Welcome to the Title I Teacher Support Network Learning Modules. The Culturally Responsive Teaching Modules were specifically designed to help to prepare our colleagues for the challenging and demanding profession that we have nobly entered.
Culturally Responsive Teaching promotes inner reflection on personal attitudes and beliefs. It helps us to “see the glass half full” when working with our students, parents and communities. It helps us to accept our students for who they are and meet their needs in a proactive and productive manner.
Condensed Information: We separated the modules into the ten crucial “skill set” areas that teachers need to develop to be highly skilled, professional and prepared. The modules are not the “end all and be all” for the subject areas. There is a multitude of information and resources for every module. With our busy schedules, we need to get to the point—fast. So we have condensed the information and presented it in a format so that it is especially relevant for teachers who work in Title I schools. We have then compiled some of our favorite video, book, and organizational resources that you can refer to on your quest to be the positive force and impact in your students’ lives!
Respond: We want to hear from you! Respond with your experiences, knowledge and advice so that the modules are representative of the knowledge-base of a diverse set of teachers. Please recommend any resources that you have found to be especially helpful. The only thing that we ask is for online conversations to be positive and productive.
Members Only: These modules have taken considerable work and research to develop. Therefore, modules can be accessed by members only. The information is also protected by copyright. So if you use any of the information in any way, make sure to cite the website and module as your reference.
“What We Believe”
We are a group of teachers who believe that teaching is a noble profession.
Our primary focus is on our students, their learning, our personal reflection and the refinement of our skills.
We recognize every child’s ability to make extraordinary learning gains and advocate for their right to a high quality education, regardless of their gender, race, family culture, or socioeconomic status.
We will teach each child in a positive and constructive learning environment, and recognize that developing their character is the precursor to a balanced learning community and academic achievement.
We recognize our potential to impact and transform our students’ lives when our heart is in the right place and our strategies and instruction are succinct.
We think positively, focus on finding solutions, and complete tasks without drama.
We believe in working smarter by thinking smarter, sharing resources, ideas and a collective higher vision for what is possible for our students.
We recognize that teachers, students, parents, administration, and community members are all a part of the collective solution to each child’s success. Therefore we remain modest and cooperative through collaboration.
We will work to recognize our team players with gratitude and foster a climate of cooperation, productive problem solving, and proactive planning for success.
Whereas we love recognition, we realize that is not our purpose for teaching. We are here for the kids and not the accolades. Recognition is found in our students’ accomplishments.
We strive to find balance between our school and home lives. We recognize that finding this balance will allow us to stay in our positions where we can continue to make a positive impact.
We share a positive vision and strategies that transform our students’ lives, and in turn, our lives as empowered educators.