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Education Preparation ProgramAssessment Options for CRTL  \nWestEdWestEd.org  \n# Continuing to Build Our Community\n\nPlease share your:  \n·Name  \n·Role  \n·What is a skill that you've been nurturing and improving?—  \nWelcome  \nIllinois  \nState Board ofEducation  \ncz  \nWestEd  \n# Session Objectives\n\nParticipants will:  \n1.Consider the assessment resources andoptions for the evaluating and supportingcandidates to demonstrate expertise in theCRTL Standards.  \n2.Share ideas and strategies with colleagues  \nacross Illinois to assess candidates'knowledgeof and ability to meet the CRTL Standards.  \nAgenda  \n1.Welcome &Community BuildingActivity  \n2.Review of Resources &Discussion  \n3.Panel:CRTL Candidate Assessmentand Discussion  \n4.Reflection &Closing  \n# Presenter Introduction\n\nSandra Leu Bonanno,PhD,Research Associate,  \nWestEd,SleuBon@WestEd.org  \nMultilingual,daughter of Taiwanese immigrants,bilingual educator,culturally sustainingresearcher,and Libra  \n# Collective Agreements\n\n1.Suspend judgement and seek to understand  \n2.Be present  \n3.Balance sharing virtual space and giving thegift of your ideas  \n4.Extend grace  \n# Framing Candidate Assessment -Research Brief\n\n·Numerous measurements of candidate proficiency withculturally responsive teaching and leading rely on selfreports and surveys (Debnam et al.,2015;Hsiao,2015;Whitaker&Valtierra,2018)  \n·Demonstrations of CRTL expertise might also include videoreflections,coaching conversations with CRTL classroomobservation protocols,or use of case study reflections.(CRIOP,2017;Gorski &Pothini,2018;Khalifa,2018;MA DESE,2021;NMPED,2020)  \nResearch and Evidence-BasedBest Practices for PreparingEducators for Culturally ResponsiveTeaching and Leading  \nCarlos SandovalJahneille CunninghamJohn JacobsSaroja WarnerAprll 2023  \n·Nuancing the measurement of discrete and decontextualizedpractices (Phillips et al,2019)  \n# Overview of the Candidate Assessment Rubric\n\n·Are there terms or ideas that spark a needfor additional professional learningamongst faculty members?  \n·How does this rubric highlight thepossibility of each CRTL Standard?  \nConsider one or more of the guidingquestions:  \n● What resonates about the structure andthe content of the rubric resonates withyou?  \nIllinois  \nState Board of  \nEducation  \nCRTL Standard:Self-Awareness and Relationships to Others  \n\n| Needs  \u003Cbr>improvement   | Emerging   | Exploring   | Integrating   | Innovating   |\n| --- | --- | --- | --- | --- |\n| No evidence  \u003Cbr>Explain below   | Acknowledges how  \u003Cbr>issues of culture,  \u003Cbr>intersectional  \u003Cbr>identities,privilege,  \u003Cbr>and bias impact  \u003Cbr>teaching,learning,  \u003Cbr>and their  \u003Cbr>relationships with  \u003Cbr>students,families,  \u003Cbr>community,and  \u003Cbr>their colleagues.   | Actively learns and  \u003Cbr>reflects about how  \u003Cbr>the alignment  \u003Cbr>between their  \u003Cbr>intersectional  \u003Cbr>identities and those  \u003Cbr>of their students,  \u003Cbr>families,and  \u003Cbr>community impact  \u003Cbr>teaching and  \u003Cbr>learning.   | Uses their  \u003Cbr>awareness of race  \u003Cbr>and culture to adapt  \u003Cbr>curriculum and  \u003Cbr>pedagogy to  \u003Cbr>integrate the  \u003Cbr>cultural practices;  \u003Cbr>lived experiences;  \u003Cbr>and aspirations of  \u003Cbr>students,families,  \u003Cbr>and community.   | Designs and  \u003Cbr>implements  \u003Cbr>comprehensive  \u003Cbr>curriculum with  \u003Cbr>multiple and varied  \u003Cbr>instructional  \u003Cbr>strategies and  \u003Cbr>resources that  \u003Cbr>integrate the  \u003Cbr>cultural practices;  \u003Cbr>lived experiences;  \u003Cbr>and aspirations of  \u003Cbr>students,families,  \u003Cbr>and community.   |\n\nProbing Questions  \n● In what ways has the candidate demonstrated that they value that multiple lived experiencesexist?  \n● In what ways has the candidate used an asset-based mindset to affirm students'backgrounds?  \n● How does the candidate actively learn about students'cultures,communities,histories,and livesoutside of school and integrate this knowledge into instruction?  \n● How does the candidate a","cbCaieXzAetjjCAX","https://ap.wps.com/l/cbCaieXzAetjjCAX","pdf",2857332,16,"English","# Continuing to Build Our Community\n# Session Objectives\n# Presenter Introduction\n# Collective Agreements\n# Framing Candidate Assessment - Research Brief\n# Overview of the Candidate Assessment Rubric","[{\"question\":\"What do the session objectives focus on for Illinois CRTL candidate assessment?\",\"answer\":\"Participants consider assessment resources and options to evaluate and support candidates demonstrating expertise in the CRTL Standards, and share strategies to assess candidates’ knowledge and ability to meet those standards.\"},{\"question\":\"How can CRTL candidate proficiency be measured according to the research brief?\",\"answer\":\"Measurement relies on self-reports 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