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Culturally responsive teaching and leading benefits all students by improving their ability tolearn and process information, and by helping students to feel safe and connected to their schoolcommunity. These trainings are designed to cover foundational and introductory content alignedto 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 ofOppression   | Self-Awareness and Relationships to OthersSystems of Oppression   |\n| Curriculum and LearningEnvironment   | Systems of OppressionStudents as Co-CreatorsLeveraging Student AdvocacyContent Selections in All Curricula  \u003Cbr>Student Representation in the Learning Environment   |\n| Students, Families, andCommunities   | Students as Individuals  \u003Cbr>Students as Co-Creators  \u003Cbr>Family and Community Collaboration   |\n\nIllinois Administrative Rule Part 24 , Section 24.50  \n## Culturally Responsive Teaching and Leading Standards\n\n(a) Self-Awareness and Relationships to Others: Culturally responsive teachers and leaders arereflective and gain a deeper understanding of themselves and how they impact others, leading to morecohesive and productive student development as it relates to academic and social-emotionaldevelopment for all students.  \n(b) Systems of Oppression: Culturally responsive teachers and leaders understand that there are systemsin 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 everydayroles in educational institutions.  \n(c) Students as Individuals: Culturally responsive teachers and leaders view and value their students asindividuals within the context of their families and communities.  \n(d) Students as Co-Creators: Culturally responsive teachers and leaders (who fundamentally believe allstudents are capable) center learning around students' experiences and position them as co-creators, withemphasis on prioritizing historically marginalized students.  \n(e) Leveraging Student Advocacy: Culturally responsive teachers and leaders will support and createopportunities for student advocacy and representation in the content and classroom  \n(f) Family and Community Collaboration: Culturally responsive teachers and leaders will partner withfamilies 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 embracestudent identities and prioritize representation in the curriculum. In turn, students are not only given achance to identify with the curriculum, they become exposed to other cultures within their schools andboth their local and global communities.  \n(h) Student Representation in the Learning Environment: Culturally responsive teachers and leadersensure the diversity of their student population is equally represented within the learning environment.  \n## Our Agreements\n\n| Our agreements   | What they look like in action   |\n| --- | --- |\n| Be engaged andmaintainconfidentiality   | Make the personal commitment to remain emotionally, intellectually, andsocially involved in the dialogue. Seek to understand, not to agree. Honorprivacy by avoiding \"who said what.\"   |\n| Speak to andlisten for one’sown truth   | Be open about your feelings and experiences – not just","cbCaig4plnePboeY","https://ap.wps.com/l/cbCaig4plnePboeY","pdf",2997232,36,"English","# Introduction\n# Culturally Responsive Teaching and Leading Standards\n# Our Agreements\n# Communication Roadblocks to Avoid\n# Silence Breakers\n# Reflection Questions\n## How does (perspective shared) challenge or expand the way I see the world?\n## How does this issue relate to my own experience?\n## Why is it hard for me to accept this as true?\n## What are my reactions?\n## What do I need to do differently?\n# Objectives\n# Authentic Engagement","[{\"question\":\"What is the purpose of these trainings for participants?\",\"answer\":\"The trainings help participants understand the Culturally Responsive Teaching and Leading Standards and learn how to embed aligned practices into their work. They emphasize that culturally responsive teaching and leading benefit all students by improving learning and supporting students’ safety and connection to school communities.\"},{\"question\":\"What does the workbook say culturally responsive educators do regarding systems of oppression?\",\"answer\":\"Culturally responsive teachers and leaders understand that systems in society and especially in schooling reinforce inequities, creating oppressive conditions. Educators work actively against these systems in their everyday roles in education.\"},{\"question\":\"How are student advocacy and family/community collaboration addressed?\",\"answer\":\"The workbook calls for supporting and creating opportunities for student advocacy and representation in content and classrooms. It also emphasizes partnering with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication.\"}]","PARTICIPANT WORKBOOK STUDENTS, FAMILIES, AND COMMUNITIES - October 2021 - Participant Workbook | PDF",1791602632,91]