Building a Foundation for Cultural Responsiveness​


To make educators aware of the importance of having a culturally responsive mindset.


To assist educators in using a culturally responsive mindset to improve their practices and positively impact all students.

NOTE TO USERS: This module is a linear module requiring participants to complete one page prior to moving onto the next page.  At the bottom of each page you will find an arrow representing the "next" cursor.  Clicking on this symbol will take you to the next page/task in the professional learning module.


Please review the entire HOME page before clicking the first purple "next" cursor.  You may also Click Here to Learn More About This Professional Learning Module Document.

Goals and Objectives

  • Participants will better understand culturally responsive teaching as a mindset rather than a strategy.

  • Participants will be able to explain frameworks that form the foundation for culturally responsive teaching.

  • Participants will increase their understanding of how to create and implement culturally responsive teaching in their classroom/school.

  • Participants will be inspired to adjust their practice based on the research on culturally responsive teaching.​​


Teacher Leader Model Standards


This professional learning module aligns to the Teacher Leader Model Standards (TLMS).  "The purpose of these standards—like all model standards—is to stimulate dialogue among stakeholders of the teaching profession about what constitutes the knowledge, skills, and competencies that teachers need to assume leadership roles in their schools, districts, and the profession" (ETS, 2012).


Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning

  • Utilizes group processes to help colleagues work collaboratively

  • Employs facilitation skills to create an inclusive culture

  • Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues


Domain II: Accessing and Using Research to Improve Practice and Student Learning

  • Assists colleagues in accessing and using research

  • Facilitates the analysis of student learning data

  • Teaches and supports colleagues to collect, analyze, and communicate data


Domain III: Promoting Professional Learning for Continuous Improvement

  • Uses information about adult learning to respond to the diverse learning needs

  • Uses information about emerging education, economic, and social trends in planning and facilitating professional learning


Domain IV: Facilitating Improvements in Instruction and Student Learning

  •  Engages in reflective dialogue connected to research-based effective practices

  • Supports colleagues’ individual and collective reflection and professional growth

  • Promotes instructional strategies that address issues of diversity and equity in the classroom


Domain V: Promoting the Use of Assessments and Data for School and District Improvement  

  • Increases the capacity of colleagues to identify and use multiple assessment tools 

  • Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data

  • Create a climate of trust and critical reflection in order to engage colleagues in challenging conversations 

  • Works with colleagues to use assessment and data findings to promote changes 


Domain VI: Improving Outreach and Collaboration with Families and Community

  • Uses knowledge and understanding of the different cultures in the school community to promote effective interactions 

  • Models effective communication and collaboration skills with families

  • Develops a shared understanding among colleagues of the diverse educational needs of families and the community


Domain VII: Advocating for Student Learning and the Profession

  • Shares information with colleagues regarding how trends and policies can impact classroom practices 

  • Collaborates with colleagues to advocate for the rights/needs of students

  • Represents and advocates for the profession in contexts outside of the classroom.