[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-536202-105":59,"doc-detail-536202-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","ihe-self-assessment-tool-for-culturally-responsive-teaching-and-leading-standards","IHE Self-Assessment Tool - for Culturally Responsive Teaching and Leading Standards","","IHE Self-Assessment Tool helps educator preparation programs (EPPs) evaluate how prepared program faculty and staff are to understand and implement Culturally Responsive Teaching and Leading (CRTL) Standards. The tool guides EPPs through reflective questions on prior work, shifts in awareness and practice, staff readiness, strengths, and potential struggles. After reviewing aligned indicators, programs identify priority areas, select 1–3 focus areas, define strategies, and specify key action steps and meaningful evidence of progress.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ihe-self-assessment-tool-for-culturally-responsive-teaching-and-leading-standards/536202/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ihe-self-assessment-tool-for-culturally-responsive-teaching-and-leading-standards/536202.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the IHE Self-Assessment Tool?","Question",{"text":113,"@type":114},"The tool helps educator preparation programs evaluate proficiency of program faculty and staff in understanding and implementing the Culturally Responsive Teaching and Leading (CRTL) Standards.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the tool help EPPs choose priority areas?",{"text":118,"@type":114},"After reviewing indicators aligned with the CRTL Standards, programs consider assets and gaps, challenges, and whether program changes were implemented with fidelity to determine which areas to focus on first.",{"name":120,"@type":111,"acceptedAnswer":121},"What evidence should EPPs use to assess progress?",{"text":122,"@type":114},"Evidence should reflect meaningful outcomes. For example, adoption of a curriculum is not enough unless it leads to changes in student teacher outcomes.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},536202,1791689204,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":52,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","IHE Self-Assessment Tool  \nfor Culturally Responsive Teaching and Leading Standards  \nThe self-assessment tool is designed to help educator preparation programs (EPPs) evaluate proficiency of program faculty and staff in understanding and implementing Culturally Responsive Teaching and Leading (CRTL) Standards.  \nEach educator preparation program may be at a different place in its learning regarding the CRTL Standards; ISBE has developed differentiated trainings and collected resources to assist EPPs with the process. EPPs planning to engage with these materials should begin by asking a few questions to inform their next steps in this ongoing learning process.  \n• What, if any, work have we engaged in regarding the Culturally Responsive Teaching and Leading Standards?  \n• How have previous trainings and learning experiences shifted awareness?  \n○ To what extent are staff ready?  \n○ Are standards already implemented in coursework, etc.? Which ones?  \n• How have previous trainings and learning experiences shifted practice?  \n• What strengths do we have to build on when it comes to implementing the CRTL?  \n• Where do we think we may struggle, face resistance, or get stuck?  \nIdentify priority areas and strategies.  \nAfter reviewing the indicators aligned with the CRTL Standards, which ones do our program need to focus on first? Consider:  \n• What are assets and gaps in the program?  \n• What are challenges?  \n• Have program changes been implemented with fidelity?  \nINSTRUCTIONS: On the following page, identify priority areas within your programs that need possible focus. Next, looking at your findings, identify 1-3 priority areas to focus on. Then, for each priority area, name 1-3 strategies to address concerns that surfaced in the data. Finally, for each strategy, identify key action steps and evidence that will be used to assess progress. As you identify evidence, focus on meaningful outcomes. For instance, adoption of a certain curriculum is not necessarily evidence of success if we don’t see changes in student teacher outcomes.  \n[isbe](isbe.net)[.net](isbe.net)  \nApril 2022  \n1  \nUse your \"Mouse\" or \"Tab\" key to move through the fields and check boxes. After completing last field, save document to hard drive to make future updates or click Print button.   \n\n| Programs |\n| --- |\n| NAME OF PROGRAM |\n| PRIORITY AREAS |\n|  |\n| NAME OF PROGRAM |\n| PRIORITY AREAS |\n| NAME OF PROGRAM |\n| PRIORITY AREAS |\n|  |\n| NAME OF PROGRAM |\n| PRIORITY AREAS |\n| NAME OF PROGRAM |\n| PRIORITY AREAS |\n\n\n| Priority Focus \\#1 |  |  |\n| --- | --- | --- |\n| POSSIBLE STRATEGY \\#1 | KEY ACTION STEPS \\#1 | EVIDENCE OF PROGRAM OR SUCCESS \\#1 |\n| POSSIBLE STRATEGY \\#2 | KEY ACTION STEPS \\#2 | EVIDENCE OF PROGRAM OR SUCCESS \\#2 |\n| POSSIBLE STRATEGY \\#3 | KEY ACTION STEPS \\#3 | EVIDENCE OF PROGRAM OR SUCCESS \\#3 |\n\n\n| Priority Focus \\#2 |  |  |\n| --- | --- | --- |\n| POSSIBLE STRATEGY \\#1 | KEY ACTION STEPS \\#1 | EVIDENCE OF PROGRAM OR SUCCESS \\#1 |\n| POSSIBLE STRATEGY \\#2 | KEY ACTION STEPS \\#2 | EVIDENCE OF PROGRAM OR SUCCESS \\#2 |\n| POSSIBLE STRATEGY \\#3 | KEY ACTION STEPS \\#3 | EVIDENCE OF PROGRAM OR SUCCESS \\#3 |\n\n\n| Priority Focus \\#3 |  |  |\n| --- | --- | --- |\n| POSSIBLE STRATEGY \\#1 | KEY ACTION STEPS \\#1 | EVIDENCE OF PROGRAM OR SUCCESS \\#1 |\n| POSSIBLE STRATEGY \\#2 | KEY ACTION STEPS \\#2 | EVIDENCE OF PROGRAM OR SUCCESS \\#2 |\n| POSSIBLE STRATEGY \\#3 | KEY ACTION STEPS \\#3 | EVIDENCE OF PROGRAM OR SUCCESS \\#3 |\n\n\n| Additional Notes |\n| --- |\n|  |\n\n[Visit](Visit www.isbe.net/licensure for more information)[ www.isbe.net/licensure](Visit www.isbe.net/licensure for more information)[ for more information](Visit www.isbe.net/licensure for more information).  \n4  \nPrint  \nReset Form","cbCaibIQoiRSi6jH","https://ap.wps.com/l/cbCaibIQoiRSi6jH","pdf",224910,"English","# Reflection questions\n## Staff readiness and practice shifts\n# Identify priority areas\n## Assets, gaps, and challenges\n# Instructions for priority focus planning\n## Strategies, key action steps, and evidence","[{\"question\":\"What is the purpose of the IHE Self-Assessment Tool?\",\"answer\":\"The tool helps educator preparation programs evaluate proficiency of program faculty and staff in understanding and implementing the Culturally Responsive Teaching and Leading (CRTL) Standards.\"},{\"question\":\"How does the tool help EPPs choose priority areas?\",\"answer\":\"After reviewing indicators aligned with the CRTL Standards, programs consider assets and gaps, challenges, and whether program changes were implemented with fidelity to determine which areas to focus on first.\"},{\"question\":\"What evidence should EPPs use to assess progress?\",\"answer\":\"Evidence should reflect meaningful outcomes. For example, adoption of a curriculum is not enough unless it leads to changes in student teacher outcomes.\"}]","IHE Self-Assessment Tool - for Culturally Responsive Teaching and Leading Standards | PDF",1791602089]