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It explains how culturally responsive educators strengthen students’ academic and social-emotional development by practicing self-reflection, understanding relationships, and recognizing systems of oppression that create inequities. The workbook outlines three training topics, maps each to specific standards, presents Illinois Administrative Rule Part 24, Section 24.50, and includes agreements, reflection prompts, and section 1a objectives on identity, perceptions of others, and ongoing opportunities for self-reflection.",{"@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/participant-workbook-self-awareness-and-systems-of-oppression-october-2021/536438/",{"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/participant-workbook-self-awareness-and-systems-of-oppression-october-2021/536438.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the October 2021 participant training workbook?","Question",{"text":113,"@type":114},"It helps participants understand the Culturally Responsive Teaching and Leading Standards and embed aligned practices into their work, benefiting all students through safer, more connected learning experiences.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do the standards describe “systems of oppression”?",{"text":118,"@type":114},"They explain that society, including school systems, can create and reinforce inequities and oppressive conditions, and that educators must work actively against these systems in their daily roles.",{"name":120,"@type":111,"acceptedAnswer":121},"What learning objectives are included in Section 1a?",{"text":122,"@type":114},"Participants reflect on identity and how it shapes lived experiences, examine how it influences perceptions of others and interactions, and identify ongoing opportunities and practices for self-reflection.","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},536438,1791667320,{"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":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","PARTICIPANT WORKBOOK  \nSELF-AWARENESS AND SYSTEMS OF OPPRESSION  \nOCTOBER 2021  \nILLINOIS STATE BOARD OF EDUCATION Illinois Administrative Rule Part 24, Section 24.50  \n[https://www.isbe.net/DOCUMENTS/24ARK.PD](https://www.isbe.net/DOCUMENTS/24ARK.PDF)[F](https://www.isbe.net/DOCUMENTS/24ARK.PDF)  \nIntroduction  \nThese 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. Culturally responsive teaching and leading benefits all students by improving their ability to learn and process information, and by helping students to feel safe and connected to their school community. These trainings are designed to cover foundational and introductory content aligned to the Illinois Culturally Responsive Teaching and Leading standards.  \nThe table below lists the three training topics and the standards that align with each topic.  \n\n| TOPIC | STANDARDS |\n| --- | --- |\n| Self-Awareness and Systems of Oppression | Self-Awareness and Relationships to Others\u003Cbr>Systems of Oppression |\n| Curriculum and Learning Environment | Systems of Oppression\u003Cbr>Students as Co-Creators\u003Cbr>Leveraging Student Advocacy\u003Cbr>Content Selections in All Curricula\u003Cbr>Student Representation in the Learning Environment |\n| Students, Families, and Communities | Students as Individuals\u003Cbr>Students as Co-Creators\u003Cbr>Family and Community Collaboration |\n\nIllinois Administrative Rule Part 24 , Section 24.50 Culturally Responsive Teaching and Leading Standards  \n(a) Self-Awareness and Relationships to Others: Culturally responsive teachers and leaders are reflective and gain a deeper understanding of themselves and how they impact others, leading to more cohesive and productive student development as it relates to academic and social-emotional development for all students.  \n(b) Systems of Oppression: Culturally responsive teachers and leaders understand that there are systems in our society, especially, but not limited to, our school system, that create and reinforce inequities, thereby creating oppressive conditions. Educators work actively against these systems in their everyday roles in educational institutions.  \n(c) Students as Individuals: Culturally responsive teachers and leaders view and value their students as individuals within the context of their families and communities.  \n(d) Students as Co-Creators: Culturally 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.  \n(e) Leveraging Student Advocacy: Culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom  \n(f) Family and Community Collaboration: Culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage ineffective cross-cultural communication.  \n(g) Content Selections in All Curricula: Culturally 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.  \n(h) Student Representation in the Learning Environment: Culturally responsive teachers and leaders ensure the diversity of their student population is equally represented within the learning environment.  \nOur Agreements  \nCommunication Roadblocks to Avoid  \nSilence Breakers  \nReflection Questions  \n\n| How does (perspective shared) challenge or expand the way I see the world? |  |\n| --- | --- |\n| How does this issue relate to my own experience?\u003Cbr>How have I been shaped by the issues being addressed? |  |\n| Wh","cbCaitaFEZc5dVED","https://ap.wps.com/l/cbCaitaFEZc5dVED","pdf",2444651,46,"English","# Introduction\n## Training Topics and Aligned Standards\n## Illinois Administrative Rule Part 24, Section 24.50\n## Our Agreements\n## Communication Roadblocks to Avoid\n## Reflection Questions\n# Objectives\n## Section 1a: Self-Awareness and Relationship to Others\n## What is Identity?\n## Race is a Social Construct","[{\"question\":\"What is the purpose of the October 2021 participant training workbook?\",\"answer\":\"It helps participants understand the Culturally Responsive Teaching and Leading Standards and embed aligned practices into their work, benefiting all students through safer, more connected learning experiences.\"},{\"question\":\"How do the standards describe “systems of oppression”?\",\"answer\":\"They explain that society, including school systems, can create and reinforce inequities and oppressive conditions, and that educators must work actively against these systems in their daily roles.\"},{\"question\":\"What learning objectives are included in Section 1a?\",\"answer\":\"Participants reflect on identity and how it shapes lived experiences, examine how it influences perceptions of others and interactions, and identify ongoing opportunities and practices for self-reflection.\"}]","PARTICIPANT WORKBOOK - SELF-AWARENESS AND SYSTEMS OF OPPRESSION - OCTOBER 2021 | PDF",1791602625,116]