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ENVIRONMENTS  \nOCTOBER 2021  \nILLINOIS STATE BOARD OF EDUCATION Illinois Administrative Rule Part 24, Section 24.50 [HTTPS://WWW.ISBE.NET/DOCUMENTS/24ARK.PDF](HTTPS://WWW.ISBE.NET/DOCUMENTS/24ARK.PDF)  \nIntroduction  \n• These trainings are intended to help participants gain an understanding of the Culturally Responsive Teaching and Leading Standards and how to embed practices aligned to the standards into their practice.  \n• Refer to the notes on each slide and/or this guide for context and talking points.  \n• These modules are yours to modify. Take or leave what you deem necessary. You may omit or modify content to meet your participants needs. Each module is an open access resource and was developed on plain, white slides to enable institutions of learning to insert their own  \nlogo/branding.  \n• ISBE recommends starting with Section 1a: Self-Awareness and Relationship to Others. The remaining trainings may be utilized in any order you see fit.  \nFacilitator Prep  \n• Share some of the documents with participants in advance so they come ready to the session.  \n• Review all content and determine if there are areas where you need additional context to feel comfortable presenting.  \n• Note where you anticipate differing viewpoints on content and prepare for how you will respond to that.  \n• Determine where breaks will be built into the session.  \n• Make note of the timing on animated slides  \n• Make sure videos are ready at the start (not ads)  \n• Determine if you will use breakout groups or strategically assign participants. Consider what the racial (and other identity) makeup of the group will be.  \nElements of Culturally Proficient Facilitation  \n• In planning facilitator training, consider how training will build facilitators skills and abilities on each of the following elements of culturally proficient facilitation.  \n• Assessing Cultural Knowledge: Ability to understand how participants’ identity, culture, and privilege will shape their learning experience and ability to reflect on how their own identity, culture, and privilege will shape interactions with participants.  \n• Valuing Diversity: Ability to foster inclusion; amplify a diverse range of participant voices; and utilize materials, strategies, processes, and content that values differences.  \n• Managing the Dynamics of Difference: Ability to demonstrate vulnerability and authenticity and implement mindful inquiry, dialogue, conflict resolution, and creative problem solving with groups.  \n• Adapting to Diversity: Ability to customize plans and learning experiences and improvise and adapt facilitation styles in the moment to support participant learning.  \n• Institutionalizing Cultural Knowledge: Ability to strategically plan learning experiences in collaboration with school and district to support long-term professional development goals.  \nStrategies for Training Facilitators  \nThe following strategies can help facilitators develop the elements of culturally proficient facilitation. Each of these strategies gives facilitators an opportunity to plan for, practice, and build their confidence with skills for navigating emotional and complicated conversations pertaining to race and equity.  \n• Practice “race talk”: Facilitators should practice sharing personal stories about identity, power, privilege, and positionality and talking about their own biases.  \n• Cultivate self-awareness: Facilitators can build awareness of personal responses to tension or strong emotion and identify tools to use in these situations.  \n• Prepare to discuss underlying feelings and emotions: Strong feelings and emotions inevitably  \narise in conversations about race, equity, and privilege. It can be tempting for facilitators to bypass these emotions and stick to the content, but a skilled facilitator is able to name and acknowledge these feelings and emotions. These feelings and emotions often represent a hidden level of dialog. If we focus only on t","cbCaimorB3I5y5XU","https://ap.wps.com/l/cbCaimorB3I5y5XU","pdf",249085,33,"English","# Introduction\n# Facilitator Prep\n## Elements of Culturally Proficient Facilitation\n# Strategies for Training Facilitators\n# Content for Facilitator Training","[{\"question\":\"What is the purpose of the October 2021 facilitator trainings?\",\"answer\":\"The trainings are intended to help participants understand the Culturally Responsive Teaching and Leading Standards and embed aligned practices into their own work.\"},{\"question\":\"How should facilitators prepare before the session?\",\"answer\":\"Share documents in advance, review all content for confidence, anticipate differing viewpoints, plan breaks and timing, ensure videos are ready, and decide whether to use breakout groups or strategic participant assignments.\"},{\"question\":\"What skills make facilitation culturally proficient?\",\"answer\":\"The guide emphasizes assessing cultural knowledge, valuing diversity, managing the dynamics of difference, adapting to diversity, and institutionalizing cultural knowledge through strategic planning with schools and districts.\"}]","CURRICULUM AND LEARNING ENVIRONMENTS - Facilitator Guide - October 2021 | PDF",1791602636,83]