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Educators work actively against these systems in their everyday roles in educational institutions .  \n(d) Students as Co-Creators  \nCulturally responsive teachers and leaders (who fundamentally believe all students are capable) center learning around students' experiences and position them as co-creators, with emphasis on prioritizing historically marginalized students .  \nfor All Illinois Educators  \nSection 24.50  \n(e) Leveraging Student Advocacy  \nCulturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom  \n(g) Content Selections in All Curricula  \nCulturally responsive teachers and leaders intentionally embrace student identities and prioritize representation in the curriculum . In turn, students are not only given a chance to identify with the curriculum, they become exposed to other cultures within their schools and both their local and global communities .  \n3  \nfor All Illinois Educators  \nSection 24.50  \n(h) Student Representation in the Learning Environment  \nCulturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication .  \n4  \nAgreements help maintain a safe, supportive, and active learning environment .  \n\n| Our agreements | What they look like in action |\n| --- | --- |\n| Be engaged and | Make the personal commitment to remain emotionally, intellectually, |\n| maintain | and socially involved in the dialogue. Seek to understand, not to agree. |\n| confidentiality | Honor privacy by avoiding \"who said what.\" |\n| Speak to and listen for one’s own truth | Be open about your feelings and experiences – not just saying what you think others want to hear. Be open to the experiences of others, not comparing them to your own. Consider your own power dynamicsand how it shapes what you see/hear and what you do not see/hear. |\n| Experience discomfort | Stay focused on disrupting institutional oppression and building inclusive leadership skills. It is through dialogue—even when uncomfortable—that awareness happens and change begins. |\n| Expect and accept non-closure | This work is ongoing. Be willing to take risks, sit through silence, and accept that this is about changing yourself and not others. |\n\nAdapted from Glenn E. Singleton & Curtis Linton, Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. 2006. pp.58-65. Thousand Oaks, CA: Corwin.  \nAvoid Communication Roadblocks  \nProblem-Solving “Have you tried x, y, or z?”  \n\n| Blame | “Do you think it might be because of the way you …?” |\n| --- | --- |\n| Coldness | “It’s for your own good.” “You’ll be better for it.” |\n| False Assurance | “Oh, I’m sure it’s nothing.” “It will all turn out fine .” |\n| Judgment | “You’re being overly sensitive .” |\n\nQuestioning  \n“Did that really happen?” “Are you sure you heard him correctly?” “Are you sure you are remembering that correctly?”  \nSilence Breakers* are prompts we may use to address common challenges in cross-racial discussions .  \n*Excerpt from Sensoy and DiAngelo. Adapted from Anika Nailah and DiAngelo.  \nReflection Question Framework  \nHow does (perspective shared) challenge or expand the way I see the world?  \n\n| How does this issue relate to my own experience? How have I been shaped by the issues being addressed? |\n| --- |\n| Why is it hard for me to accept this as true? What about my life in rela","cbCaioMyBGx12wum","https://ap.wps.com/l/cbCaioMyBGx12wum","pdf",1307862,33,"English","# Culturally Responsive Teaching and Leading Standards\n## Illinois Administrative Rule Part 24 - Section 24.50\n## (b) Systems of Oppression\n## (d) Students as Co-Creators\n## (e) Leveraging Student Advocacy\n## (g) Content Selections in All Curricula\n## (h) Student Representation in the Learning Environment\n## Agreements for Safe Learning Dialogue\n## Avoid Communication Roadblocks\n## Reflection Question Framework\n## Objectives and Windows/Mirrors Prompts","[{\"question\":\"What systems do culturally responsive teachers and leaders understand, and what must educators do?\",\"answer\":\"They understand that systems in society, including the school system, create and reinforce inequities and oppressive conditions. Educators work actively against these systems in their everyday roles.\"},{\"question\":\"How do culturally responsive standards involve students in learning?\",\"answer\":\"They center learning around students' experiences and position students as co-creators, with emphasis on prioritizing historically marginalized students.\"},{\"question\":\"What agreements and dialogue practices support a safe, supportive learning environment?\",\"answer\":\"Agreements include engagement in dialogue, confidentiality, speaking and listening for one’s own truth, honoring privacy, and expecting ongoing work (including discomfort, risk-taking, and accepting non-closure).\"}]","Culturally Responsive Teaching and Leading Standards - Illinois Administrative Rule Part 24 - Section 24.50 | PDF",1791602639,83]