment and cultural background of learners.
The relevant information and steps derived from the CTA are as follows:
● Objective: Teacher will implement culturally responsive teaching strategies in the
classroom.
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● Cue: Teaching will begin being culturally responsive when they implement strategies into
their daily lesson plans that can begin at any time in the school year.
● Condition: The task is performed by teachers who want to change their approach to
instruction by incorporating culturally responsive teaching into their daily lessons as a
pedagogical shift toward instruction.
● Standards: Teachers will immediately be able to implement changes to their daily lessons
through a culturally responsive teaching lens. Most culturally responsive teaching
strategies can be observed in the classroom by how students engage with the teacher,
with their peers, and with the material. The process to becoming a culturally responsive
teacher is also very personal and requires teachers to critically reflect on their
positionality, implicit biases, as well as their teaching practices and approaches to
curriculum.
● Equipment: Though teachers do not need specific equipment or technology to be a
culturally responsive teacher since culturally responsive teaching is a philosophy or
pedagogy, teachers will need laptops to access some of the content and resources for the
purposes of this curriculum.
● Steps: The explanation of major steps is below in the next section.
Major Steps
The major steps in the curriculum were obtained from the literature review in Chapter 2,
an examination of existing curriculum, and from SME interviews. The steps are organized such
that teachers first focus on themselves by identifying their positionality and implicit biases and
end with the shift in focus to their students by recognizing and honoring the diverse backgrounds
of their students. All major steps of the curriculum are listed below.
1. Identify and acknowledge teacher positionality including implicit biases that may impact
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instruction.
2. Form relationships or learning partnerships with students.
3. Activate students’ prior knowledge.
4. Create an inclusive learning environment.
5. Encourage students to leverage their cultural capital through social justice and self-
advocating.
6. Recognize and honor the diverse backgrounds of your students, tapping into their lived
experiences when implementing lessons.
Course Learning Goals
Course learning goals are statements about what skills or processes learners should be
able to perform at the conclusion of a learning event (Smith & Ragan, 2005) and transferred to
authentic contexts (Kirkpatrick & Kirkpatrick, 2016). The course learning goals listed in this
section were created from the major steps and CTA described above. Following the completion
of each of these goals, learners will be able to implement culturally responsive teaching
strategies in the classroom, which is the overall learning goal of this curriculum.
1. Given the need to implement culturally responsive teaching strategies, teachers will
explain the major characteristics of culturally responsive teaching.
2. Given the need to develop instruction without implicit bias, teachers will identify,
acknowledge and incorporate their own positionality into their daily lesson plans.
3. Given the need for student engagement in the classroom, teachers will demonstrate
relationships or learning partnerships with students on a daily basis.
4. Given the need to develop instruction, teachers will assess and build on student prior
knowledge into their daily lesson plan.
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5. Given the need for students to engage in daily learning activities, teachers will create an
inclusive learning environment using UDL principles.
6. Given daily classroom instruction, teachers will plan activities that encourage students to
leverage their cultural capital through self-advocating.
7. Given daily classroom instruction, teachers will recognize and honor the diverse
backgrounds of your students, tapping into their lived experiences when implementing
lessons.
Course Learning Outcomes
Course learning outcomes, as defined by Gagné in Smith and Ragan (2005), were
described in Chapter 2 in the section titled, Summary of the Curriculum Content. The learning
outcomes include declarative knowledge, procedural knowledge, metacognitive, attitudes, and
intellectual skills, and were derived from the major steps and the overall learning goal of the
curriculum. The specific objectives relevant to each of the learning outcomes, and in context of
each major step, are listed below. These specific learning outcomes will determine the design
decisions regarding the units of instruction and the scope and sequence of the curriculum.
1. Given the need to implement culturally responsive teaching strategies, teachers will
explain the major characteristics of culturally responsive teaching.
a. Declarative Knowledge
i. Describe the components of culturally responsive teaching.
b. Attitudes
i. Value culturally responsive teaching.
ii. Be confident in explaining culturally relevant pedagogy.
2. Given the need to develop instruction without implicit bias, teachers will identify,
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acknowledge, and incorporate their own positionality into their daily lesson plans.
a. Declarative Knowledge
i. Describe positionality.
ii. Describe implicit bias.
b. Intellectual Skills
i. Identify one’s own positionality.
ii. Identify one 's own implicit bias.
iii. Apply the steps to create lesson plans that reflect their positionality.
c. Metacognitive Knowledge
i. Reflect on how one’s positionality and implicit bias impacts instruction
and student relationships.
d. Attitudes
i. Value designing and delivering equitable lessons.
ii. Be confident in acknowledging one’s positionality.
3. Given the need for student engagement in the classroom, teachers will demonstrate
relationships or learning partnerships with students on a daily basis.
a. Declarative Knowledge
i. Describe learning partnerships.
b. Intellectual Skills
i. Identify what students value.
ii. Apply the steps to create lesson plans that reflect relationships or learning
partnerships with students on a daily basis.
c. Metacognitive
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i. Reflect on how trust helps build relationships.
d. Attitudes
i. Value forming relationships or learning partnerships with students.
ii. Be confident in forming learning partnerships.
4. Given the need to develop instruction, teachers will assess and build on student prior
knowledge into their daily lesson plan.
a. Declarative Knowledge
i. Describe necessary prior knowledge.
ii. Describe how prior knowledge affects learning and motivation.
b. Intellectual Skills
i. Identify students’ prior knowledge.
ii. Apply steps to assess and build on student prior knowledge into daily
lesson plans.
c. Attitudes
i. Value students’ prior knowledge.
ii. Value students’ lived experiences.
iii. Be confident in activating students’ prior knowledge.
5. Given the need for students to engage in daily learning activities, teachers will create an
inclusive learning environment using UDL principles.
a. Declarative Knowledge
i. Describe the learning environment.
ii. Describe inclusivity.
b. Intellectual Skills
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i. Apply the steps to create an inclusive learning environment using UDL
principles.
c. Attitudes
i. Value safety in the classroom.
ii. Value student voices.
iii. Value routines in the classroom as a way to create a safe environment.
iv. Be confident in creating an inclusive learning environment.
d. Metacognitive
i. Create an inclusive learning environment.
6. Given daily classroom instruction, teachers will plan activities that encourage students to
leverage their cultural capital through self-advocating.
a. Declarative Knowledge
i. Describe cultural capital.
ii. Describe social justice.
iii. Explain self-advocating.
iv. Describe individualism and collectivism.
b. Intellectual Skills
i. Identify students’ cultural capital.
ii. Identify whether a students’ cultural background is individualism or
collectivism or a blend.
iii. Apply steps to plan activities that encourage students to leverage their
cultural capital through self-advocating.
c. Attitude
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i. Be confident in creating opportunities for students to leverage their
cultural capital.
ii. Value students’ cultural capital.
iii. Be confident in encouraging students to leverage their cultural capital.
d. Metacognitive
i. Create opportunities for students to leverage their cultural capital.
7. Given daily classroom instruction, teachers will recognize and honor the diverse
backgrounds of your students, tapping into their lived experiences when implementing
lessons.
a. Intellectual Skill
i. Identify diverse background of students.
ii. Identify the lived experiences of students.
iii. Apply steps to honor the diverse backgrounds of your students, tapping
into their lived experiences when implementing lessons.
b. Attitude
i. Value the lived experiences of students.
ii. Value the diverse backgrounds of students.
iii. Be confident in recognizing and honoring diverse backgrounds.
c. Metacognitive
i. Reflect on how recognizing and honoring the diverse backgrounds of your
students, and tapping into their lived experiences enhances daily lessons.
List of Units and Terminal and Enabling Objectives
1. Given the need to implement culturally responsive teaching strategies, teachers will
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articulate the major characteristics of culturally responsive teaching according to a
checklist based on Hammond (2015) Hammond (2020).
a. Declarative Knowledge
i. Recognize the components of culturally responsive teaching with 100%
accuracy.
b. Attitudes
i. Choose to use culturally responsive teaching.
ii. Persist in explaining culturally relevant pedagogy.
2. Given the need to develop instruction without implicit bias, teachers will identify,
acknowledge and incorporate their own positionality into their daily lesson plans.
a. Declarative Knowledge
i. Define and articulate the meaning of positionality according to the
readings from Douglas and Nganga (2018) using a checklist.
ii. Define and explain the concept of implicit bias according to the readings
from Douglas and Nganga (2018) and Racial Equity Tools (2021) using a
checklist.
b. Intellectual Skills
i. Identify and articulate one’s own positionality using a checklist based on
Douglas and Nganga (2018).
ii. Identify and articulate one 's own implicit bias using a checklist based on
Douglas and Nganga (2018) and Racial Equity Tools (2021).
iii. Use the steps to develop lesson plans that reflect their positionality using a
checklist based on Douglas and Nganga (2018).
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c. Metacognitive Knowledge
i. Acknowledge how one’s positionality and implicit bias impacts their
instruction and student relationships measured by observation or self-
report.
d. Attitudes
i. Choose to design and deliver equitable lessons.
ii. Persist in acknowledging one’s positionality.
3. Given the need for student engagement in the classroom, teachers will demonstrate
relationships or learning partnerships with students on a daily basis according to
Hammond (2015).
a. Declarative Knowledge
i. Identify and define the major components of learning partnerships
according to Hammond (2015).
b. Intellectual Skills
i. Identify and create a list of what students value using various methods
such as asking students directly or through observation.
ii. Apply the steps to create lesson plans that reflect relationships or learning
partnerships with students on a daily basis based on the definition
according to Hammond (2015).
c. Metacognitive
i. Reflect on how trust helps build relationships by keeping a journal.
d. Attitudes
i. Choose to form relationships or learning partnerships with students.
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ii. Persist in forming learning partnerships in the classroom every day.
4. Given the need to develop instruction, teachers will assess and build on student prior
knowledge into their daily lesson plan as outlined by Mayer (2011).
a. Declarative Knowledge
i. Define prior knowledge as outlined by Mayer (2011).
ii. Describe and articulate how prior knowledge affects learning and
motivation as outlined by cognitive load theory and Smith and Ragan
(2005).
b. Intellectual Skills
i. Identify and create a written record of students’ prior knowledge using
various assessment methods both written or verbal.
ii. Apply steps outlined in Mayer (2011) to assess and build on student prior
knowledge into daily lesson plans.
c. Attitudes
i. Incorporate students’ prior knowledge into daily lesson plans.
ii. Incorporate students’ lived experiences into daily lesson plans.
iii. Persist in activating students’ prior knowledge.
5. Given the need for students to engage in daily learning activities, teachers will create an
inclusive learning environment using UDL principles as outlined by CAST (2018).
a. Declarative Knowledge
i. Define what a learning environment is according to CAST (2018).
ii. Define and articulate what inclusivity means according to CAST (2018)
and Merriam Webster.
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b. Intellectual Skills
i. Apply the steps to create an inclusive learning environment using UDL
principles as outlined by CAST (2018).
c. Attitudes
i. Choose to ensure inclusivity and community in the classroom.
ii. Incorporate opportunities for student voice in daily lesson plans.
iii. Choose to create routines in the classroom as a way to create a safe
environment.
iv. Continue creating an inclusive learning environment.
d. Metacognitive
i. Create an inclusive learning environment in class every day.
6. Given daily classroom instruction, teachers will plan activities that encourage students to
leverage their cultural capital through self-advocating.
a. Declarative Knowledge
i. Define and articulate the meaning of cultural capital from Hammond
(2015).
ii. Articulate the key principles of social justice from Hammond (2015.
iii. Explain the definition of self-advocating using Merriam Webster.
iv. Define and articulate the meaning of individualism and collectivism from
Hammond (2015).
b. Intellectual Skills
i. Identify students’ cultural capital as defined by Hammond (2015) using
various methods such as surveys, observations, or asking students directly.
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ii. Identify whether a students’ cultural background is individualism or
collectivism or a blend utilizing the definitions from Hammond (2015).
iii. Apply steps as outlined by Hammond (2015) and Hammond (2020) to
plan activities that encourage students to leverage their cultural capital
through self-advocating in daily lessons.
c. Attitude
i. Choose to create opportunities for students to leverage their cultural
capital in daily lesson plans.
ii. Persist in creating opportunities for students to leverage their cultural
capital in daily lesson plans.
iii. Persist in encouraging students to leverage their cultural capital.
d. Metacognitive
i. Create opportunities for students to leverage their cultural capital in class
every day.
7. Given daily classroom instruction, teachers will recognize and honor the diverse
backgrounds of your students, tapping into their lived experiences when implementing
lessons.
a. Intellectual Skill
i. Identify diverse backgrounds of students through various methods such as
observation, directly asking students, or surveys.
ii. Identify the lived experiences of students through various methods such as
asking students directly or through observation.
iii. Apply steps according to Hammond (2015) to honor the diverse
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backgrounds of your students, tapping into their lived experiences when
implementing lessons.
b. Attitude
i. Incorporate the lived experiences of students into daily lessons.
ii. Incorporate the diverse backgrounds of students into daily lessons.
iii. Persist in recognizing and honoring diverse backgrounds.
c. Metacognitive
i. Reflect on how recognizing and honoring the diverse backgrounds of your
students, and tapping into their lived experiences enhances daily lessons
by keeping a journal.

Overview of the Units
The units covered in this curriculum are a product of the major steps and learning goals
listed above, which were derived from the literature review, CTA, and SME interview processes.
The course overview can be found in Appendix A. These units are organized into a sequence
where teachers first focus on themselves by identifying their positionality and implicit biases and
end with the shift in focus to their students by recognizing and honoring the diverse backgrounds
of their students. Though the units could be broken down further based on the learning outcomes
and complexity of each learning goal, this curriculum is constrained by the district’s Professional
Development (PD) department. Because of the availability of the learning environment,
instructor availability and teacher availability, the PD department has allotted six, one hour time
slots for this curriculum. The sessions will be spaced out so that teachers have time to implement
the learned strategies in their classroom, and so there is also time for the instructor to visit each
teacher classroom as part of the evaluation of implementation. Lesson overviews for each unit
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can be found in Appendix B and two fully designed lessons as well as their materials can be
found in Appendix C.
The following are the units of instruction included in the curriculum, listed in the order
described above:
1. Unit 1: Identify and acknowledge teacher positionality including implicit biases that may
impact instruction.
2. Unit 2: Form relationships or learning partnerships with students.
3. Unit 3: Activate students’ prior knowledge.
4. Unit 4: Create an inclusive learning environment.
5. Unit 5: Encourage students to leverage their cultural capital through social justice and
self-advocating.
6. Unit 6: Recognize and honor the diverse backgrounds of your students, tapping into their
lived experiences when implementing lessons.
Table 4 below shows the alignment of the major steps, learning goals, learning outcomes and
units. Following Table 4, Figure 1 shows the overview of the curriculum in graphic format.
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Table 4
Visual Overview of the Units

Major step Learning goal Learning outcome Unit
Identify and acknowledge
teacher positionality
including implicit biases that
may impact instruction.

Given the need to develop
instruction without implicit
bias, teachers will identify,
acknowledge and
incorporate their own
positionality into their daily
lesson plans.
Declarative knowledge
Describe positionality.
Describe implicit bias.
Intellectual skills
Identify one’s own
positionality.
Identify one own’s implicit
bias.
Apply the steps to create
lesson plans that reflect
their positionality.
Metacognitive knowledge
Reflect on how one’s
positionality and implicit
bias impacts instruction
and student relationships.
Attitudes
Value designing and
delivering equitable
lessons
Unit 1: Identify and
acknowledge teacher
positionality including
implicit biases that may
impact instruction.

Form relationships or learning
partnerships with students.

Given the need for student
engagement in the
classroom, teachers will
demonstrate relationships or
learning partnerships with
students on a daily basis.
Declarative knowledge
Describe learning
partnerships.
Intellectual skills
Identify what students value.
Apply the steps to create
Unit 2: Form relationships or
learning partnerships with
students.

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Major step Learning goal Learning outcome Unit
lesson plans that reflect
relationships or learning
partnerships with students
on a daily basis.
Metacognitive knowledge
Reflect on how trust helps
build relationships.
Attitudes
Value forming relationships
or learning partnerships
with students.
Activate students’ prior
knowledge.
Given the need to develop
instruction, teachers will
assess and build on student
prior knowledge into their
daily lesson plan.
Declarative knowledge
Describe necessary prior
knowledge.
Describe how prior
knowledge affects
learning and motivation.
Intellectual skills
Identify students’ prior
knowledge.
Apply steps to assess and
build on student prior
knowledge into daily
lesson plans.
Attitudes
Value students’ prior
knowledge
Value students’ lived
experiences
Unit 3: Activate students’
prior knowledge.
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Major step Learning goal Learning outcome Unit
Create an inclusive learning
environment.
Given the need for students to
engage in daily learning
activities, teachers will
create an inclusive learning
environment using UDL
principles.
Declarative knowledge
Describe learning
environment.
Describe inclusivity.
Intellectual skills
Apply the steps to create an
inclusive learning
environment using UDL
principles.
Attitudes
Value safety in the
classroom
Value student voices
Value routines in the
classroom as a way to
create a safe environment.
Metacognitive knowledge
Create an inclusive learning
environment
Unit 4: Create an inclusive
learning environment
Encourage students to leverage
their cultural capital through
social justice and self-
advocating.

Given daily classroom
instruction, teachers will
plan activities that
encourage students to
leverage their cultural
capital through self-
advocating.

Declarative knowledge
Describe cultural capital.
Describe social justice.
Explain self-advocating.
Describe individualism.
and collectivism
Intellectual skills
Identify students’ cultural
capital.
Identify whether a students’
cultural background is
Unit 5: Encourage students to
leverage their cultural
capital through social justice
and self-advocating.
70
Major step Learning goal Learning outcome Unit
individualism or
collectivism or a blend.
Apply steps to plan
activities that encourage
students to leverage their
cultural capital through
self-advocating.
Attitude
Value students’ cultural
capital.
Recognize and honor the
diverse backgrounds of your
students, tapping into their
lived experiences when
implementing lessons.
Given daily classroom
instruction, teachers will
recognize and honor the
diverse backgrounds of your
students, tapping into their
lived experiences when
implementing lessons.
Intellectual skills
Identify diverse background
of students.
Identify the lived
experiences of students.
Apply steps to honor the
diverse backgrounds of
your students, tapping into
their lived experiences
when implementing
lessons.
Attitude
Value the lived experiences
of students.
Value the diverse
backgrounds of students.
Metacognitive knowledge
Reflect on how recognizing
and honoring the diverse
backgrounds of your
Unit 6: Recognize and honor
the diverse backgrounds of
your students, tapping into
their lived experiences when
implementing lessons.
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Major step Learning goal Learning outcome Unit
students, and tapping into
their lived experiences
enhances daily lessons.
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Figure 1
Visual Overview of the Units
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Scope and Sequence Table
The scope and sequence shown in Table 5 is a visual representation of the curriculum
(Smith & Ragan, 2005). The scope and sequence table is a curriculum tool that organizes the
instruction to avoid unnecessary gaps or overlap within the curriculum (Smith & Ragan, 2005).
The table outlines the learning goals in the vertical axis while the units that either introduce,
reinforce, or indicate mastery of the learning goals are across the horizontal axis.
Table 5
Scope and Sequence
Learning goal Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Summative
evaluation
Given the need to develop
instruction without
implicit bias, teachers
will identify,
acknowledge and
incorporate their own
positionality into their
daily lesson plans.
I R R R M
Given the need for student
engagement in the
classroom, teachers will
demonstrate
relationships or learning
partnerships with
students on a daily
basis.
I R R R M
Given the need to develop
instruction, teachers
will assess and build on
student prior knowledge
into their daily lesson
plan.
I R R M
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Learning goal Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Summative
evaluation
Given the need for
students to engage in
daily learning activities,
teachers will create an
inclusive learning
environment using UDL
principles.
I R M
Given daily classroom
instruction, teachers
will plan activities that
encourage students to
leverage their cultural
capital through self-
advocating.
I R M
Given daily classroom
instruction, teachers
will recognize and
honor the diverse
backgrounds of your
students, tapping into
their lived experiences
when implementing
lessons.
R M
Note. The letters in the table represent the following: Introduced (I), Reinforced (R), and
Mastered (M).
Delivery Media Selection
According to Clark et al. (2010), instructional methods are external activities
implemented to support the internal cognitive processes required for learning and are responsible
for ensuring that meaningful learning takes place. Research indicates that media only delivers
instruction, but does not influence learning (Clark et al., 2010). The role of media in instruction
is to deliver the instructional information to the learner, not replace the instructor or facilitator
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even though some believe that new forms of media are more motivating than older forms of
media, no research supports these claims (Clark et al., 2010). The instructor, for example,
designs and delivers the course materials, and they may use media such as a projector,
PowerPoint, or notes. Using these forms of media does not replace the information the instructor
is delivering; it just gives another option for delivery.
General Instructional Platform Selection in Terms of Affordances
Using various forms of media does not replace the information the teacher is delivering;
it just gives another option for delivery. Using Microsoft Teams or PowerPoint versus Google
platforms is the choice of the teacher, school, or district. Clark et al. (2010) explain that if one or
more mediums offer the same learning supports, then the choice an instructor may make for what
to use for learning could be based on cost, access, consistency, or administration choice as
opposed to choosing media based on learning benefits. It is also important to note that
instructional methods such as practice, examples, illustrations, modeling, presentations, and
immediate and delayed feedback cause learning, while media delivers learning (Clark et al.,
2010). These items will be discussed in further detail below.
Microsoft Teams and Office 365 are the platforms chosen by the school district
administration. All teachers have Outlook accounts and are enrolled in Microsoft Teams based
on their course load for the semester as well as Teams that are used district-wide or are site
specific, to share resources and information for teachers and staff only. Though Microsoft Teams
is the online platform chosen for teachers and staff to house their course materials, it is only a
supplement for instruction, it does not replace the in-person instruction that teachers or
instructors for professional development deliver. A Microsoft Team will be set up for the
purposes of this professional development for all participants. Teachers participating in this
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professional development must still attend sessions in person and the instructor must still plan in
person instruction.
Access
Only teachers and administrators within the district will be able to sign up, access, and
participate in this course. The course is designed with secondary teachers, those who teach
Grades 6-12, in mind. Should any participant require any accommodations in order to access
course material, or participate in the in person synchronous sessions, the district will work
towards meeting those accommodations; however, as per the district’s restrictions for offering
professional development, participants will not be able to ask for a hybrid option as an
accommodation.
Due to the size of the professional development rooms available, the nature of the course
material, the allotted time for each session, and district regulations, the course will be capped at
no more than 15 participants, but there may be an opportunity for multiple or repeat sessions in
the future so that more learners can participate. Availability will be first come, first served as
long as the participants who sign up are secondary teachers or administrators and not support
staff or elementary teachers or administrators. In the future, this course will be redesigned for
elementary participants.
Consistency
All learners will be given access to the course Teams, resources, and the same
information. Though learning will take place in person, synchronously, the learning materials
will be majorly in digital format in order to maintain consistency. Though all learning materials
and information will be consistent to all learners, because the learner’s classroom environments
and courses vary, how the information is used or demonstrated in the classroom will be different.
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Methods of consistent evaluation will be discussed in Chapter 5 in further detail to ensure that
regardless how the material from this course is implemented, the essential information and
course content will remain the same.
Cost
The cost of this course including, materials, instructor, and teacher time will be covered
by the school district. Currently, the school district has agreed to allow the implementation of
this course on a voluntary basis, meaning that teachers and administrators will volunteer their
time to participate and not be paid. Should this decision change, the district will cover the hourly
rate or offer continuing education units to participants. The digital materials and platforms are
already part of the district’s subscription and will not be an additional expenditure. Since it is
part of the instructor’s role within the district to deliver professional development, the instructor
will not be compensated as long as the professional development is delivered during their regular
working hours.
This course will only be available for future implementation if it proves to be successful
and cost effective as per the district’s guidelines. If the district decides that this is a viable
curriculum that meets its needs, then there will be an opportunity to redesign portions for
elementary teachers and administrators as the target audience since the current curriculum design
is targeted for secondary teachers and administrators only. The content of this course may evolve
over time depending on the needs of the students, teachers, and staff within the district. New
research and methods may also influence the need to redesign or modify the course over time.
Specific Instructional Platform Selection in Terms of Restrictions
When selecting media, there are several key considerations to take into account. Clark et
al. (2010) describe these considerations as: (a) conceptual authenticity, (b) immediate feedback,
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and (c) special sensory requirements. Conceptual authenticity is the degree to which the media
adequately depicts the conditions required for the learners to apply new learning. Through in
person observation, the instructor will be able to give immediate feedback to participants.
Participants will have opportunities to give peer feedback as well. If instruction has sensory
requirements beyond visual and aural, then the media would need to fulfill these requirements
(Clark et al., 2010). Table 6 describes how these considerations relate to the learning experience.
All instruction will be delivered synchronously in person while PowerPoint and Teams will be
used as a supplement to deliver objectives and directions to participants.
Table 6
Key Considerations for Media Selection
Key Consideration Media Considerations
Conceptual Authenticity Media must deliver course content in a
physical/synchronous environment.
Media must present course content in multiple
forms.
Media must deliver and support activities for
practice and reflection.
Immediate Feedback Feedback is both written and verbal from the
instructor and peers.
The course content includes high stakes skills
and sequentially built activities that require
instructor and peer feedback through
synchronous means.
Special Sensory Requirements Synchronous in-person class meets the special
sensory requirements as participants will
receive auditory, and visual information
from the instructor during activities.
Media must present information in written,
visual, and oral form.
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Client Preferences or Specific Conditions of the Learning Environment
The school district has decided not to offer hybrid PD sessions and will only allow online
sessions on a very limited basis; therefore, this course will only be offered in person. The
learning environment is also determined by the school district as well as the media choices
available for the course. Only those within the organization have access to the digital domains
purchased by the organization. All digital materials within the district have been vetted and
board approved to ensure no data breaches are possible, therefore all digital resources for this
course will only come from the district’s approved list. For example, the district subscribed to
Office 365 and not Google, so all digital materials will be designed through Office 365
programs.
Specific Media Choices
Table 7 below outlines in more detail the specific media selected for the unit. All learning
takes place live in the physical setting while PowerPoint will be used to help deliver the session’s
objectives, and instructions for learners. Having an in-person instructor will support scaffolding
and transitions as well as manage learners’ cognitive load. Given the nature of topics to be
covered in the PD sessions, having in person instructor support is necessary and learners will
also receive immediate feedback on work being completed during the session. Learners will also
have access to all course materials through the MS Team and will also be able to contact the
instructor through direct Teams messages, posts on the Team wall, which will be viewable by all
learners, or through email.
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Table 7
Media Choices in Becoming a Culturally Responsive Teacher
Media Purpose Benefits
Notes handout Provides a resource with content
from homework for students to
review.
Delivers and supports in person
learning
Offers participants a tangible and
self-created opportunity to
review previously learned
material to use for the current
lesson.
Having the notes to review in class
will also reduce cognitive
overload.
Instructor Guides participants through
synchronous instruction
Deliver live session learning.
Guides students through individual
and collaborative learning
activities.
Scaffold and segment lesson in
order to manage cognitive load,
correct inaccurate prior
knowledge.
Give immediate feedback and
clarify any information or
instructions throughout the
lesson.
Observes real time participant
progress and monitors participant
motivation and behavior to
encourage students to stay on
task
Participants Work collaboratively to give
quality peer feedback as well as
give encouragement.
Peer collaboration and
communication will help
participants prepare for
pedagogically changing their
teaching practices through this
course.
Peers are able to encourage each
other, especially with sensitive
material such as naming
positionality.
Peers can also give feedback on
activities completed during the
course.
Microsoft Teams Provides a platform to house
instructional content and
resources.
Open-source LMS platform that is
free and one teacher can have
multiple classes at the same time.
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Media Purpose Benefits
Resources, assignments, and posts
can be copied and created all at
once.
Easy to navigate with tutorials and
support from Microsoft as well.
Teachers can be automatically
added with their Outlook
accounts or by the district ITS
team.
Customizable interface including
how much or how little learners
are allowed to access.
Updates and course access occurs
in real-time.
Accessible 24/7 from the website
using computers as well as access
through tablets, and other mobile
devices.
Microsoft 365 and other add-ons
are compatibles and easy to
integrate.
Can use the Team feed to discuss
course topics and share ideas/tips
or seek help.
Instructor can immediately
communicate with learners.
Resources, assignments, calendar,
announcements, etc., can be
accessed through the platform
MS PowerPoint Delivers in-person learning by
displaying learning objectives,
instructions, and information.
Displays visual information so that
the teacher can elaborate orally,
maximizing both dual channels
of information processing (Clark
& Mayer, 2011).
Scaffold and manage cognitive
load, which allows learners to
reference the material multiple
times if needed.
Increases visual impact.
Focuses students’ attention to
presented information.
Free tool and real-time access,
edits, and feedback. Everything
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Media Purpose Benefits
saves automatically and in the
cloud storage, which is accessible
from anywhere.
Compatible with various addons,
platforms and software.
Changes and edits can be reviewed
and recovered.
General Instructional Methods Approach
This section describes the theoretical approaches that informed the design of this
curriculum. Throughout the curriculum, guided experiential learning (Clark et al., 2010),
cognitive load theory (Kirshner, 2006), and social cognitive theory (Schunk, 2020) inform the
instruction provided to participants in this course. These theories were selected based on the
learning goals and outcomes of this course, as well as the characteristics of the participants. They
guide the development of the scope and sequence, assessments, and the learning activities in the
professional development sessions.
Guided Experiential Learning
Clark’s (2006) Guided Experiential Learning (GEL) design system is used to outline the
key instructional events for this curriculum. GEL (Clark et al., 2010) is a framework constructed
around cognitive task analysis and Merrill's (2002) five principles. These include realistic, field-
based problems to solve; analogies and examples that relate trainee’s relevant prior knowledge;
clear and complete demonstrations; frequent practice and feedback; and dividing complex tasks
into smaller, more manageable chunks that can be combined upon mastery.
GEL is an evidence-based design framework that sequences learning activities into key
components. Each component in the GEL outline can be framed to enable either supplantive or
generative instructional strategies. Key components in the GEL framework include (a) unit
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objectives; (b) reasons for learning; (c) overview of content; (d) learning guidance including both
lecture and demonstration; (e) time for practice and feedback on performance; (f) authentic
assessment that provides evidence of learning; (g) opportunities to enhance retention and transfer
of learning; (h) overview of “big ideas” from the session within the unit as a whole; and (i) a
preview of the next session within the unit.
Cognitive Load Theory
Cognitive load theory (Kirshner et al., 2009) states that learners’ ability to absorb new
information is limited by their working memory capacity. Smith and Ragan (2005) describe the
concept of cognitive load as the overloading of working memory or difficulty in retrieving
relevant prior knowledge in order to integrate it into long-term memory. Factors impacting
working memory during instruction are the intrinsic load, which is described as how difficult a
task is, extraneous load, which is how the task is presented, and germane load, which is the
mental effort required for the task. For instruction to succeed, cognitive load cannot exceed
working memory capacity (Kirschner et al., 2009). Curriculum designers must work to
accommodate the task’s intrinsic load, reduce the extraneous load, and leverage the germane
load to promote the transfer of knowledge into a learner’s long-term memory (Kirshner et al.,
2009). This curriculum has been designed in segments with a blend of generative and
supplantive strategies to manage the cognitive load of learners.
According to Smith and Ragan (2005), generative and supplantive are two different
strategies to guide participants through instruction. Supplantive strategies supply, facilitate, and
scaffold information for the learners and by doing these three things, they allow learners to
organize, elaborate, sequence, monitor, and transfer their knowledge and skills to various
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situations (Smith & Ragan, 2005). Supplantive strategies help avoid monopolizing learners’
working memory and can be used in situations where a limited amount of instructional time is
available (Smith & Ragan, 2005). Though supplantive strategies help introduce learners to new
content, generative strategies require learners to interact with the content and acquire meaning
that best relates to them. This particular strategy increases learner motivation, because learners
take charge in trying to understand the instruction according to their personal interests (Smith &
Ragan, 2005). Unfortunately, generative strategies require learners to invest a fair amount of
mental effort, which can overwhelm their working memory. As such, it is best to balance
generative and supplantive strategies to better benefit learners.
Situated Expectancy Value Theory
Situated expectancy value theory describes the impact an individual’s expectations have
on how highly they value the performance of a given task. This theory considers not only the
subjective task value derived from previous experiences and self-efficacy, but also the impact
one’s social network has on the perception of the task’s value (Eccles & Wigfield, 2020). In
other words, this theory defines an individual’s motivation to perform in terms of their own
confidence in their ability to perform the task and the value the task holds with their peers,
which, in the context of the social network of an inclusive classroom, also applies to learners.
This curriculum has considered the above factors and aims to support learner motivation by
increasing self-efficacy and demonstrating the value for performing the task effectively.

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Chapter Five: Implementation and Evaluation Plan
In Chapter 1, the overall purpose, learning goals, and learning objectives of the
curriculum were outlined. This chapter of the dissertation presents the implementation and
evaluation plan for the professional development course on how to become a culturally
responsive teacher for secondary educators within the SoCal School District. Evaluation is
important to measuring the success of the curriculum and will also ensure that informed
decisions are made for future use of this curriculum (Kirkpatrick & Kirkpatrick, 2016).
Implementation Plan
District-wide adoption of culturally responsive teaching within secondary education at
SCSD is expected to vary and currently not mandated, which creates a need for implementation
to be well planned and strategic (Smith & Ragan, 2005). Evaluation of teacher implementation of
culturally responsive teaching strategies will begin immediately with the first PD session. The
evaluation of the course will focus on the implementation of culturally responsive teaching
strategies and practices in teacher participant classrooms and daily lesson plans. As part of the
course design, it was assumed that teachers participating in the PD could have no knowledge of
culturally responsive teaching. The course will be advertised to secondary teachers within SCSD.
The first 20 teachers to register for the course will be enrolled as participants with the
projected start of the course to begin at the start of the Fall 2023 semester. Assessment and
evaluation data will be used to revise and improve the course for future secondary teacher
participants as well as to future primary participants as well. The formative and summative
assessments given throughout the course will focus on learner knowledge and self-efficacy. This
will allow for any immediate course revisions or content reinforcement. The course
implementation plan will be used by teachers to adapt, plan, and incorporate culturally
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responsive teaching strategies in their daily lessons. Feedback for revision will be collected
through an end-of-course evaluation given to all participants. Since teachers will be
implementing learned strategies as the course progresses, a month after the end of the course, the
course instructor will follow up with each participant by conducting an in-classroom observation,
review of lesson plans, and send out a follow-up survey on progress of implementation.
Evaluation Plan
The purpose of this curriculum is for teachers within the SoCal School District (SCSD) to
gain evidence-based knowledge, skills, and attitudes to implement culturally responsive teaching
strategies in their classrooms to better serve their students. Currently, SCSD neither has
professional development nor a plan in place to support teachers with culturally responsive
teaching. The overall goal for SCSD is to incorporate culturally responsive teaching district-wide
to better serve all students.
Evaluation Framework
This section will discuss the four levels of evaluation that will be given throughout the
course as well as after the course, based on Kirkpatrick and Kirkpatrick’s (2016) New World
Evaluation Model. The new world Kirkpatrick model is distinguished from the old model in that
the value of the training is established at the start, and evaluation is designed from the beginning.
According to Kirkpatrick and Kirkpatrick (2016), there are three major reasons for evaluation: to
improve the program, to maximize transfer of learning to behavior and subsequent organizational
results and to demonstrate the value of training to the organization.
There are four levels of evaluation, Level 1 is motivation or reaction, Level 2 is learning,
Level 3 is behavior, and Level 4 is impact or results. Although the Levels of Evaluation are
executed within the course starting with Level 1, it is important that when planning and
87
designing the course, that the instructor begins with Level 4 (Kirkpatrick & Kirkpatrick, 2016).
Level 4 measures the results of the course, so it is important to have the final outcome in mind
first when planning the evaluations.
Level 4: Results and Leading Indicators
Level 4 measures the direct results of the unit and how effective the design of the unit
and the learning objectives were (Kirkpatrick & Kirkpatrick, 2016) to solve the initial problem of
practice. This will determine if changes need to be made to the course before it is implemented
again to future participants. The learning tasks that participants will partake in will provide them
with knowledge and skills that enable them to be able to demonstrate how to become a culturally
responsive teacher. Table 8 below presents the leading indicators and the metrics and methods
for determining progress.
Table 8
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric Method
External outcomes
Increased Student State
Test Scores
Increased Graduation
Rates
Increased college
acceptance rates
Compare test scores from
previous years.
Number of students who
graduate compared to
previous years.
Number of acceptances
compared to previous years.
California State Tests
(CAASPP) and CollegeBoard
for Advanced Placement
Data collected by individual
school sites.
Data collected by individual
school sites.
Internal outcomes
Increased teacher
retention
Increased student
Number of teachers who stay at
the end of the year.
Human Resources and
individual school sites collect
this data.
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Outcome Metric Method
perceptions of positive
school climate and
culture based on bi-
annual PBIS survey.
Increased use of CRT
strategies in the
classroom
Increased student reports of
satisfaction levels rated on a
Likert scale in the PBIS
survey.

Number of teachers using CRT
strategies in the classroom.
Individual school sites collect
this data using the PBIS
survey bi-annually.

Data collected through learning
walks conducted by site
admin., as well as during PLC
meetings and teacher
discussions.

Level 3: Behavior
Level 3 measures, over time, the transfer of knowledge and change in behavior regarding
new learning (Kirkpatrick & Kirkpatrick, 2016). Level 3 behavior will be authentically assessed
during the course, but, more importantly, following the course. Learners will transfer the
information and skills learned from this course for how to become a culturally responsive teacher
in their daily lesson plans. The instructor will be able to evaluate the transfer of knowledge
during the check in about a month after the end of the course. For this check in, the instructor
will send out a survey and also follow up by meeting with participants to encourage them to
complete the survey as well as scheduling classroom visits to observe lessons.
Critical Behaviors Required to Perform the Course Outcomes
According to Kirkpatrick and Kirkpatrick (2016) critical behaviors are the few, specific
actions, which, if performed consistently on the job, will have the biggest impact on the desired
results of the course. Critical behaviors identify what teachers should be doing in their daily
lessons that need to be measured to evaluate the success of the course outcomes. If critical
behaviors are performed, they consistently have the greatest impact on Level 4 results, and
behaviors that are specific, observable, and measurable are best identified for evaluation
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(Kirkpatrick & Kirkpatrick, 2016). Teachers will perform the critical behaviors in the weeks in
between each unit of the course, as well as after the end of the course. Table 9 below describes
these critical behaviors and the metrics and methods used to measure them.

Table 9
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric Method Timing
In weekly teacher
meetings to
implement
culturally
responsive teaching
strategies, teachers
will explain the
major
characteristics of
culturally
responsive
teaching.
Number of times CRT
characteristics are
discussed by
teachers during the
meetings.
In PLC meetings, the
PLC lead or other
designated teacher
keeps a record of
notes for the meeting
and shares them with
the site admin.
Weekly teacher
meetings,
teachers will
discuss the major
characteristics of
culturally
responsive
teaching.
Teachers will develop
instruction without
implicit bias.
Teachers will
identify,
acknowledge, and
incorporate their
own positionality
into their daily
lesson plans.
Number of times
discussed during
the meetings.

Number of daily
lesson plans
reflecting teacher’s
positionality.
In PLC meetings, the
PLC lead or other
designated teacher
keeps a record of
notes for the meeting
and shares them with
the site admin.

Once a week and in
daily lesson
plans.
Teachers will
demonstrate
relationships or
learning
partnerships with
students on a daily
basis.
Number of
observations.
Site leadership informal
walk through.
Once a week.
Teachers will assess
and build on
student prior
knowledge into
Number of daily
lesson plans
incorporating
assessment and
Site leadership informal
walk through.

Once a week.
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Critical behavior Metric Method Timing
their daily lesson
plan.
accommodation for
student prior
knowledge.
In PLC meetings, the
PLC lead or other
designated teacher
keeps a record of
notes for the meeting
and shares them with
the site admin.
Teachers will create
an inclusive
learning
environment using
UDL principles.
Number of
observations.
Site leadership informal
walk through.
Once a week.
In daily classroom
instruction, teachers
will plan activities
that encourage
students to leverage
their cultural capital
through self-
advocating.
Number of activities
encouraging
students to leverage
their cultural
capital.
Site leadership informal
walk through.
Once a week.
In daily classroom
instruction, teachers
will recognize and
honor the diverse
backgrounds of
their students,
tapping into their
lived experiences
when implementing
lessons.
Number of
observations.
Site leadership informal
walk through.
Once a week.

Required Drivers
According to Kirkpatrick and Kirkpatrick (2016), required drivers are the processes and
systems that reinforce, monitor, encourage, and reward performance of critical behaviors on the
job. The required drivers are the supports that motivate teachers to perform the critical behaviors
(Kirkpatrick & Kirkpatrick, 2016). Because drivers can take many forms, it is important to
incorporate a variety of intrinsic and extrinsic motivators to reinforce, encourage, reward, and/or
monitor individuals because required drivers decrease the likelihood of participants falling
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through the cracks. Examples of required drivers include coaching, work review, and recognition
for positive performance. This course is planned around several drivers which are contingent on
approval from administration as well as the availability of resources. Examples of processes to
motivate teachers to achieve the learning outcomes for this course are summarized in Table 10.

Table 10
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical behaviors supported
1, 2, 3 Etc.
Reinforcing
Course content and resources
are available to all
participants after the course
ends on the MS Teams
page.

During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Individualized support for
creating lesson plans
incorporating CRT,
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Teacher peers or PLC support
for creating daily lesson
plans incorporating CRT.
On a weekly basis. 1-7
Encouraging
Expert feedback provided to
teachers as they create daily
lesson plans.
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Peer feedback provided to
teachers as they create daily
lesson plans.
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Rewarding
Peer and facilitator
recognition throughout the
course for performance.
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Teacher of the month award. Once a month during whole
school staff meetings.
1-7
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Method(s) Timing
Critical behaviors supported
1, 2, 3 Etc.
Monitoring
Teachers self-monitor their
development and create
daily lesson plans
incorporating CRT.
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Peer observations and peer
review.
During the weeks in between
each unit and after the
completion of the course on
a weekly basis.
1-7
Post course survey. One month after completion
of the course.
1-7
Post course lesson
observation by facilitator.
One month after completion
of the course.
1-7
Administrator learning walks,
and formal and informal
observations.
Once a week. 1-7

Organizational Support
Not only are the required drivers important to the success of changing critical behaviors,
but it is also important that they are implemented with integrity by the organization (Kirkpatrick
& Kirkpatrick, 2016). SCSD must be committed to following through with Level 3 evaluation,
otherwise the course will not be successful. SCSD recognizes the need and want for this course
and is willing to provide the necessary support and resources both during and after the
completion of the course, such as committing to weekly instructional walks by administrators as
well as allotting time for PLCs to meet weekly. SCSD understands that during the weeks in
between each session, teachers will need feedback and support from their peers and
administrators while implementing what they have learned. The course instructor will work with
SCSD to maintain the proposed timeline and offer additional support to both teachers and
administrators. By sharing course outcome data with SCSD administrators, the goal is that buy-
in will increase and SCSD will move forward with its goal of implementing CRT district-wide.
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Level 2: Learning
Level 2 measures participants’ level of learning and what they learned or did not learn
during the course (Kirkpatrick & Kirkpatrick, 2016). The definition of Level 2 changed with the
New World Model to include confidence and commitment along with change in knowledge,
skills, and attitude based on participation in a learning event (Kirkpatrick & Kirkpatrick, 2016).
Level 2 involves the learning objectives and expected goals of the course, not the learning
outcomes or critical behaviors which are what learners will be able to do after the course. The
terminal learning objectives for this course are outlined in the next section.
Terminal Learning Objectives
At successful completion of this course, teachers will be able to demonstrate the critical
behaviors listed above in Table 9, and achieve the following terminal learning objectives:
1. Given the need to implement culturally responsive teaching strategies, teachers will
articulate the major characteristics of culturally responsive teaching according to a
checklist based on Hammond (2015; 2020).
2. Given the need to develop instruction without implicit bias, teachers will identify,
acknowledge, and incorporate their own positionality into their daily lesson plans.
3. Given the need for student engagement in the classroom, teachers will demonstrate
relationships or learning partnerships with students on a daily basis according to
Hammond (2015).
4. Given the need to develop instruction, teachers will assess and build on student prior
knowledge into their daily lesson plan as outlined by Mayer (2011).
5. Given the need for students to engage in daily learning activities, teachers will create an
inclusive learning environment using UDL principles as outlined by CAST (2018).
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6. Given daily classroom instruction, teachers will plan activities that encourage students to
leverage their cultural capital through self-advocating.
7. Given daily classroom instruction, teachers will recognize and honor the diverse
backgrounds of your students, tapping into their lived experiences when implementing
lessons.
Components of Learning Evaluation
It is important to be purposeful and deliberate when deciding how to evaluate the five
components of Level 2 (Kirkpatrick & Kirkpatrick, 2016). A mixture of instructor feedback,
individual activities, and group discussions and activities will be used to assess declarative
knowledge, procedural skills, attitude, confidence, and commitment related to the learning goals
of this course. Table 11 below outlines each of the five components as well as the evaluation
method for learning as it occurs throughout the course.

Table 11
Evaluation of the Components of Learning for the Program.
Method(s) or activity(ies) Timing
Declarative knowledge “I know it.”
Checks on learning during the PD session At least once during PD session
Examples and non-examples during the PD
session
At least once during each PD session
Table and partner discussions during the PD
session
At least twice during each PD session
Procedural skills “I can do it right now.”
Scenarios to apply skills during the PD session At least once during the PD session
Create or modify an existing lesson plan to
incorporate components of culturally
responsive teaching
At least once every PD session
Table and partner discussions during the PD
session
At least twice during each PD session
Attitude “I believe this is worthwhile.”
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Table and partner discussions during the PD
session
At least twice during each PD session
Instructor observations of participants during
PD sessions
At least once every PD session
Confidence “I think I can do it on the job.”
Create or modify an existing lesson plan to
incorporate components of culturally
responsive teaching
At least once every PD session
Commitment “I will do it on the job.”
Reflective journal entries for each PD session
detailing how well the created or modified
lesson plan was executed.
During the course including the weeks in
between each PD session.
Create or modify an existing lesson plan to
incorporate components of culturally
responsive teaching
During the course including the weeks in
between each PD session.
Instructor asks teachers how they will
incorporate CRT in their daily lessons
At least once every PD session
Cognitive strategies
Instructor observations of participants during
PD sessions
At least once every PD session
Reflective journal entries During the course including the weeks in
between each PD session.
Table and partner discussions during the PD
session
At least twice during each PD session

Level 1: Reaction
Level 1 of the evaluation model measures the learners’ reaction to whether the training is
engaging, relevant, and satisfying (Kirkpatrick & Kirkpatrick, 2016). Learner reactions and
responses to the course can be used to improve the curriculum in the future, but more
importantly, these reactions can be used immediately to make changes as learning is occurring.
Level 1 reactions can be collected through formative evaluation such as learning activities,
through instructor observations of discussions and engagement in learning activities, and through
various types of check-ins with participants. End-of-course surveys are also a common way for
instructors to collect participant feedback of their experience throughout the training. Table
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12 provides a summary of the methods and timing associated with conducting Level 1
Evaluations for this course.

Table 12
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Instructor observations During each PD session
Participation and engagement in activities During each PD session
Check-ins throughout the course At least twice during each PD session
Participation and engagement in discussions At least once during each PD session
Relevance
Reflective journal entries for each PD session
detailing how well the created or modified
lesson plan was executed
During each PD session
Create or modify an existing lesson plan to
incorporate components of culturally
responsive teaching
During each PD session
Discussion on how well CRT is being
implemented into daily lessons
At least once during each PD session
Customer Satisfaction
Follow up survey A month after the end of the course
Check-ins throughout the course At least twice during each PD session

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Evaluation Tools
According to Kirkpatrick and Kirkpatrick (2016) gathering and immediately analyzing
data allows for not only immediate changes to be made to the learning experience, but also for
future changes to be made to the course as well. Participant feedback data can also result in
necessary changes to improve or change the participant’s learning experience right away. To
help with overuse of surveys and survey fatigue, a blended evaluation approach is recommended
by Kirkpatrick and Kirkpatrick (2016) and should, therefore, be implemented to measure Levels
1 through 4. Evaluation forms should also be designed based on the needs of the individual
program and questions should be learner-centered as well as written from the perspective of the
learner (Kirkpatrick & Kirkpatrick, 2016). An evaluation instrument will be administered
immediately following the implementation of this course, focusing on Levels 1 and 2, and
another evaluation instrument will be administered within a designated time frame after program
implementation for Levels 1 through 4.
Immediately Following the Program Implementation
The evaluation instrument administered immediately after the course implementation will
focus on evaluating Levels 1 and 2 where teachers will rate how satisfying, relevant, and
engaging they found the learning experience. There are two types of questions teachers will
answer rating scale questions and open-ended questions. Rating scale items are phrased in a way
that teachers describe their experience by rating statements on a Likert scale with a numeric
rating. Open-ended questions are intended to provide more qualitative feedback. The instrument
is provided in Appendix D, with each item labeled with the corresponding level, such as L1 for
Level 1 and L2 for Level 2.
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Delayed For a Period After the Program Implementation
The evaluation instrument administered after a designated amount of time has passed
since program implementation, largely focuses on evaluating Levels 3 and 4. The evaluation also
includes items pertaining to Levels 1 and 2 that are best measured after some time has elapsed
since course completion. The format resembles the instrument administered immediately after
program completion, with items including both the Likert rating scale and open-ended questions.
The instrument appears in Appendix E.
Data Analysis and Reporting
Data will be presented to district administrators and other necessary stakeholders to
illustrate how the course impacts SCSD. Implementing culturally responsive teaching into daily
lessons takes time so the data will be presented one month after the completion of the course.
The results will help determine the next steps for SCSD to fully implement CRT district-wide, as
well as influence any potential changes needing to be made to the course for the future.
Qualitative data will be collected through open-ended questions, and compiled and aggregated
by themes, while sources of quantitative data will include Likert scale items. Figures 2 and 3
below are fictitious examples of how data will be visually presented in a dashboard format.
Kirkpatrick and Kirkpatrick (2016) recommend that the majority of the dashboard focus on
displaying data reflecting Levels 3 and 4. Figure 2 shows the projected growth in the number of
teachers using CRT in the classroom.

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Figure 2
Teachers Using CRT in the Classroom

Figure 3 is modeled after the PBIS data dashboard for schools. Data was collected
through PBIS to measure perceived school climate and culture by students for each quarter of the
school year. The numbers represent the average score of questions related to climate and culture
each quarter out of a possible five points. The data shows an increase in perceived positive
school climate and culture by the fourth quarter of the school year.

100

Figure 3
Student Perceptions of Positive School Climate and Culture from PBIS Surveys

101

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Appendix A: Course Overview
The purpose of this course is to prepare teachers within the SoCal School District
(SCSD) to implement culturally responsive teaching strategies in their classrooms to better
serve their students. The first part is the overview of the multi-unit course consisting of 6 units.
Except for a preparatory asynchronous module, the course will be delivered synchronously, in
an in-person workshop environment as part of teachers’ professional development. This
overview will be presented both asynchronously, as part of the asynchronous module on the
components of CRT, and synchronously at the beginning of the first in person workshop. The
duration of the overview is 20 minutes.
Course Overview
The materials required to deliver the course include the following:
● slide deck
● access to Microsoft Teams
● lesson aids for each participant
Learner Characteristic Accommodations
Learners are adults who are motivated to learn more about culturally responsive
teaching and want to incorporate CRT into their daily lessons but may not have the confidence
or skills to do so. As adult learners, the practicality and usefulness of the course must be
emphasized throughout. All lesson materials will be available on the MS Teams created for
this course and its participants.
Facilitator’s Notes
To assess their prior knowledge from the asynchronous materials, use the culturally
responsive teaching check sheet. It is assumed that all participants completed the asynchronous
109

work prior to the start of this course and should have foundational knowledge of the components
of culturally responsive teaching. Though the introduction to this course was embedded into the
asynchronous portion, to ensure that all participants understand the goals and objectives of this
course, the course introduction will be reviewed during the first synchronous unit. Table A1
provides the instructional activities and details the instructional sequence, duration, descriptions
of the learning activities, instructor actions/decisions (supplantive events of instruction), and
learner actions/decisions (generative events of instruction). Figure A1 shows the visual overview
of the units.

Table A1
Course Overview Instructional Activities
Instructional
sequence
Time Description of the
learning activity
Instructor
action
Learner
action
Introduction 5 Welcome and
introduction
including naming
personal pronouns.
Review
asynchronous
material.
The instructor will
introduce
themselves
including their
personal pronouns.
Learners will
engage and
actively listen to
the introduction.
Course goal 2 Provide an
introduction to the
course goals and
outcomes.
Present the overall
course goal and
outcomes.

Participants will
have their
laptops to take
notes. They will
go over the
learning goal
with the
instructor and
ask any
clarifying
questions.
110

Instructional
sequence
Time Description of the
learning activity
Instructor
action
Learner
action
Reasons for
the course
7 The course has been
constructed to
improve learning
and outcomes for
individuals who
want to become
culturally
responsive
teachers. The risks
and benefits are
also outlined.

Benefits:
Developing
cultural
competence.
Identifying and
eliminating bias.
Better CRT
classroom
practices and
daily instruction
to improve
student
engagement and
achievement.
Risks avoided:
Introducing bias
into the delivery
of instruction.
Creating a cultural
divide or
misunderstandin
gs in the
classroom.
Presenting
instruction to
students who are
unable to relate
to the content
and thus become
disengaged.
The instructor will go
over the reasons
for the course and
will ask learners to
describe the value
of the course and
confidence in
achieving the goal
and outcomes. The
reflective journal
will also be
introduced to
learners.

Learners will list
in their reflective
journal how each
course outcome
applies to
personal goals
and reasons for
taking the
course.

111

Instructional
sequence
Time Description of the
learning activity
Instructor
action
Learner
action
Course
overview
6 Preview all six units
in the course using
a visual
representation to
provide a mental
image of what the
course will cover
in each unit. See
Figure A1.

Preview the overview
of the learning
activities for all
units: new terms
and concepts;
demonstrations,
and then
opportunities for
practice and
feedback.
Instructor will review
the course
overview handout
that outlines each
unit within the
course. See Figure
A1. The instructor
will also review
the MS Teams for
the course and
where all course
materials will be
housed.
Learners will
review the
overview
handout, access
the MS Teams
on their laptops,
and ask any
clarifying
questions.
Total Time: 20 min
112

Figure A1
Visual Overview of the Units
113

Appendix B: Lesson Overviews
This section contains the lesson overviews for the curriculum. The overviews contain
the terminal objectives, the prerequisite knowledge or enabling objectives, and the overview
the learning activities. The summative assessment for each unit of instruction is also described.
Preview: Asynchronous Overview of Culturally Responsive Teaching
The first part of this unit is asynchronous, and the summative assessment is
synchronous as the first learning activity in the first professional development session.
Learners will have access to this module through the course Microsoft Teams. The preview
will cover the major characteristics of culturally responsive teaching.
Terminal Learning Objective
The terminal learning objective for this unit is when given the need to implement
culturally responsive teaching strategies, teachers will articulate the major characteristics of
culturally responsive teaching according to a checklist based on Hammond (2015) Hammond
(2020).
Prerequisite Analysis (Enabling Objectives)
● Recognize the components of culturally responsive teaching with 100% accuracy.
● Choose to use culturally responsive teaching.
● Persist in explaining culturally relevant pedagogy.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the major characteristics of culturally responsive teaching (CRT)
according to a checklist based on Hammond (2015) Hammond (2020).
● Review necessary prerequisite knowledge by providing definitions and examples and
114

nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model articulating the major characteristics of culturally responsive
teaching.
Summative Assessment
● Teachers will articulate the major characteristics of culturally responsive teaching.
● Provide opportunities to transfer knowledge to identify, diagnose, and solve a
knowledge program.
Unit 1: Identify and Acknowledge Teacher Positionality Including Implicit Biases That
May Impact Instruction
This is the first unit in a 6-unit course to prepare teachers with the knowledge and skills
needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to recognize implicit and explicit biases, as well as
name their positionality. The duration of this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is given the need to develop instruction
without implicit bias, teachers will identify, acknowledge and incorporate their own
positionality into their daily lesson plans.
Prerequisite Analysis (Enabling Objectives)
● Define and articulate the meaning of positionality according to the readings from
Douglas and Nganga (2018) using a checklist.
● Define and explain the concept of implicit bias according to the readings from Douglas
and Nganga (2018) and Racial Equity Tools (2021) using a checklist.
115

● Identify and articulate one’s own positionality using a checklist based on Douglas and
Nganga (2018).
● Identify and articulate one 's own implicit bias using a checklist based on Douglas and
Nganga (2018) and Racial Equity Tools (2021).
● Use the steps to develop lesson plans that reflect their positionality using a checklist
based on Douglas and Nganga (2018).
● Acknowledge how one’s positionality and implicit bias impacts their instruction and
student relationships measured by observation or self-report.
● Choose to design and deliver equitable lessons.
● Persist in acknowledging one’s positionality.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of culturally responsive teaching, implicit bias, and positionality.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying one’s own positionality.
● Provide practice and feedback for identifying one’s own positionality.
● Model the procedure for identifying one’s own implicit bias.
● Provide practice and feedback for identifying one’s own implicit bias.
● Model the procedure for using the steps for creating/modifying lesson plans that
reflect one’s positionality.
● Provide practice and feedback for using the steps for creating/modifying lesson plans that
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reflect one’s positionality.
● Provide opportunities to transfer knowledge of one’s positionality and implicit bias into
daily lesson plans.
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflection in their journal.
Summative Assessment
Teachers will write down a positionality statement which will also name their implicit
biases. Using this statement, they will modify/create a lesson plan they have used before or
plan to use in the future and identify the potential implicit bias within the lesson plan.
Unit 2: Form Relationships or Learning Partnerships with Students
This is the second unit in a 6-unit course to prepare teachers with the knowledge and
skills needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to successfully form relationships or learning
partnerships with their students. The duration of this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is Ggiven the need for student engagement
in the classroom, teachers will demonstrate relationships or learning partnerships with students
on a daily basis.
Prerequisite Analysis (Enabling Objectives)
● Identify and define the major components of learning partnerships according to
Hammond (2015).
● Identify and create a list of what students value using various methods such as asking
students directly or through observation.
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● Apply the steps to create lesson plans that reflect relationships or learning partnerships
with students on a daily basis based on the definition according to Hammond (2015).
● Reflect on how trust helps build relationships by keeping a journal.
● Choose to form relationships or learning partnerships with students.
● Persist in forming learning partnerships in the classroom every day.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of building relationships or learning partnerships.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for forming relationships or learning partnerships.
● Provide practice and feedback for forming relationships or learning partnerships.
● Model the procedure for identifying what students value.
● Provide practice and feedback for identifying what students value.
● Model the procedure for using the steps for creating/modifying lesson plans that reflect
forming relationships or learning partnerships with students.
● Provide practice and feedback for using the steps for creating/modifying lesson plans that
reflect forming relationships or learning partnerships with students.
● Provide opportunities to transfer knowledge of forming relationships or learning
partnerships into daily lesson plans.
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflection in their journal.
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Summative Assessment
Teachers will modify/create a lesson plan they have used before or plan to use in the
future and incorporate ways to form relationships or learning partnerships with students.
Unit 3: Activate Students’ Prior Knowledge
This is the third unit in a 6-unit course to prepare teachers with the knowledge and
skills needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to activate students’ prior knowledge in their daily
lesson plans. The duration of this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is given the need to develop instruction,
teachers will assess and build on student prior knowledge into their daily lesson plan as
outlined by Mayer (2011).
Prerequisite Analysis (Enabling Objectives)
● Define prior knowledge as outlined by Mayer (2011).
● Describe and articulate how prior knowledge affects learning and motivation as outlined
by cognitive load theory and Smith and Ragan (2005).
● Identify and create a written record of students’ prior knowledge using various
assessment methods both written or verbal.
● Apply steps outlined in Mayer (2011) to assess and build on student prior knowledge into
daily lesson plans.
● Incorporate students’ prior knowledge into daily lesson plans.
● Incorporate students’ lived experiences into daily lesson plans.
● Persist in activating students’ prior knowledge.
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Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of prior knowledge and how prior knowledge affects learning,
and motivation.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for assessing prior knowledge.
● Provide practice and feedback for assessing prior knowledge.
● Model the procedure for building on prior knowledge.
● Provide practice and feedback for building on prior knowledge.
● Model the procedure for using the steps for creating/modifying lesson plans that assess
and build on student prior knowledge.
● Provide practice and feedback for using the steps for creating/modifying lesson plans that
assess and build on student prior knowledge.
● Provide opportunities to transfer knowledge of assessing and building on student prior
knowledge in daily lessons.
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflection in their journal.
Summative Assessment
Teachers will modify/create a lesson plan they have used before or plan to use in the
future using various methods to assess and build students’ prior knowledge.
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Unit 4: Create an Inclusive Learning Environment
This is the fourth unit in a 6-unit course to prepare teachers with the knowledge and
skills needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to create an inclusive learning environment. The
duration of this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is given the need for students to engage in
daily learning activities, teachers will create an inclusive learning environment using UDL
principles as outlined by CAST (2018).
Prerequisite Analysis (Enabling Objectives)
● Define what a learning environment is according to CAST (2018).
● Define and articulate what inclusivity means according to CAST (2018) and Merriam
Webster.
● Apply the steps to create an inclusive learning environment using UDL principles as
outlined by CAST (2018).
● Choose to ensure inclusivity and community in the classroom.
● Incorporate opportunities for student voice in daily lesson plans.
● Choose to create routines in the classroom as a way to create a safe environment.
● Continue creating an inclusive learning environment.
● Create an inclusive learning environment in class every day.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of inclusivity and learning environment.
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● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for creating an inclusive learning environment.
● Provide practice and feedback for creating an inclusive learning environment.
● Model the procedure for incorporating student voice in daily lessons.
● Provide practice and feedback for incorporating student voice in daily lessons.
● Model the procedure for creating routines in the classroom as a way to create a safe
environment.
● Provide practice and feedback for creating routines in the classroom as a way to create a
safe environment.
● Provide opportunities to transfer knowledge to create an inclusive learning environment
in class daily.
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflection in their journal.
Summative Assessment
Teachers will create a list of ways they can make their classroom a more inclusive
learning environment and then implement changes accordingly. Teachers will modify/create a
lesson plan they have used before or plan to use in the future using various methods to
incorporate student voice.
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Unit 5: Encourage Students to Leverage Their Cultural Capital Through Social Justice and
Self-Advocating
This is the fifth unit in a 6-unit course to prepare teachers with the knowledge and skills
needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to encourage students to leverage their cultural
capital through social justice and self-advocating. The duration of this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is given daily classroom instruction,
teachers will plan activities that encourage students to leverage their cultural capital through
self-advocating.
Prerequisite Analysis (Enabling Objectives)
● Define and articulate the meaning of cultural capital from Hammond (2015).
● Articulate the key principles of social justice from Hammond (2015).
● Explain the definition of self-advocating using Merriam Webster.
● Define and articulate the meaning of individualism and collectivism from Hammond
(2015).
● Identify students’ cultural capital as defined by Hammond (2015) using various methods
such as surveys, observations, or asking students directly.
● Identify whether a students’ cultural background is individualism or collectivism or a
blend utilizing the definitions from Hammond (2015).
● Apply steps as outlined by Hammond (2015) and Hammond (2020) to plan activities that
encourage students to leverage their cultural capital through self-advocating in daily
lessons.
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● Persist in creating opportunities for students to leverage their cultural capital in daily
lesson plans.
● Persist in encouraging students to leverage their social capital.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of cultural capital, self-advocacy, individualism, and
collectivism, as well as the key principles of social justice.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying students’ cultural capital.
● Provide practice and feedback for identifying students’ cultural capital.
● Model the procedure for incorporating self-advocacy, individualism, and collectivism in
daily lessons.
● Provide practice and feedback for incorporating self-advocacy, individualism, and
collectivism in daily lessons.
● Model the procedure for incorporating the key principles of social justice into daily
lessons.
● Provide practice and feedback for incorporating the key principles of social justice into
daily lessons.
● Provide opportunities to transfer knowledge to incorporate self-advocacy, individualism
or collectivism, and key social justice principles into daily lessons.
● Provide an opportunity for teachers to reflect on their work in this unit.
124

● Ask teachers to write their reflection in their journal.
Summative Assessment
Teachers will modify/create a lesson plan they have used before or plan to use in the
future incorporating students’ cultural capital and social justice principles.
Unit 6: Recognize and Honor the Diverse Backgrounds of Your Students, Tapping into
Their Lived Experiences When Implementing Lessons
This is the sixth and final unit in the course to prepare teachers with the knowledge and
skills needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to recognize and honor the diverse backgrounds of
their students and tap into their lived experiences when implementing lessons. The duration of
this unit is 60 minutes.
Terminal Learning Objective
The terminal learning objective for this unit is given daily classroom instruction,
teachers will recognize and honor the diverse backgrounds of their students, tapping into their
lived experiences when implementing lessons.
Prerequisite Analysis (Enabling Objectives)
● Identify diverse backgrounds of students through various methods such as observation,
directly asking students, or surveys.
● Identify the lived experiences of students through various methods such as asking
students directly or through observation.
● Apply steps according to Hammond (2015) to honor the diverse backgrounds of your
students, tapping into their lived experiences when implementing lessons.
● Incorporate the lived experiences of students into daily lessons.
125

● Incorporate the diverse backgrounds of students into daily lessons.
● Persist in recognizing and honoring diverse backgrounds.
● Reflect on how recognizing and honoring the diverse backgrounds of your students, and
tapping into their lived experiences enhances daily lessons by keeping a journal.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of diverse backgrounds and lived experiences.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying the diverse backgrounds of students.
● Provide practice and feedback for identifying the diverse backgrounds of students.
● Model the procedure for identifying the lived experiences of students.
● Provide practice and feedback for identifying the lived experiences of students.
● Model the procedure for honoring the diverse backgrounds and lived experiences of
students.
● Provide practice and feedback for honoring the diverse backgrounds and lived
experiences of students.
● Provide opportunities to transfer knowledge of honoring the diverse backgrounds and
lived experiences of students in daily lessons.
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflection in their journal.
126

Summative Assessment
Teachers will modify/create a lesson plan they have used before or plan to use in the
future honoring the diverse backgrounds and lived experiences of students.
127

Appendix C: Lesson Activities, Design, and Materials
This section consists of two lesson plans. Each plan contains the lesson’s learning
activities and design. Each lesson’s materials are also included.
Unit 1: Identify and Acknowledge Teacher Positionality Including Implicit Biases That
May Impact Instruction
This is the first unit in a 6-unit course to prepare teachers with the knowledge and skills
needed to implement culturally responsive teaching strategies in their daily lessons. The
purpose of this unit is to prepare teachers to recognize implicit and explicit biases, as well as
name their positionality. The duration of this unit is 60 minutes.
Learning Objectives
The terminal learning objective for this unit is given the need to develop instruction
without implicit bias, teachers will identify, acknowledge and incorporate their own
positionality into their daily lesson plans. Below are the enabling objectives associated with the
terminal learning objective.
Enabling Objectives:
○ Declarative Knowledge
■ Define and articulate the meaning of positionality according to the
readings from Douglas and Nganga (2018) using a checklist.
■ Define and explain the concept of implicit bias according to the readings
from Douglas and Nganga (2018) and Racial Equity Tools (2021) using a
checklist.
○ Intellectual Skills
■ Identify and articulate one’s own positionality using a checklist based on
128

Douglas and Nganga (2018).
■ Identify and articulate one 's own implicit bias using a checklist based on
Douglas and Nganga (2018) and Racial Equity Tools (2021).
■ Use the steps to develop lesson plans that reflect their positionality using a
checklist based on Douglas and Nganga (2018).
○ Metacognitive Knowledge
■ Acknowledge how one’s positionality and implicit bias impacts their
instruction and student relationships measured by observation or self-
report.
○ Attitudes
■ Choose to design and deliver equitable lessons.
■ Persist in acknowledging one’s positionality.
Summative Assessment
Teachers will write down a positionality statement which will also name their implicit
biases. Using this statement, they will modify/create a lesson plan they have used before or
plan to use in the future and identify the potential implicit bias within the lesson plan.
Lesson Materials
● Unit 1 slide deck
● Checklist for prior knowledge assessment
● Checklist for positionality statement
● Teachers bring in one lesson plan
● Sample lesson plan to modify
● Checklist for modifying a lesson plan
129

● Laptop
● Reflective Journal - physical or digital
Learner Characteristic Accommodations
Learners are adults who are motivated to learn more about culturally responsive
teaching and want to incorporate CRT into their daily lessons but may not have the confidence
or skills to do so. As adult learners, the practicality and usefulness of the course must be
emphasized throughout. All lesson materials will be available on the MS Teams created for this
course and its participants. Principles of universal design for learning will be used in
compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction.
Facilitator’s Notes
Discussing positionality, implicit bias and explicit bias, could be uncomfortable so it is
important for the instructor to adjust participant sharing and discussion as needed. Participants
should have completed the asynchronous course introduction and prior knowledge assessment.
It should be assumed that not every participant completed the asynchronous module and that
the material should be succinctly reviewed during the lesson. Teachers were also asked to bring
in a lesson plan to modify or a lesson plan idea to create. Should teachers not bring in a lesson
plan or have a lesson plan idea, samples need to be provided so that everyone is able to
participate in the summative assessment. All lesson plans and materials will be housed on the
MS Teams for this course and all learning activities can be found below in Table C1.

130

Table C1
Unit 1 Instructional Activities
Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
Gain attention 5 Review major
characteristics of
culturally
responsive
teaching from the
asynchronous
material.
Assess prior
knowledge by
asking participants
to write down as
many of the major
characteristics of
culturally
responsive
teaching that they
can remember
from the
asynchronous
material.
Participants should
have completed the
asynchronous
material prior to
the start of this
unit.

Once learners have
completed their
list, give learners
the prior
knowledge check
off sheet to
compare what they
wrote. Ask for
participant
volunteers to name
each major
characteristic of
culturally
responsive
teaching.

Clarify any
misconceptions
Ask learners to
complete the
prior knowledge
check by writing
down as many of
the major
characteristics of
culturally
responsive
teaching that
they can
remember from
the
asynchronous
material.
Ask learners to
compare what
they wrote to the
prior knowledge
check sheet.
Ask learners to
engage in
discussion
regarding the
major
characteristics of
culturally
responsive
teaching.
Encourage learners
to ask any
clarifying
questions based
on the prior
knowledge
check.
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Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
and answer any
participant
questions.
Learning
objectives
1 Instructor will share
the unit learning
objective:
Given the need to
develop instruction
without implicit
bias, teachers will
identify,
acknowledge, and
incorporate their
own positionality
into their daily
lesson plans.
Share with
participants the
lesson learning
objective.
Ask learners to
take note of the
objectives of the
lesson.

Ask learners if
they have any
questions about
the objectives.
Reasons for
learning
- Benefits
- Risks
5 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits:
The ability to
examine implicit
biases that may
impact
instruction.
The ability to
design and
deliver lessons
with little to
know biases.
Naming
positionality can
create a safe
space in the
classroom for
students to also
Share the benefits of
learning about
implicit and
explicit biases, and
positionality is
beneficial to their
teaching.
Share what potential
risks they perceive
in learning about
implicit and
explicit biases, and
positionality is
beneficial to their
teaching.

Ask learners to
share what
benefits they see
as being a reason
to learn about
implicit and
explicit biases,
and
positionality.
Ask learners to
share why
learning about
these things is
beneficial to
their teaching.

Ask participants to
share potential
risks of focusing
on implicit and
explicit biases,
and
positionality.

132

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
share their
positionalities
and cultural
capital.
Risks avoided:
Biased instruction
can lead to
inequity in
outcomes,
especially for
marginalized
populations.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of the enabling
objectives. Review
of prior knowledge
of the enabling
objectives: implicit
and explicit bias,
and positionality.

Presentation of new
knowledge with a
brief overview of
the meaning of
implicit and
explicit bias, and
positionality.
Presentation of
procedures for
identifying and
explaining how
positionality is
formed, how to
identify implicit
and explicit bias,
Share the location of
the unit within the
course using
Figure A1. Show
the agenda with the
participants and
project it on the
screen. Participants
will also be given
the course
overview handout.

Describe new
knowledge that
will be learned and
conclude with the
learning strategies
that will be
followed in the
lesson. Answer any
clarifying
questions.

Ask learners to
listen as the
instructor shares
the agenda
(overview) of
what is to come
in the lesson.

Ask for any
clarifying
questions.
133

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
and identify how
these three things
impact instruction
and relationships in
daily lessons.
Reference the
article by Douglas
and Nganga (2018)
and Racial Equity
Tools (2021).

Brief overview of
end of lesson
assessment.
Prerequisite
knowledge
10 The meaning of
explicit bias,
implicit bias, and
positionality and
how they relate to
teachers creating
and delivering
lessons.
Participants
elaborate on this
information by
thinking about how
it might apply to
their jobs.
Present and review
the meaning of
implicit and
explicit bias, and
positionality
referring to the
article by Douglas
and Nganga (2018)
and Racial Equity
Tools (2021).

Provide examples
and nonexamples.

Ask participants if
they have any
further questions
regarding the
asynchronous
course material.

Ask learners to
draw on the
information they
learned from the
asynchronous
material as well
as their own
experiences to
create examples
and
nonexamples.

Ask learners to
provide
examples and
nonexamples.
Identify gaps in
prior knowledge
to address in the
next sections.

Ask learners for
any clarifying
questions and let
them know that
they will access
all lesson
134

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
materials
through MS
Teams.
Learning
guidance
- Lecture
- Demo.
5 Model creating a
positionality
statement and how
to modify a lesson
plan using the
positionality
statement and
checking for
potential implicit
and explicit bias.
Demonstrate the
guidelines outlined
in the slides to
compose a
positionality
statement as a
model for
participants.

Tell learners that
they will use that
positionality
statement as well
as the guidelines
for identifying bias
to review and
modify a sample
lesson plan.
Ask learners to
follow along
using the
checklist as the
instructor
composes their
positionality
statement. They
will also take
notes as the
instructor
demonstrates
how to modify a
lesson plan
incorporating the
positionality
statement and
examining for
bias.
Practice and
feedback
9 Create a positionality
statement and take
the Implicit
Association Test
(IAT) to identify
bias from Harvard
University.
Using the check off
sheet formed from
the readings of
Douglas and
Nganga (2018),
evaluate that each
participant’s
positionality
statement contains
all necessary
components.
Ask learners to
create a
positionality
statement using
the guidelines
presented.

Ask learners to
take the IAT as
practice to
identify bias.
Authentic
assessment
15 Teachers will write
down a
positionality
statement which
will also name
their implicit
Using the check off
sheet formed from
the readings of
Douglas and
Nganga (2018),
give feedback to
Ask learners to
modify an
existing or create
a new lesson
plan
incorporating
135

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
biases. Using this
statement, they will
modify/create a
lesson plan they
have used before or
plan to use in the
future and identify
the potential
implicit bias within
the lesson plan.
participants as they
work on their
lesson plans.
positionality and
identifying
possible areas
where implicit
and/or explicit
bias could
impact
instruction.
Retention and
transfer
1 Participants deliver
the created or
modified lesson in
class sometime
before the next
lesson and
document/reflect in
journal the lesson
delivery. They will
report back on their
delivered lesson
during the next
session.
Remind participants
to write their
reflections after
delivering the
modified/created
lesson to their
students. If the
participant delivers
the lesson to
multiple classes,
then they should
reflect on any
changes that were
made.
Ask learners to
document their
experience
delivering the
created/modified
lesson in their
reflective
journal. If the
participant
delivers the
lesson to
multiple classes,
then they should
reflect on any
changes that
were made.
They will bring
their reflections
to the next
lesson and share
their
experiences.
Big ideas

3 The key takeaways
are discussed: Why
is it important to be
able to identify
implicit and
explicit bias, and
positionality?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson.

Ask learners to
write their big
idea in their
reflective journal
and voluntarily
share out with
the rest of the
participants.
136

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
Advance
organizer for
the next unit
1 The instructor will
explain the next
unit.
Thank learners for
their participation.
Explain the
importance of
identifying the
goals and
outcomes of
instruction.
Ask learners to
think about the
importance of
identifying the
goals and
outcomes of
instruction.

Total Time 60

137

Unit 1: Checklist for Prior Knowledge Assessment
Check off the items below that were included in the list you wrote down at the beginning of the
class.
1. A strong knowledge base about cultural diversity and cultural competence
2. Culturally relevant curricula.
3. High expectations for all students.
4. An appreciation for different communication styles.
5. The use of multicultural instructional examples.
6. Valuing community languages and practices.
7. Student and community agency and input.
8. Building strong relationships or learning partnerships.
9. Recognizes the rich and varied cultural wealth, knowledge, and skills of
diverse students

10. Seeks to develop dynamic teaching practices and multicultural content, with
multiple means of assessment

11. Nurtures students’ academic, social, emotional, cultural, psychological, and
physiological well-being

12. Involves support and input from parents, caregivers, grandparents, and
community members

13. Puts learning in context for students who can connect a topic to their current
lives or community

138

Unit 1 Checklist for Positionality Statement
Definition of positionality according to Douglas and Nganga (2018): how one is situated through
the intersection of power and the politics of gender, race, class, sexuality, ethnicity, culture,
language, and other social factors

As you create your positionality statement, use the list below to guide you, and check off at least
four items. It is important to note that this is not a comprehensive list, but a guide.
Gender Write your positionality statement in the space below:
Age
Race
Class
Sexuality
Ethnicity
Culture
Religion
Language
Occupation
Socio-economic
status

Other social
factors

139

Unit 1 Checklist for Modifying a Lesson Plan
Use the check off sheet below as you modify or create a lesson plan incorporating the learning
from this unit. Once you have included an element from the checklist into your lesson plan, put a
check mark in the box on the right.
My lesson plan includes my positionality statement.
I have used the material from today to evaluate potential bias in my lesson plan.
My lesson plan is free of stereotypes.
My lesson plan incorporates diverse voices (example: authors, texts, speakers,
characters, etc.)

My lesson incorporates equitable strategies for student engagement (to avoid calling
on the same students).

My lesson includes rubrics for evaluating student work.
My lesson uses inclusive language.
140

Unit 1 Slide Deck

141

142

Slide 3 Facilitator Notes

Gain attention
Time: 5 minutes

Instructor: Review major characteristics of culturally responsive teaching from the asynchronous
material. Assess prior knowledge by asking participants to write down as many of the major
characteristics of culturally responsive teaching that they can remember from the
asynchronous material. Participants should have completed the asynchronous material prior to
the start of this unit. Once learners have completed their list, give learners the prior knowledge
check off sheet to compare what they wrote. Ask for participant volunteers to name each major
characteristic of culturally responsive teaching. Clarify any misconceptions and answer any
participant questions.

Participants: Learners will complete the prior knowledge check by writing down as many of the
major characteristics of culturally responsive teaching that they can remember from the
asynchronous material. This can be handwritten or typed. Learners will then be given the prior
knowledge check off sheet to compare what they wrote. As a whole group, learners will
engage in discussion regarding the major characteristics of culturally responsive teaching and
ask any questions they may have based on the prior knowledge check.

143

Slide 4 Facilitator Notes

Learning objectives
Time: 1 minute

Instructor: Share the unit learning objective: Given the need to develop instruction without
implicit bias, teachers will identify, acknowledge, and incorporate their own positionality into
their daily lesson plans.

Participants: Learners will take note of the objectives of the lesson and ask any clarifying
questions.

144

Slide 5 Facilitator Notes

Reasons for learning
Time: 5 minutes

Instructor: State the purpose for learning and risks and benefits associated with the lesson are
reviewed and discussed. Ask learners to take a moment to read the slide on their own.

Benefits:
The ability to examine implicit biases that may impact instruction.
The ability to design and deliver lessons with little to know biases.
Naming positionality can create a safe space in the classroom for students to also share their
positionalities and cultural capital.
Risks avoided:
Biased instruction can lead to inequity in outcomes, especially for marginalized populations.

Learners: Learners will share why the benefits of learning about implicit and explicit biases, and
positionality is beneficial to their teaching. Learners will share what potential risks they
perceive in learning about implicit and explicit biases, and positionality is beneficial to their
teaching.

145

Slide 6 Facilitator Notes

Overview
Time: 5 minutes

Instructor: Present the lesson overview including a brief content outline and an overview of the
approach to instruction. Give a brief overview of end of lesson assessment and remind learners
where they can find course materials on MS Teams including the course overview. Describe
new knowledge that will be learned and conclude with the learning strategies that will be
followed in the lesson. Answer any clarifying questions.

Participants: Learners will listen as the instructor shares the agenda (overview) of what is to
come in the lesson. They will ask any clarifying questions.

146

Slide 7 Facilitator Notes

Prerequisite knowledge
Time: 10 minutes

Instructor: Present and review the meaning of implicit and explicit bias, and positionality
referring to the article by Douglas and Nganga (2018) and Racial Equity Tools (2021). Provide
examples and nonexamples. Ask participants if they have any further questions regarding the
asynchronous course material. Ask learners to draw on the information they learned from the
asynchronous material as well as their own experiences to create examples and nonexamples.
Ask learners to provide examples and nonexamples. Identify gaps in prior knowledge to
address in the next sections. Ask learners for any clarifying questions and let them know that
they will access all lesson materials through MS Teams.

147

Slide 8 Facilitator Notes

Prerequisite knowledge

Instructor: Ask learners to review the definitions of implicit and explicit bias. State that exposure
to structural and cultural racism has enabled stereotypes and biases to penetrate deep into our
psyches. Implicit bias is one part of the system of inequity that serves to justify racist policies,
practices and behaviors that persist in the mainstream culture and narratives. Ask learners to
think about what potential biases they could have and how it could impact their teaching.

Participants: Read the definitions of implicit and explicit bias. Engage in conversations about
implicit and explicit biases and how they impact teaching.

148

Slide 9 Facilitator Notes

Prerequisite knowledge (continued)

Instructor: Review the importance of not only knowing but naming one’s positionality.

Participants: Engage in discussion as to why positionality is important and what implications it
has on their teaching.

149

150

Slide 11 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model creating a positionality statement using the checklist and definition from
Douglas and Nganga (2018). Give participants the check sheet so they can follow along and
prepare to create their own positionality statement. Emphasize the importance of having a
positionality statement when lesson planning to avoid potential bias.

Participants: Learners will follow along using the checklist as the instructor composes their
positionality statement.

151

Slide 12 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model how to modify a lesson plan using the positionality statement, and checking
for potential implicit and explicit bias. Give check sheet and sample lesson plan to participants
to follow along.

Participants: Learners will follow along using the checklist as the instructor models modifying a
lesson. They will ask any clarifying questions.

152

Slide 13 Facilitator Notes

Practice and feedback
Time: 9 minutes

Instructor: Create a positionality statement and take the Implicit Association Test (IAT) to
identify bias from Harvard University. Using the check off sheet formed from the readings of
Douglas and Nganga (2018), evaluate that each participant’s positionality statement contains
all necessary components.

Participants: Ask learners to create a positionality statement using the guidelines presented.
153

Slide 14 Facilitator Notes

Authentic assessment
Time: 15 minutes

Instructor: Explain that the learners will use their positionality statement which will also name
their implicit biases to modify/create a lesson plan they have used before or plan to use in the
future and identify the potential implicit bias within the lesson plan. Using the check off sheet
formed from the readings of Douglas and Nganga (2018), give feedback to participants as they
work on their lesson plans.

Participants: Learners are to modify an existing or create a new lesson plan incorporating their
positionality statement and identify possible areas where implicit and/or explicit bias could
impact instruction.

154

Slide 15 Facilitator Notes

Retention and transfer
Time: 1 minute

Instructor: Explain that participants will need to deliver the created or modified lesson in class
sometime before the next lesson and document/reflect in their journal the lesson delivery. They
will report back on their delivered lesson during the next session. Remind participants that if
they deliver the lesson to multiple classes, then they should reflect on any changes that were
made. Answer any clarifying questions.

Participants: Learners are to document their experience delivering the created/modified lesson in
their reflective journal. If they deliver the lesson to multiple classes, then they should reflect
on any changes that were made. They will bring their reflections to the next lesson and share
their experiences. Participants will ask any clarifying questions.

155

Slide 16 Facilitator Notes

Big ideas
Time: 3 minutes

Instructor: The key takeaways are discussed, and the instructor will ask participants why is it
important to be able to identify implicit and explicit bias, and positionality?

Participants: Learners will individually generate at least one big idea that emerged from the
lesson in their reflective journal and voluntarily share out with the rest of the participants.

156

Slide 17 Facilitator Notes

Advance organizer for the next unit
Time: 1 minute

Instructor: The instructor will explain the terminal learning objective for the next unit.

Terminal learning objective for Unit 2: Given the need for student engagement in the
classroom, teachers will demonstrate relationships or learning partnerships with students on
a daily basis.

Thank learners for their participation. Explain the importance of identifying the goals and
outcomes of instruction.

Participants: Learners should think about the importance of identifying the goals and outcomes
of instruction and ask any clarifying questions.

157

158

Unit 5: Encourage Students to Leverage Their Cultural Capital Through Social Justice and
Self-Advocating.
This is the fifth unit in a 6-unit course to prepare teachers with the knowledge and skills
needed to implement culturally responsive teaching strategies in their daily lessons. The purpose
of this unit is to prepare teachers to encourage students to leverage their cultural capital through
social justice and self-advocating. The duration of this unit is 60 minutes.
Learning Objectives
Terminal Objective: Given daily classroom instruction, teachers will plan activities that
encourage students to leverage their cultural capital through self-advocating.
Enabling Objectives:
○ Declarative Knowledge
■ Describe cultural capital.
■ Describe social justice.
■ Explain self-advocating.
■ Describe individualism and collectivism.
○ Intellectual Skills
■ Identify students’ cultural capital.
■ Identify whether a students’ cultural background is individualism or
collectivism or a blend.
■ Apply steps to plan activities that encourage students to leverage their
cultural capital through self-advocating.
○ Attitude
■ Be confident in creating opportunities for students to leverage their
159

cultural capital.
■ Value students’ cultural capital.
■ Be confident in encouraging students to leverage their cultural capital.
○ Metacognitive
■ Create opportunities for students to leverage their cultural capital.
Summative Assessment
Teachers will modify/create a lesson plan they have used before or plan to use in the
future incorporating students’ cultural capital and social justice principles.
Lesson Materials
● Unit 5 slide deck
● Teachers bring in one lesson plan
● Sample lesson plan to modify
● Checklist for modifying a lesson plan
● Laptop
● Reflective Journal - physical or digital
Learner Characteristic Accommodations
Learners are adults who are motivated to learn more about culturally responsive
teaching and want to incorporate CRT into their daily lessons but may not have the confidence
or skills to do so. As adult learners, the practicality and usefulness of the course must be
emphasized throughout. All lesson materials will be available on the MS Teams created for this
course and its participants. Principles of universal design for learning will be used in
compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction.
160

Facilitator’s Notes
Teachers were asked to bring in a lesson plan to modify or a lesson plan idea to create
as well as their reflections from implementing their lesson from Unit 4. Should teachers not
bring in a lesson plan or have a lesson plan idea, samples need to be provided so that everyone
is able to participate in the summative assessment. All lesson plans and materials will be
housed on the MS Teams for this course and all learning activities can be found below in Table
C2.

Table C2
Unit 5 Instructional Activities
Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
Gain attention 5 Review reflection
journals from
teaching the Unit 4
material in a
lesson.
The instructor will
present the
reflective task
participants were
given at the end of
Unit 4 to complete
before coming to
the Unit 5 session.

Clarify any
misconceptions
and answer any
participant
questions.
Ask learners to
share their
documented
experience
delivering the
created/modified
lesson
incorporating the
Unit 4 materials
from their
reflective
journal.

Ask learners for
any clarifying
questions.
Learning
objectives
1 Instructor will share
the unit learning
objective:
Given daily
classroom
Share with
participants the
lesson learning
objective.
Ask learners to
take note of the
objectives of the
lesson.

161

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
instruction,
teachers will plan
activities that
encourage students
to leverage their
cultural capital
through self-
advocating.
Ask learners if
they have any
questions about
the objectives.
Reasons for
learning
- Benefits
- Risks
5 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits:
The ability to
identity and
respect the
diverse students
in the classroom.
The ability to
design and
deliver lessons
incorporating
social justice and
student cultural
capital.
Knowing student
cultural capital
can create a safe
space in the
classroom for
students to also
share their
positionalities
and lived
experiences.
Risks avoided:
Alienating students
and superficial
Share the benefits of
why learning about
cultural capital,
self-advocacy,
individualism and
collectivism, and
social justice is
beneficial to their
teaching.
Share what potential
risks they perceive
in learning about
cultural capital,
self-advocacy,
individualism and
collectivism, and
social justice is
beneficial to their
teaching.

Ask learners to
share what
benefits they see
as being a reason
to learn about
cultural capital,
self-advocacy,
individualism
and collectivism,
and social justice
is beneficial to
their teaching.

Ask participants to
share potential
risks of focusing
on cultural
capital, self-
advocacy,
individualism
and collectivism,
and social
justice.

162

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
learning
partnerships.
Further inequity in
outcomes,
especially for
marginalized
populations.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of the enabling
objectives. Review
of prior knowledge
of the enabling
objectives: cultural
capital, self-
advocacy,
individualism and
collectivism, and
social justice.

Presentation of new
knowledge with a
brief overview of
the meaning of
cultural capital,
self-advocacy,
individualism and
collectivism, and
social justice.
Presentation of
procedures for
identifying and
explaining how
cultural capital,
self-advocacy,
individualism and
collectivism, and
Share the location of
the unit within the
course using
Figure A1. Show
the agenda with the
participants and
project it on the
screen.

Describe new
knowledge that
will be learned and
conclude with the
learning strategies
that will be
followed in the
lesson. Answer any
clarifying
questions.

Ask learners to
listen as the
instructor shares
the agenda
(overview) of
what is to come
in the lesson.

Ask for any
clarifying
questions.
163

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
social justice
impact instruction
and relationships in
daily lessons.

Brief overview of
end of lesson
assessment.
Prerequisite
knowledge
10 The meaning of
cultural capital,
self-advocacy,
individualism and
collectivism, and
social justice, and
how they relate to
teachers creating
and delivering
lessons.
Participants
elaborate on this
information by
thinking about how
it might apply to
their jobs.
Present and review
the meaning of
cultural capital,
self-advocacy,
individualism and
collectivism, and
social justice.

Provide examples
and nonexamples.
Ask learners to
draw on the
information they
learned from
previous course
material as well
as their own
experiences to
create examples
and
nonexamples.

Ask learners to
provide
examples and
nonexamples.
Identify gaps in
prior knowledge
to address in the
next sections.

Ask learners for
any clarifying
questions and let
them know that
they will access
all lesson
materials
164

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
through MS
Teams.
Learning
guidance
- Lecture
- Demo.
5 Model an example
procedure for
identifying a
student’s cultural
capital.
Model the procedure
for incorporating
self-advocacy,
individualism, and
collectivism in
daily lessons.

Model the procedure
for incorporating
the key principles
of social justice
into daily lessons.
Demonstrate the
guidelines outlined
in the slides to
identify a student’s
cultural capital,
and incorporate
social justice,
individualism and
collectivism, and
self-advocacy as a
model for
participants.

Tell learners that
they will use these
steps to review and
modify a sample
lesson plan.
Ask learners to
follow along
using the steps
as the instructor
identifies a
participant’s
cultural capital.
They will also
take notes as the
instructor
demonstrates
how to modify a
lesson plan
incorporating
cultural capital,
social justice,
individualism
and collectivism,
and self-
advocacy.
Practice and
feedback
9 Practice identifying a
student’s cultural
capital.
Using the modeled
procedural steps
for how to identify
a student’s cultural
capital, evaluate
that each
participant is able
to identify the
cultural capital of
another participant
in class.
Ask learners to
partner with
another
participant in
class to practice
identifying their
cultural capital
using the steps
modeled by the
instructor.

Authentic
assessment
15 Teachers will
modify/create a
lesson plan they
have used before or
plan to use in the
future
Using the check off
sheet, the
instructor will give
feedback to
participants as they
Ask learners to
modify an
existing or create
a new lesson
plan
incorporating
165

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
incorporating
students’ cultural
capital and social
justice principles.
work on their
lesson plans.
students’
cultural capital
and social justice
principles.
Retention and
transfer
1 Participants deliver
the created or
modified lesson in
class sometime
before the next
lesson and
document/reflect in
journal the lesson
delivery. They will
report back on their
delivered lesson
during the next
session.
Remind participants
to write their
reflections after
delivering the
modified/created
lesson to their
students. If the
participant delivers
the lesson to
multiple classes,
then they should
reflect on any
changes that were
made.
Ask learners to
document their
experience
delivering the
created/modified
lesson in their
reflective
journal. If the
participant
delivers the
lesson to
multiple classes,
then they should
reflect on any
changes that
were made.
They will bring
their reflections
to the next
lesson and share
their
experiences.
Big ideas

3 The key takeaways
are discussed: Why
is it important to be
able to identify a
student's cultural
capital and
understand social
justice principles?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson.

Ask learners to
write their big
idea in their
reflective journal
and voluntarily
share out with
the rest of the
participants.
Advance
organizer for
the next unit
1 The instructor will
explain the next
unit.
Thank learners for
their participation.
Explain the
importance of
identifying the
Ask learners to
think about the
importance of
identifying the
goals and
166

Instructional
sequence
Time
(min)
Description of the
learning activity
Instructor
action
Learner
action
goals and
outcomes of
instruction.
outcomes of
instruction.

Total Time 60

167

Unit 5 Checklist for Modifying a Lesson Plan
Use the check off sheet below as you modify or create a lesson plan incorporating the learning
from this unit. Once you have included an element from the checklist into your lesson plan, put a
check mark in the box on the right.
My lesson provides avenues for students to connect learning to social, political, or
environmental concerns that affect them and their lives and contribute to change.

In my lesson, diverse student identities are seen as assets and strengths that can
advance individual and group learning, rather than seen as challenges or difficulties to
be overcome.

In my lesson, guidance is provided on making real-life connections between academic
content and the local neighborhood, culture, environment and resources.

In my lesson, guidance is provided on giving students opportunities to contribute their
prior knowledge and experience with a topic, not just respond to the text and
information presented in class.

In my lesson, guidance is provided on engaging students in culturally sensitive
experiential learning activities.

In my lesson, guidance includes, for specific lessons, a range of possible student
responses that could all be valid, given the range of student experiences and
perspectives.

In my lesson, guidance is provided on customizing and supplementing the curriculum
to reflect the cultures, traditions, backgrounds and interests of the student population.

168

Unit 5 Slide Deck

169

Slide 2 Facilitator Notes
Gain attention
Time: 5 minutes

Instructor: Review reflection journals from teaching the Unit 4 material in a lesson. The
instructor will present the reflective task participants were given at the end of Unit 4 to
complete before coming to the Unit 5 session. Clarify any misconceptions and answer any
participant questions.

Unit 4 summative task: Teachers will create a list of ways they can make their classroom a
more inclusive learning environment and then implement changes accordingly. Teachers
will modify/create a lesson plan they have used before or plan to use in the future using
various methods to incorporate student voice.

Participants: Learners will share their documented experience delivering the created/modified
lesson incorporating the Unit 4 materials from their reflective journal. Learners will ask any
clarifying questions.
170

Slide 3 Facilitator Notes
Learning objectives
Time: 1 minute

Instructor: Share the unit learning objective: Given daily classroom instruction, teachers will
plan activities that encourage students to leverage their cultural capital through self-
advocating.

Participants: Learners will take note of the objectives of the lesson and ask any clarifying
questions.

171

Slide 4 Facilitator Notes
Reasons for learning
Time: 5 minutes

Instructor: State the purpose for learning and risks and benefits associated with the lesson are
reviewed and discussed. Ask learners to take a moment to read the slide on their own.

Benefits:
The ability to identity and respect the diverse students in the classroom.
The ability to design and deliver lessons incorporating social justice and student cultural
capital.
Knowing student cultural capital can create a safe space in the classroom for students to also
share their positionalities and lived experiences.
Risks avoided:
Alienating students and superficial learning partnerships
Further inequity in outcomes, especially for marginalized populations.

Learners: Learners will share why the benefits of learning about cultural capital, self-advocacy,
individualism and collectivism, and social justice is beneficial to their teaching. Learners will
share what potential risks they perceive in learning about cultural capital, self-advocacy,
individualism and collectivism, and social justice is beneficial to their teaching.

172

Slide 5 Facilitator Notes
Overview
Time: 5 minutes

Instructor: Present the lesson overview including a brief content outline and an overview of the
approach to instruction. Give a brief overview of end of lesson assessment and remind learners
where they can find course materials on MS Teams including the course overview. Describe
new knowledge that will be learned and conclude with the learning strategies that will be
followed in the lesson. Answer any clarifying questions.

Participants: Learners will listen as the instructor shares the agenda (overview) of what is to
come in the lesson. They will ask any clarifying questions.

173

Slide 6 Facilitator Notes
Prerequisite knowledge
Time: 10 minutes

Instructor: The meaning of cultural capital, self-advocacy, and individualism and collectivism,
and how they relate to teachers creating and delivering lessons. Present and review the
meaning of cultural capital, self-advocacy, individualism and collectivism, and social justice.
Provide examples and nonexamples.
Cultural Capital - the accumulation of knowledge, behaviors, and skills that a person can
tap into to demonstrate one's cultural competence and social status.
Self-Advocacy - a person who takes an active role in improving their own life by
speaking up for themselves and the things that are important to them, including their
own health and safety.
Individualism - emphasizes personal goal pursuit and autonomy.
Collectivism - emphasizes maintaining relationships and social harmony; view the self as
overlapping with and interconnected to others.

Participants: Learners elaborate on this information by thinking about how it might apply to
their jobs. Learners will draw on the information they learned from previous course material as
well as their own experiences to create examples and nonexamples. Learners will ask any
clarifying questions and know that they can access all lesson materials through MS Teams.

174

Slide 7 Facilitator Notes
Prerequisite knowledge
Time: 10 minutes

Instructor: Explain a brief overview of social justice principles and how they relate to teachers
creating and delivering lessons. Provide examples and nonexamples.

Social Justice Principles: Access to resources, equity, participation, diversity, and human
rights

Participants: Learners will elaborate on this information by thinking about how it might apply to
their jobs and draw on the information they learned from previous course material as well as
their own experiences to create examples and nonexamples. Learners will ask any clarifying
questions and know that they can access all lesson materials through MS Teams.

175

Slide 8 Facilitator Notes
Learning guidance
Time: 5 minutes

Instructor: Model an example procedure for incorporating student cultural capital and social
justice principles into a lesson plan using the checklist. Give check sheet and sample lesson
plan to participants to follow along.

Participants: Learners will follow along using the checklist as the instructor models modifying a
lesson. They will ask any clarifying questions.
176

Slide 9 Facilitator Notes
Practice and feedback
Time: 9 minutes

Instructor: Practice identifying a student’s cultural capital. Using the modeled procedural steps
for how to identify a student’s cultural capital, evaluate that each participant is able to identify
the cultural capital of another participant in class.

Participants: Learners will work with a partner in class to practice identifying their cultural
capital using the steps modeled by the instructor. They will ask each other probing questions
and also share their positionality statements from Unit 1 to start the conversation.

177

Slide 10 Facilitator Notes
Authentic assessment
Time: 15 minutes

Instructor: Explain that the learners will modify/create a lesson plan they have used before or
plan to use in the future incorporating students’ cultural capital and social justice principles.
Using the check off sheet, the instructor will give feedback to participants as they work on
their lesson plans.

Participants: Learners are to modify an existing or create a new lesson plan incorporating
students’ cultural capital and social justice principles.

178

Slide 11 Facilitator Notes
Retention and transfer
Time: 1 minute

Instructor: Explain that participants will need to deliver the created or modified lesson in class
sometime before the next lesson and document/reflect in their journal the lesson delivery. They
will report back on their delivered lesson during the next session. Remind participants that if
they deliver the lesson to multiple classes, then they should reflect on any changes that were
made. Answer any clarifying questions.

Participants: Learners are to document their experience delivering the created/modified lesson in
their reflective journal. If they deliver the lesson to multiple classes, then they should reflect
on any changes that were made. They will bring their reflections to the next lesson and share
their experiences. Participants will ask any clarifying questions.

179

Slide 12 Facilitator Notes
Big ideas
Time: 3 minutes

Instructor: The key takeaways are discussed, and the instructor will ask participants why is it
important to be able to identify a student's cultural capital and understand social justice
principles?

Participants: Learners will individually generate at least one big idea that emerged from the
lesson in their reflective journal and voluntarily share out with the rest of the participants.

180

Slide 13 Facilitator Notes
Advance organizer for the next unit
Time: 1 minute

Instructor: The instructor will explain the terminal learning objective for the next unit.

Terminal learning objective for Unit 6: Given daily classroom instruction, teachers will
recognize and honor the diverse backgrounds of their students, tapping into their lived
experiences when implementing lessons.

Thank learners for their participation. Explain the importance of identifying the goals and
outcomes of instruction.

Participants: Learners should think about the importance of identifying the goals and outcomes
of instruction and ask any clarifying questions.

181

182

Appendix D: Evaluation Administered Immediately Following the Program
Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree:
1 2 3 4 5
My participation in the course was encouraged by the instructor. (L1)
This professional development course held my interest. (L1)
What I learned from this course will help me be a better culturally
responsive teacher. (L1)

During each PD session, we discussed how to apply what we learned. (L1)
I will recommend this course to other teachers. (L1)
I believe it will be worthwhile for me to apply what I have learned to the
course I teach. (L1)

I feel confident about applying what I learned in the classroom. (L1)
I anticipate that I will receive the necessary support to successfully apply
what I have learned to the courses I teach. (L1)

My confidence to apply what I have learned to the courses I teach is high.
(L1)

I am committed to applying what I learned to my work in the classroom.
(L1)

I know more about culturally responsive teaching strategies now than I did
before the start of this course. (L 2)

I know more about implicit and explicit bias now than I did before the start
of this course. (L 2)

I know how to name and explain my positionality better now than I did
before the start of this course. (L 2)

I know more about how to build learning partnerships now than I did before
the start of this course. (L 2)

I know more about how to get students to leverage their cultural capital now
than I did before the start of this course. (L2)

I know more about inclusive course design and universal design for learning
now than I did before the start of this course. (L 2)

183

I know how to create/modify a lesson plan incorporating student prior
knowledge better now than I did before the start of this course. (L 2)

I know how to recognize and honor the diverse backgrounds of students
better now than I did before the start of this course (L 2)

Open-ended questions
What are the major concepts you learned in this course? (L2)
How relevant do you feel this course will be to your daily lesson design and daily teaching
practices? Why? (L1)
Was there anything about your experience in this course that interfered with your learning?
(L1)
What course material did you find to be most relevant to your teaching? (L1)
Are there any ways in which this program can be improved? (L1)
How would you describe the importance of applying what you have learned on the job? (L1)
What additional support would help you implement what you learned? (L1)
Are there any barriers that could interfere with your success in applying what you learned in
this course to your teaching? (L1)

Note. L1 = Level 1; L2 = Level 2.

184

Appendix E: Evaluation Administered Delayed for a Period After the Program
Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree:
1 2 3 4 5
I have opportunities to use what I learned in this course in my daily lessons.
(L1)

Information provided in this course applies to my work as a teacher. (L1)
Looking back, taking this course was a good use of my time. (L1)
I have successfully applied in the classroom what I learned in the training.
(L3)

I received support in order to apply what I learned to the courses that I teach.
(L3)

I already see positive results from this course in my classroom. (L4)
This course has positively impacted my PLC. (L4)
I feel more confident implementing culturally responsive teaching in my
daily lessons now than I did before the start of the course. (L3)

Looking back, what I learned from this course helped me be a better
culturally responsive teacher. (L1)

Looking back, I would recommend this course to other teachers. (L1)
Looking back, I believe it has been worthwhile for me to apply what I have
learned to the course I teach. (L1)

I feel confident about applying what I learned in the classroom. (L1)
I am committed to applying what I learned to my work in the classroom.
(L1)

Looking back, I know more about culturally responsive teaching strategies
now than I did before the start of the course. (L 2)

Looking back, I know more about implicit and explicit bias now than I did
before the start of the course. (L 2)

Looking back, I know how to name and explain my positionality better now
than I did before the start of the course. (L 2)

185

Looking back, I know more about how to build learning partnerships now
than I did before the start of the course. (L 2)

Looking back, I know more about how to get students to leverage their
cultural capital now than I did before the start of the course. (L2)

Looking back, I know more about inclusive course design and universal
design for learning now than I did before the start of the course. (L 2)

Looking back, I know how to create/modify a lesson plan incorporating
student prior knowledge better now than I did before the start of the course.
(L 2)

Looking back, I know how to recognize and honor the diverse backgrounds
of students better now than I did before the start of the course (L 2)

Open-ended questions
How have you used what you learned in this course in your daily lessons, if at all? (L1, L2, L3)
What information from this course has been most relevant to your job? (L1)
Looking back, how could this course have been improved? (L1)
Looking back, what, if anything, would you change about this course? (L1)
What additional support or resources are needed, if any, to assist you with implementing
culturally responsive teaching in your daily lesson design and daily teaching practices? (L1,
L2, L3)
What are early signs of success, if any, you have noticed from your efforts? (L4)
Please give an example of a positive outcome you have experienced since attending this
course. (L4)
How has this program impacted your school site as a whole, if at all? (L4)
Describe if your participation in this course has benefited your school site? (L4)

Note. L1 = Level 1; L2 = Level 2; L3 = Level 3; L4 = Level 4.

Abstract (if available)

Abstract Implementing culturally responsive pedagogy (CRP) or culturally responsive teaching strategies in K-12 classroom settings helps educators mitigate systemic inequities within education systems. The purpose of this curriculum is to transform teacher pedagogy in a school district through a culturally responsive teaching lens. The content of this curriculum is informed by culturally responsive teaching, critical race theory, abolitionist teaching, and universal design principles (UDL). The design of the curriculum incorporates guided experiential learning (GEL), cognitive load theory, and situated expectancy value theory, this in person course consists of six one hour long professional development sessions designed for secondary teachers within a school district in San Bernardino County. After successful completion of this course, learners will be able to implement culturally responsive teaching strategies into their daily lesson plans. The summative evaluation includes designing and delivering a lesson utilizing culturally responsive teaching strategies. A complete implementation of the curriculum is provided as well as an evaluation plan that measures achievement of curriculum goals and outcomes. As the targeted district moves forward with redesigning its district-wide mission and goals to align towards being more culturally responsive and equitable, having culturally responsive teachers and curriculum is necessary.

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Asset Metadata

Creator Seese, Laura Elizabeth (author)

Core Title Culturally responsive pedagogy: a curriculum for secondary education teachers

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2023-05

Publication Date 04/24/2023

Defense Date 03/21/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag culturally responsive pedagogy,culturally responsive teaching,OAI-PMH Harvest,professional development

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Muraszewski, Alison (committee member), Seli, Helena (committee member)

Creator Email laura.e.seese@gmail.com,sauret@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113078061

Unique identifier UC113078061

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Legacy Identifier etd-SeeseLaura-11703

Document Type Dissertation

Format theses (aat)

Rights Seese, Laura Elizabeth

Internet Media Type application/pdf

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Source 20230425-usctheses-batch-1030 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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