On February 16th, JCAR will be discussing new teaching standards submitted by the State Board of Education. Below is an overview of the “Culturally Responsive Teaching and Leading Standards.” Please see the proposed Rules for complete language.

Implementation

1. The Illinois School Code gives ISBE the authority to set teaching standards.

2. The new Standards will be implemented within approved Illinois educator preparation programs, which must incorporate the Standards into their coursework.

3. All new teachers licensed in Illinois will now have to study these Standards prior to receiving an educator license. As a new requirement, this could exacerbate the teacher shortage.

4. The new Standards do not require school districts to incorporate them into their studies. They will not impact private school curriculum.

5. ISBE will offer professional development on the Standards to current educators, but current educators will not be required to take training on the new Standards.

6. Educator preparation programs must align with the Standards by October 1, 2025.

What are Culturally Responsive Teaching and Leading Standards?

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. The “culturally responsive teacher and leader” will:

1. Understand and value the notion that multiple lived experiences exist and that there is not one “correct” way of doing or understanding something.

2. Recognize how their identity (race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socio-economic class, religion, etc.) affects their perspectives and beliefs.

3. Assess how their biases and perceptions affect their teaching practice and how they access tools to mitigate their own behavior.

Systems of Oppression
They understand that there are systems in our society that create and reinforce inequities. The “culturally responsive teacher and leader” will:

1. Understand the difference between prejudice, discrimination, racism, and how to operate at the interpersonal, intergroup, and institutional levels.

2. Is aware of the effects of power and privilege and the need for social advocacy and social action to better empower diverse students and communities.

3. Know and understand how a system of inequity creates rules regarding student punishment that negatively impacts students of color.

Students as Individuals
They view and value their students as individuals within the context of their families and communities. The “culturally responsive teacher and leader” will:

1. Learn from and about their students’ culture, language, and learning styles to make instruction more meaningful and relevant to their students’ lives.

2. Develop positive, strength-based partnerships with students and their families.

Students as Co-Creators
They center learning on students’ experiences and position them as co-creators. The “culturally responsive teacher and leader” will:

1. Consistently solicit students’ input on the curriculum.

2. Co-create, with students, the collective expectations and agreements regarding the physical space and social-emotional culture of the classroom and school.

Leveraging Student Advocacy
They will support and create opportunities for student advocacy and representation in the content and classroom. The “culturally responsive teacher and leader” will:

1. Emphasize and connect with students about their identities, advocacies, and self-interest.

2. Include students in the creation of an inclusive learning community.

3. Create a risk-taking space that promotes student advocacy.

4. Give students space to solve their own problems, negotiate their advocacy needs, and present their perspectives.

Family and Community Collaboration
They will partner with families and communities. The “culturally responsive teacher and leader” will:

1. Regularly interact with students, families, and communities.

2. Develop relationships with families and the community outside of the classroom setting.

3. Invite family and community members to teach about topics that are culturally specific and aligned to the classroom curriculum or content area.

Content Selections in All Curricula
They intentionally embrace student identities and prioritize representation in the curriculum. The “culturally responsive teacher and leader” will:

1. Identify and articulate the purposeful ways in which marginalized communities are represented in curriculum.

2. Embrace and encourage inclusive viewpoints and perspectives that leverage asset thinking toward traditionally marginalized populations.

3. Implement and integrate the wide spectrum and fluidity of identities in the curriculum.

4. Ensure text selections reflect students’ classroom, community, and family culture.

5. Ensure teacher and students co-create content to include a counter-narrative to dominant culture.

Student Representation in the Learning Environment
They ensure the diversity of their student population is equally represented within the learning environment. The “culturally responsive teacher and leader” will:

1. Uphold systems of support that create, promote, and sustain a welcoming and inclusive community.

2. Verify that course materials are representative of all students, including materials for centers, stations, labs, classroom libraries, etc.