Supporting a Culturally Responsive Approach to Data Literacy in the Preparation of Teachers

afternoon, everyone, again. My name is Susan Mundry,
and I am the co-lead of the Teacher Preparation
Research Alliance at the Regional Educational
Laboratory Northeast & Islands that is
sponsoring today’s event. The workshop, Using Data
to Promote Culturally Responsive Teaching,
is session one of a two-session workshop that
is focused on bringing together the concepts and
ideas of promoting data literacy among teachers
with the concepts and ideas of promoting
culturally responsive teaching. I am delighted to
introduce today two of my colleagues, Dr. Ellen
Mandinach and Dr. Saroja Warner, who will
introduce themselves. Ellen?>>ELLEN MANDINACH: Hi. I am Ellen Mandinach. I am from the regional lab
and live in Scottsdale, Arizona, where it’s
gorgeous today. Hope it’s good
where you are. It’s a privilege to work
with all of you on this important topic. I come from the
perspective of data literacy and what that
means for teachers in particular, but across the
board, and more recently, of how teacher preparation
programs can begin to integrate this concept or
these new concepts merged together into their
curricula as a way of better preparing teacher
candidates before they go out into their
real practice. Saroja?>>SAROJA WARNER:
Hi, everyone. This is Saroja Warner. Ellen, Susan, thank you
for inviting me to be a part, I think, of this
very important workshop, but more broadly, this
important work that we are advancing through the
series, and that is culturally responsive
data literacy. I am a passionate believer
in the power of culturally responsive teaching
and leading to advance educational equity
for students. And culturally responsive
teaching and its connection to data
literacy I don’t think has gotten enough attention
or maybe even like people haven’t thought about it. I don’t think it’s
on people’s radars. So this has just been
a great opportunity in working with Ellen and my
colleagues to think about the intersection of these
two concepts that haven’t met. I think it’s a
great marriage. And we are really looking
forward to working with all of you to talk more
and to learn more together about how we can be
culturally responsive in relation to our
understandings and use of data to support
student learning.>>SUSAN MUNDRY:
Thank you, Saroja. Saroja, would you walk us
through today’s agenda?>>SAROJA WARNER: Yes,
sorry about that. The agenda on your screen,
what we hope to accomplish in this, less than
90 minutes now, time together, we have gone
through our welcome and introductions. We are going to shortly
walk you through the objectives for
the workshop. Then my colleague, Ellen,
and I will give an overview of these two big
concepts that we just laid out, data literacy and
culturally responsive practice, as a way to
introduce this idea of culturally responsive
data literacy. We are going to do a role
play with you by way of sort of thinking about
what culturally responsive data literacy sort of
looks like, sounds like through the conversations
between a mentor and a candidate, and then give
you an opportunity to look at some scenarios and
sort of practice some questioning and thinking
about how to provoke your candidates to think
about culturally responsive data literacy. Then we’ll close with a
preview of workshop number two and some homework
for you all to do in preparation for that, as well
as some closing remarks.>>ELLEN MANDINACH: Okay. So, as Saroja said, we
really want to get you engaged. The big thing that we want
to accomplish in session one is first to give
you an awareness and an understanding of what this
concept of the merger of data literacy and
culturally responsive practice is, provide you
an opportunity to get your hands wet with some
interactive activities that include some polls,
some chats, and a scenario, and then have
you go back to your institutions, work with
your colleagues, think about where this
concept/construct might be integrated into your own
institution, into the landscape of your courses. Then come back for our
second session, a time to be determined sometime
in late winter or early spring, and have a much
more deeper dive into the integration, what your
plans might be, and how we might help you to
accomplish that task. For some reason, it is
not advancing properly. Okay. There we go. So, we basically laid out
our overarching goal, your understanding of what
this concept is, why it’s important, what you can
do as teacher preparation programs. I also notice that there
are some school district people, some state
departments of education. You all have an important
role to play in building awareness, building
capacity around culturally responsive data literacy. My advancing is not
working properly, Jenny. Okay. So, three goals
overarching for today: Understanding the
skills, knowledge, and dispositions that even go
beyond data literacy and culturally responsive
practices, understanding the importance of why
we’ve merged these to address equity issues,
diversity, the whole child, and to build an
understanding about what is called the asset
model, which is in direct contrast to what’s known
as the deficit model, which has heretofore
linked data use with the accountability movement
and the deficit, so remediating a problem of
practice, identifying a problem for which data
can be addressing. So, we are going to go
to our first poll here. Does your program
explicitly teach data literacy? We would like you to
answer either yes or no. Let us hear from you
about what you are doing. So far — okay. Keep on going, folks. Okay. So, just as a quick
blush for those who have responded, and urge others
to come in on this, it’s vastly a no. Data literacy is not an
explicit part of your curriculum, and that’s an
important thing to keep in mind as we go
through today. Jenny, still having
problems with the advancing, so maybe
somebody wants to take that over. I am not advancing.>>JENNY STERN-CARUSONE:
Ellen, you have advanced.>>ELLEN MANDINACH: Okay. So, let’s think about a
second question, and this we would like you to
discuss through the chat on your pod. We would like to hear from
you about how you would define culturally
responsive data literacy before we get into the
weeds of doing that. So, if you take a few
seconds and please let us know what you think,
and Susan will monitor your responses. Are we getting
people in the chat?>>SUSAN MUNDRY:
A lot of typing.>>ELLEN MANDINACH: Okay. I see at least
one person is. We really want to hear
from you because knowing what you think, that
will help us to better address your needs. So far, I am seeing
two good responses. Okay. I am going to move on and
we can discuss those. I know that Saroja is
responding to some of them. Okay. So, let me just give a
very brief description of what data literacy for
teachers is as a construct. And we talk about
knowledge, skills, and dispositions of effective
and responsible data use. That’s it in a nutshell. It’s using data to
analyze, examine, interpret, and understand
a variety of kinds of data. And I know that one person
mentioned different kinds of data in their chat. One of the important
things about data literacy for teachers is that data
are not just test results or student indices. They are much
more than that. They can be self-efficacy,
they can be affective, they can be motivation,
they can be justice, they can even be
transportation, health, many other sorts
of kinds of data. I am going to just
quickly go through. There are five components
to data literacy, and I will refer you to
handout number one. It’s an inquiry cycle. It is not a continuum. It is not linear
in any way. But we go from starting
with identifying or framing a question to a
variety of skills using data, transforming the
data into information, then information into a
decision, and this is where the pedagogical
content knowledge is so important. What is the action that is
being taken by an educator to make a decision? Then the evaluation
of the outcome. And it iterates depending
on what is happening. So, with that, there
are other components. In your handout, we
fleshed out the skills, knowledge, and
disposition. I urge you to take a
closer look later on when you have a moment. Important? Absolutely. Increased evidence on
need for evidence-based education has been going on
for at least 15 or more years. It’s evidence, it’s
data, it’s information, and it’s knowledge. Experience of educators is
absolutely critical but relying on it is not a
sufficient way to address the pressing problems that
students bring to us. The field of education is,
as I mentioned, moving away from a deficit notion
to an asset-based notion that looks at data for
continuous improvement, not just about
accountability and compliance. Of course, we all have to
deal with that, but it’s really about continuous
improvement of a student, of a class, of a school,
of a district, right up the educational system. So I’ll pause there. Let’s see if any of you
have any questions that you can place into the
chat, and then I will turn it over to Saroja to
talk about culturally responsive teaching.>>SUSAN MUNDRY: Keep
putting any questions that come up in the chat, and
let’s turn this over to Saroja.>>SAROJA WARNER: Thank
you, Ellen and Susan. So, culturally
responsive teaching, this second part of what we are
talking about today, is probably familiar to
most folks on this call. It’s an approach that
challenges educators to recognize all students
bring strengths into the classroom that should be
leveraged to make learning experiences more relevant
and effective for them — relevant to and
effective for them. Sorry about that. And as many people know
who are familiar with this language of culturally
responsive teaching, it is work that was first
codified by Gloria Ladson-Billings and it really
is about rigor and relevance. So, socially responsive
teaching, to debunk a myth, is not just about
making — not that it’s not important, but it’s
not just about making our students feel good about
themselves and have positive self-identities,
recognizing that that’s very important, but it’s
also about choosing relevant curriculum
materials, relevant in ways that connect to
students’ lives, that represent their
experiences and their histories, their cultures. And so culturally
responsive teaching encompasses a whole way, a
sort of lens, a frame for how we think about
learning and instruction in classrooms. It’s how we think about
cultures in schools that are going to be sort of
supportive of students being successful. In relation to other
myths about culturally responsive teaching, I
think one that we should continue to debunk is
that it is purely about students of color. Culture itself is more
than race and ethnicity. I love this definition
that Jackie Jordan-Irvine uses for culturally
responsive and culture generally. She says culture ain’t
nothing but the way we do things around here. So, culture exists in
many different spaces and places, and while race and
ethnicity are an aspect of how a culture is defined
in a space, so, too, is language and geography,
geographic region, and other aspects
of our identity. So, culturally responsive
teaching is a sort of teaching practice that
uses as an asset various cultural characteristics
and experiences and perspectives of students. It also assumes that
academic achievement of students from a variety of
backgrounds will improve if they are taught through
their own cultural and experiential filters. So, with all of that,
we have another poll for you all, and we would love
for you to weigh in, just as you did on the poll
earlier about data literacy, does your
program prepare candidates to enact culturally
responsive teaching practices? I have a theory about this
poll in comparison to the last poll. Yes, and my theory looks
like it’s proving true. And it’s looking like from
our poll that just about everyone participating
identifies that this is part of your program
and what you do in your preparation of candidates. I suspected that this
would probably be more widespread than we saw
with data literacy. So I am certainly
not surprised. I am going to go ahead
and go on to our next slide, and I am not going
to talk through this so much as to just
offer this. This slide deck is one of
the downloads available for you today in the
bottom left section of the screen, but really just to
show folks and maybe even give you crib notes when
you are doing your work later on to pull from, and
that is the research base for culturally
responsive teaching. There is a strong and,
like, long, I would say, research base around this. I mentioned
Ladson-Billings’ work, but certainly Geneva Gay and,
more recently, the work of Django Paris and his work
talking about culturally sustaining teaching
in pedagogy. We also have in the last
few years the work of Zaretta Hammond that has
been really powerful and informative in thinking
about sort of the cognitive sciences and the
brain and how the brain works and how being
culturally responsive in our practice is actually
cognitively triggering parts of students’ brains
that can support better learning.>>ELLEN MANDINACH: Okay. Before we do this poll,
I want to make a couple other comments. I want to distinguish
between data literacy and assessment literacy. Because the research
that’s been done tends to show that teacher prep
programs will teach assessment rather
than data literacy. Being very clear about our
definition of what data are and how
diverse they are. They are much more than
just test results. That’s an important thing
for you all to keep in mind, and why
the merger also. So, what we would love
you to do at this point is to reflect about what
Saroja just said, what I said about data literacy,
and there are some 50-some-odd skills that
are in the handouts that we provided to you, plus
the fact that there are resources and references
later on in your slide deck and handouts to refer
to those that Saroja has already mentioned and
others that I am not citing but are relevant
to the data literacy. So, given what you’ve
learned so far about both data literacy and
culturally responsive teaching practice, have
you had any a-has about the ways you might prepare
candidates for both concepts or the merger
of these constructs? Please use the chat and
let us hear from you. Well, I love what Allison
has just said about a two-way relationship
because that’s the perfect segue for the next slide. One of the things that
we were positing as we were preparing for this
and thinking about the merger of the concepts was
the possibility of this two-by-two table where you
have data literacy on the X-axis and culturally
responsive teaching on the Y. Obviously, the goal for
everyone, and considering that 100% of you said that
culturally responsive teaching is important,
it’s part of what you do, everyone wants to get to
this quadrant, the upper right-hand quadrant. The question I will raise
at this point is the possibility that somebody
could be high data literate but not
culturally responsive in their practice, even
though one of the main skills in high data
literacy is to be able to understand the need to use
diverse data sources as well as understanding the
context of the learner using many of Lee
Shulman’s kinds of knowledge, knowledge of
content, knowledge of construct, knowledge of
context, knowledge of learner characteristics,
understanding of pedagogy. So, think about this
because we will return to this table later on to get
some responses from you. So, here’s my question. Do you think it is
possible to hit that lower quadrant? Low culturally responsive
teaching but high data literate? And try and explain in the
chat your thoughts on this. We’d love to hear from
you because we had a fascinating internal
discussion amongst ourselves about the
possibilities and there were differences
of opinion. We have some folks typing. We would love to hear
from more of you. And to stimulate some
thought — and I hope I don’t mess up the poll on
this — but consider these propositions. Is being data literate
also being culturally responsive and vice versa? Are they mutually
exclusive? Do they overlap? Do they intersect? And is having high
data literacy and high culturally responsive
teaching in that quadrant the ultimate aspiration? Because many of you have
said that you don’t teach data literacy, and there
must be a reason for that, yet you all said that
you do around culturally responsive practices. And I see one response
about only using standardized assessments. I would love to hear
more from you about that because, unfortunately, in
this frame where we are talking about data for
the purpose of culturally responsive practice, what
the research has shown, particularly done by
Amanda Datnow at UCSD, is that standardized
assessments are inextricably linked to the
accountability movement. It is what data
gets a bad rep for. And it serves to further
marginalize the most challenged students, which
is why we want to move to the asset model,
understanding a student’s interests, backgrounds,
their strengths, rather than talking about their
weaknesses and their deficits. Hopefully I’ve done
sufficient wait time, and we can always come back to
that when we get to the final demonstration
of that quadrant. So, Susan, I will turn it
back over to you about the gap analysis.>>SPEAKER: Susan, I
think you are on mute.>>SUSAN MUNDRY:
Hi, everyone. Sorry about that. I am glad to be back. And I think in this next
chunk of the agenda, we want to introduce you to
a few tools that we have identified to put into
practice some of the things to move educator
prep programs forward in terms of their — the
extent to which they are reflective of culturally
responsive data literacy. So, what we’d like to
do is share with you, if you look at handout
number two, and if you’ve downloaded handout number
two from the pod, what we want to give you is a tool
to really begin to think about your current
practices and where, in fact, the concepts of
culturally responsive data literacy, including
skills, dispositions, knowledge, and practices
are actually being taught, and if they are. When we polled you, so
many of you said — 100% said that you are teaching
cultural proficiency, culturally responsive
teaching, but many, many of you were explicitly
teaching data literacy. So, the question may be to
think about where in your current educator prep
programs you are addressing culturally
responsive teaching and where you could
incorporate it, think about culturally
responsive data literacy within that. So, what we’ve done is
given you — created a tool called an outcomes
map that we would like you to look at briefly today,
but to take on as homework to think about in your
courses, in the learnings experiences that you
provide for your candidates, where are you
addressing some of the outcomes that we are
talking about today, specifically culturally
responsive teaching practice and building
data literacy skills? And are you, in terms of
where you are teaching those courses and learning
and having candidates have certain learning
experiences, to, in detail, examine what are
the signature assignments that are being given to
the students and that they are engaging in that would
allow them to become aware of or be introduced to the
concepts that Ellen and Saroja are sharing
with all of us today. But then more importantly,
where in those assignments are they being not only
introduced but reinforced, and are candidates given
the opportunity to demonstrate and to show
mastery in those signature assignments within
their coursework. So, we would like to
invite you as homework after this session to dig
into this, look at the outcomes map and consider
identifying and laying out the courses. And I have given some
examples of where in one program I know that there
are some courses and some learning experiences where
students are given the opportunity to address
culturally responsive teaching practice
and data literacy. But what’s really
important is to get inside the syllabi of those
courses or the descriptions of the
experiences and the particular assignments
that students, teacher candidates are given as
students to unpack where in your program are you
introducing, reinforcing, and asking candidates to
demonstrate and master these skills. And the idea here is that
you will be able to then have kind of a roadmap for
thinking about where is it that you could do some
additional work, both between this session and
the next session, and to build out additional
content that would be in these courses? It would be ideal to
see that for culturally responsive teaching
practice and data literacy, candidates have
a sequence of learning opportunities for being
introduced to the concepts and how to use them that
are then reinforced, demonstrated,
and mastered. So, I am going to give
you just a few minutes. I know some of you
are sitting with some colleagues and some of
you are sitting alone. I’d like to give you just
a few minutes to look over the outcomes map. You will see that handout
number two, and you will see that there are some
very explicit directions outlining the objective of
the curriculum mapping to identify and articulate
how each course in your program helps students to
achieve these outcomes, really looking at, you
know, what is culturally responsive data literacy,
which is defined on the handout, the integration
of culturally responsive pedagogy, in which a whole
child perspective and equity lens and an
asset-based model is used to capitalize on students’
backgrounds, interests, and strengths, and
data literacy in which educators collect,
analyze, and interpret diverse sources of data,
as one of you mentioned in the chat as a
practice for culturally responsive data literacy. And that data informs the
decisions about students and other
educational topics. It often provokes — it
provokes the data user to really begin to think
differently, as Ellen talked about, from a
broader perspective and an asset lens about their
students and about how to address education
problems of practice. So, the real starting
point in using this map is to review the program’s
vision for what every candidate needs and will
know and be prepared to do when they complete the
program, and to unpack, as I said, the particular
courses and learning experiences that you are
offering and whether they cover and really fully
address the full range of experiences needed
for candidates to be culturally responsive and
data literate across the spectrum of introduced,
reinforced, demonstrated, and mastered. I am going to give you
just a couple of minutes to look at that
yourselves, look it over. If you have questions or
comments, please put them in the chat. And we hope that you will
complete this analysis for your own program
as homework. Time doesn’t allow us to
do it today together, but we will be available to
check in between session one and session two for
any questions you may have about completing this.>>SAROJA WARNER: Going over
that in such great detail. This is Saroja again. I actually just wanted to,
before we get into the next part of the workshop,
I just wanted to also emphasize for folks that
the starting place is just, you know, like with
any work we do, it’s just getting a real strong
sense of the landscape; right? Oftentimes we are working
in these programs — and I say we because
I still adjunct. I still work in a teacher
prep program at the University of Maryland,
and I know there were some times years ago where we
were really trying to be better at what we did. We came out of a program
approval or CAEP review in preparation for that, but
then coming out of that, recognize there are
some things we could be doing better. There’s so much happening
across different departments and teams that
just being able to sit down and as a college or
school of Ed., to sit down and map out what is
happening, what are all the courses, thinking
about that in relation to our conceptual framework
for the program, you know. All of us in our programs
have this vision for what our candidates are going
to look like when they come out, what they will
be able to know and do. So mapping, you know, what
we are doing to what we think we are doing or want
to be doing is, like, such an important first
step just to see. And then, you know, like
if you look at this outcomes map, across that
top row, you know, I just plugged in some things
relevant to what we are talking about, culturally
responsive practice, data literacy, but then just
threw some other things in there that are often
things that we want to make sure we are tracking;
that is, where are the opportunities for
candidates to develop pedagogical content
knowledge, maybe instructional technology
use, but these two are not, like, discrete in
these columns; right? So, as you start to make
your outcomes map, you know, what you will start
to see is that, oh, like something I am doing in
practicum 333, you know, it’s actually
accomplishing a couple of these different outcomes
through the signature assignments that we are
using or the clinical experience; right? So, to be also thinking
about where are the opportunities to
accomplish multiple outcomes; right? If you look at our model
on the screen, Course 211, it’s got — we’ve got like
a code in two different buckets; right? And so thinking
about that. And then in respect to
what we are talking about today, really thinking
later, then, about where are the opportunities to
prepare our candidates to be data literate using
a culturally responsive lens. So, I just wanted
to emphasize that. Okay. So, I got a note
we are behind. We are going
to go quicker. So, next we are going
to, my colleague, Ellen, and I are going to do a
roleplay, a conversation between a teacher candidate
and a mentor teacher. As we are doing our
roleplay, what we want you to think about is that
inquiry cycle that Ellen has talked to you about
earlier, it’s also a visual in one of the
handouts, before we get into this, I also wanted
to role model a little bit, too, important when
we are talking about culture, whether it’s
culturally responsive teaching on its own or in
relation to data literacy or in relation to school
culture, no matter what it is, it’s important to
always establish some learning norms with
your colleagues. These are some learning
norms that our team like to use whenever we
are having these conversations. I share them with you by
way, again, of essentially walking the talk. It’s very important to
have learning norms. But also if you want to
use them, feel free to just lift them off of here
and use them in your own work. I am not going to read
them to you, but I will just give you ten seconds to
look through them on the screen. Okay. So, we are going to
move into the scenario. And in this scenario,
I am playing a teacher candidate. I am a teacher candidate
at an urban middle school, Martin Luther King
Jr. Middle School. I teach 7th
grade geography. And in my class, I have
several students who have individualized education
plans, and I have several students who are
also not native English language speakers. I have many students in my
class that are eligible for the free and reduced
meals program at the school and also who rely
on public transportation to get back and
forth to the school. So, I share that with you by
way of setting some context. In this conversation with
my mentor teacher, we are going to be talking
about a challenge that I have surfaced in my
classroom, and that is in relation to one
particular student. Her name is Leslie. And students in my class
have accused Leslie of stealing food from their
lunches, and I had a colleague who also saw
Leslie taking items from the refrigerator in
the staff lounge. And so with that
information, I am having a conversation with my
mentor about what I should do about this dilemma as I
framed it in my classroom. As Ellen and I are
reading the roleplay, which is also available to
you as a download, one of the documents, again, in
the download pod, you can follow along with that
script if you like or just save it for later. But at the bottom of that
document are also listed some questions. In addition to these two
questions, there are a number of questions
listed there to guide a debrief after this. So, I wanted to clue you
in to that particular handout. It’s handout number
three in the pod. It’s labeled handout
number three in the pod. As you listen to our
conversation, here are two things to think about and
listen for: What are the questions being asked
during this conversation that reflect a culturally
responsive data literacy lens? What are the questions
that you hear? So, think about
the questions. Listen for them. And then what examples of
culturally responsive data literacy do you hear
during the conversation? Okay? With that — oh, sorry,
didn’t mean do that. My colleague, Ellen, and I
will start our roleplay.>>ELLEN MANDINACH: One
thing that I want to say before we introduce this
is that we would like to acknowledge a journal
article by Atwood, Jimerson, and Holt that
provided this context for this scenario and then
we played off of that. So, with that, thank you
to them and to Jo Jimerson who brought this
to my attention. So, I will begin as the
mentor teacher, a new role for me. Okay. So, what can you tell me
about Leslie to help me understand her struggle
as well as your struggle?>>SAROJA WARNER: Well,
Leslie’s generally a good student. She is usually responsible
and respectful. But in the last week,
she started acting out. Some of the students
in the class have also accused her of stealing
food from their lunches, and another teacher told
me she saw her in the staff lounge earlier this
week taking items from the refrigerator. The behavior just seems
inconsistent to me, Ellen, with what I generally
observe about her, and it’s confusing. I don’t understand what’s
going on with her.>>ELLEN MANDINACH: Okay. So, what else can you
tell me about Leslie?>>SAROJA WARNER: Well,
she actually hasn’t had any behavioral issues that
I know about until now. She seems to get along
well with her peers, although she is often quiet,
I guess introverted. She’s certainly not
the social butterfly her other female peers tend
to be as teenagers.>>ELLEN MANDINACH: Okay. So, please tell me more
about how you characterize her as introverted other
than just being not a social butterfly?>>SAROJA WARNER: Well,
I think of introverted as someone who doesn’t talk
much or engage with others unless they are called
upon to engage. I mean, don’t get me
wrong, she does interact with me, and I see her
interact with her peers, but she is not the one
that starts a conversation. So, maybe,
maybe she’s shy. I don’t know. That’s just what I see.>>ELLEN MANDINACH:
Oh, I get it. But what do you see or
what do you observe that gives you a surface-level
understanding about what’s happening with
the student? Have you talked with
Leslie about all of this? Or have you talked to
other teachers, perhaps? Have you reached out to
her parents or guardians? How would you find
more information?>>SAROJA WARNER: Oh,
that’s really good questions, Ellen. I have not. I am not sure how to talk
to her about any of this. I mean, after all, the
students have made accusations, but I
haven’t actually seen her steal anything. And I am nervous about
approaching her about all of it because I don’t
want to shut her down or push her away. My colleague who saw her
take the stuff from the fridge in the lounge,
she doesn’t know Leslie. She has never had
her as a student. I tried a few times
calling home, but I am not getting any response.>>ELLEN MANDINACH: Okay. I mean, those are all
legitimate concerns. Let’s first talk about
why you are uncomfortable about talking to Leslie. How would you characterize
your relationship with her?>>ELLEN MANDINACH: I
actually don’t know if I have a relationship now
that you say it that way. I mean, in my experiences,
there are some people who are just quiet. I am not one of
those people. I was pretty social in
school, and I still am a as an adult. But, you know, there are
just some students you tend to interact with
more, right, because of their personalities, and
maybe like Leslie, you know, like I don’t — I
don’t know because of her personality or something,
like maybe that’s part of why I don’t feel
like I have a sort of relationship with her. She’s not the type who
provokes a conversation. And come to think about
it, beyond just saying good morning to her or
have a nice day, which I do for all students in
my class, I never really actually talk with her. And she doesn’t ask
questions during or after class.>>ELLEN MANDINACH:
Well, interesting you say that you are very social. I was the shy kid. I didn’t like speaking
out in public. So, that’s just a little
bit of background. But I hear what
you are saying. But our work with students
is complex because, regardless of their
personalities or their learning styles, we
have to reach them. It’s our job. You can’t reach them if
you don’t establish a productive working
relationship with them, a communication. It’s an essential part
of culturally responsive teaching. There is a misconception,
I think, at least, when people
think about culturally responsive teaching
that it’s solely about curriculum and activities
and making them relevant to students’ lives. Don’t get me wrong here. This is important. But you cannot connect the
curriculum and the content to them if you don’t
know them as a person. And you can’t know them
if you don’t have a relationship built on
trust with each of the students and the
class as a whole. Have you given any
thought to how you might be able to build a
positive relationship with Leslie so you can talk to
her about these concerns you have?>>SAROJA WARNER: I never
thought about that, Ellen. And you know what? You are so right. Like I said, I’ve always
been social myself, and I have just been able to
make friends and connect with people easily, so I
always assume people who don’t talk, well, that’s
just them, and maybe even I have biases towards
people and my students who are more extroverted. I really don’t know
much about Leslie, and that’s my fault. I have been preoccupied
trying to protect her and her feelings, thinking
that if I talked with her about all this,
it would hurt her. At the same time, writing
off her lack of engagement with me as just
her personality. I never considered this
possibility, but I could actually be hurting her
by not investing in our relationship. This is so helpful. I am going to think about
a plan to work on this not just for Leslie but
generally in relation to all of my students. As I am thinking about
this now, there’s actually a number of students I
have kind of put in the Leslie box that they might
just be introverted and they don’t want to engage
with me, but to be effective, I have to get
to know them and I’m going to have to
connect with them.>>ELLEN MANDINACH:
Absolutely right. Great. So, let’s talk about
thinking about developing a relationship and talking
to Leslie as one strategy for addressing your
challenge here. You said you were not able
to reach anyone at home. What do you know about
Leslie’s home environment? That’s a really important
source of information to understand her. So, for example, with
whom does she live? Are there adults at home
where she lives when she leaves for school in the
morning, when she returns home? Those are all important
sources of information for you to help her.>>SAROJA WARNER:
Yeah, you know what? I don’t even know. And you are right. These are really good
questions that I need to find answers to.>>ELLEN MANDINACH: Now
we are making progress. How might you get
that information?>>SAROJA WARNER: I
guess I can probably talk to the school counselor,
right, to find out more? Come to think of it, I am
wondering now about how she gets back and
forth to school. I know a lot of the
students take, like, the public bus, and some of
them walk, and some of them probably get picked
up and dropped off. But I wonder about Leslie.>>ELLEN MANDINACH:
This is really good thinking. You have me also
wondering, since Leslie has been stealing food, or
accused of stealing food, does she receive free
and/or reduced lunch or meals at school?>>SAROJA WARNER: Right. That’s an interesting
question. How would I find that
information out, Ellen?>>ELLEN MANDINACH:
Really good question. I am not sure who
does in the school. We should find out, and we
should find out together. It’s possible that there
could be something there that might help us
understand what’s really happening with Leslie. Perhaps her actions are
not a behavior issue, but, rather, about food
insecurity and she is trying to manage it on her
own rather than trying to go through an adult. Just a possibility.>>SAROJA WARNER:
So, end scene. That is the end
of our roleplay. By way of just sharing the
conclusion that is also written in the roleplay
script, that is handout number three available
to you, Saroja started interacting more
one-on-one with Leslie to start building a
relationship with her. Meanwhile, Ellen and
Saroja dug deeper and found out that Leslie’s
family does, indeed, qualify for the free and
reduced meals program, but never applied. With help from the school
guidance counselor, they were able to reach her
parents and learn that the family received other
assistance but had run out of money before
the month ended. Leslie was looking for ways
to access food at school. Once they realized what
was happening with Leslie, Ellen and Saroja began
working with school social workers and identified
other ways to support Leslie and other students
who were facing similar situations in the school.>>SUSAN MUNDRY: So,
let’s unpack that a little bit. Thank you so much,
Saroja and Ellen. Ellen, clearly as a
cooperating teacher, you are in that situation
using your supervision to help to really raise the
questions for your teacher candidate who is interning
with you about how to think more deeply
about students. And I want to ask our
participants today to just use the chat to think
about how did the roleplay address some of
the following? How did it give examples
of looking into root causes of behavior? How did you — where did
you see that it perhaps went beyond the obvious
explanation or assumption about a student? And what about it gave you
some evidence that the teacher was going to be
asset-driven and look for assets in the student? Share some of your
thoughts about those or any other, you know,
questions that Ellen was asking Saroja that you
believe reflected forcing her, dialoguing with her
to think more from a culturally responsive data
literate point of view. I think it is — while
you are typing, I think it a good example of, as I
think Jen Welsh commented earlier, that we really
need to look at how to integrate and embed
opportunities for raising awareness about culturally
responsive practice. And those examples may be
scenarios like this where you can start to build
into many different student opportunities to
learn examples like this. Allison is commenting
that she was struck by the way the cooperating
teacher in the scenario asked specific questions
to help the educator understand she didn’t
have sufficient data. Very often, I think
particularly our beginning teachers find themselves
with a lack of information about who their
students are. Often, they are hired
either days or weeks ahead of the school year
and don’t have that opportunity to fully
develop, have the data they need or the
opportunity to begin to think about developing
the relationship with their students. Saroja talked about
really not having that relationship with her
student and it prompted her to understand
Leslie more broadly, to understand her
circumstances, to understand what
circumstances may have changed for her. Jen is commenting around
helping the teacher to examine more around
what may be causing the behavior of that student,
not to jump to stereotypes or assumptions about the
student, but, rather, to really push our teacher
candidate, Saroja, to clarify and identify
actions that she can take.>>ELLEN MANDINACH:
Susan, let me add onto that. One of the research
findings that Amanda Datnow and others have
found is that is that when data are used for
accountability and served for marginalization, what
happens is that they use the data to confirm,
unfortunately, some long-held assumptions
rather than to use it in a disconfirmatory way, and
that doesn’t help to move toward culturally
responsiveness and really understanding the student. So, as Allison — well, as
a couple of people have said in the chat,
understanding the surrounding data around
the child, whether it’s about food insecurity or
that they are stuck in transportation hell
because they’ve got to make several public
transportation changes and they can’t get to school
in time, whether it’s that they are in a bullying
situation, whether they are a military family with
a deployed parent, all of those contextual sources
of information as an educator are really
becoming more and more imperative. Is it a child
in foster care? Is the child in a
homeless shelter? Those help to provide, and
it also helps — well, it makes a teacher almost a
social worker as much as a teacher, but they
understand their children and can help to customize
what they are doing with each child based on
their own circumstances, context, and need.>>SUSAN MUNDRY: That’s
a great point, Ellen. I think we have a lot of
different comments that we could dig into. Clearly, using scenarios,
case studies like these, are great learning tools,
and it’s just one that we wanted to provide and
demonstrate for you. We do have a couple of
other tools that we want to get to today, so keep
those comments coming in the chat. We’ll be trying to
comment on a few of them as we go forward. And our next sequence, we
are going to look at some practice scenarios and
give you a chance to do a little homework by
yourself for a few minutes. So, Saroja, I am going to
turn it over to you for that.>>SAROJA WARNER: Thank
you, Ellen — or Susan, sorry. Again, as we have been
flagging in the handouts section there at the
bottom left of your screen, there are two that
if you haven’t downloaded yet, please do because we
are going to be working with them now. That’s handout number
four, the practice scenarios, and handout
number five, the CRDL guiding questions. And as Susan just
mentioned, what these two tools are designed to do
is, again, one, give more practice to this group,
but could also be used by this group in any way
you like with teacher candidates, maybe in any
professional learning or PLCs that you are involved
in at the schools. But there are two practice
scenarios in handout number four. And then in handout number
five, what you will find is a set of
guiding questions. And what I mean by that
are just as people commented and they heard
Susan probing — I mean, not Susan — Ellen probing
me as the intern with all those great questions to
provoke my thinking to be culturally responsive, as
I was thinking about what data I should be pulling
and using, even more questions are in
this handout five. So, it’s not an
exhaustive list. It’s not every question
you could ask. But we took a lot of sort
of thought time to think about, like, what could be
helpful for this group as you are starting to build
your repertoire, starting to build your
questions bank. One of the things you
hear people talking about all the time is you just
don’t know what you don’t know, and I think that
couldn’t be more true a saying when it comes to
this type of inquiry lens. This culturally responsive
data literacy, I think, is a new terrain, a new
realm for a lot of us. For some of us, it’s not
so new, but we could always benefit from sort
of sharpening, you know, our skill sets a little
bit and getting more ideas from folks about what are
the questions to be asking. It’s hard to know if some
of these experiences that our kids have
are not our own. So, what we want to give
you a few minutes to do, we are running a little
behind, so we won’t be able to give you a whole
15 minutes right now, but we do want to step away
from our microphones and give you an opportunity,
either by yourself or in your team, to take a look
at these scenarios and to take a look at the
questions and to sort of practice a little bit. You know? As you analyze each
scenario, ask yourself some of the questions that
are in the questions bank and sort of play around
and think about how that would shift your thinking
about what could be the root cause of what’s
happening in that scenario. So, maybe we’ll give you
about seven minutes here. And, again, as you are
doing this, if you do have some questions that come
up or some a-has you are experiencing through
this activity, please do comment in the chat box. We are keeping that chat
box open, and we welcome you to continue to
put your ideas there.>>SUSAN MUNDRY: It looks
like we are ready to move on, given the folks who
just jumped right in. We hope you had a chance
to review at least one of those scenarios and
reflect on the questions, and also to have a chance
to look at the longer handout five with the
culturally responsive data literacy guiding
questions. Again, we think we are
trying to really put in front of you a couple of
resources and tools that you can begin to think
about using as you decide some next steps
on your own work. In terms of the
practice scenarios themselves, I wonder do
you have one key takeaway from your own personal
reflection or your discussion if you are
with a team, the one key takeaway as you look at
those two scenarios, either the scenario
one or scenario two? Imagine using these kinds
of short snippets to generate ideas about the
kinds of data that would be helpful for some of
your candidates to start thinking about issues like
root cause and actions that they can take to
better serve students. Heather is commenting
that her takeaway is a realization that she was
neglecting the aspect of asset-based,
students’ assets. I think I got that right. I think, again, as human
beings, I think we are all prone to focus on what’s
really in front of us, and the more that we can help
candidates step back and take a big picture and be
guided with some things, some questions, that will
really help them to become broader in their thinking
about their students, who they are, what they can do
versus what they can’t do. Jen is commenting she
is taking away the examining bias as a
strong tool for ensuring candidates are increasing
their culturally responsive data
literacy skills. I was involved in
developing the using data toolkit and the using data
approach to data use many years ago, and one of the
first things that hit us when we started working
with teachers is that looking at data was a very
dangerous activity for suddenly raising many,
many stereotypes and many, many biases, and we had to
step back and think really carefully about how you
integrate equity and equitable practices with data,
and it’s so key and critical. So, we are running close
to our time, so I do — let’s thank you for
these comments, and we’ll move to the next. Ellen? Ellen?>>ELLEN MANDINACH:
Sorry. On mute. Thank you all for your
thoughtful comments. Really, really important
and insightful. So, let me bring you
back to the matrix again and rethink that. Given now what you know,
what you’ve learned about both concepts having gone
through the scenario, how do you feel about the
ability to hit this or this? Do you think that this
quadrant is still the aspiration and whether
this is possible? Continue to
think about that. Write in your comments. But as we move forward,
now becomes the really tough work for you all. Hopefully you’ve had some
insight and fun in doing the scenario, just as
Saroja and I did, but let’s move you now to the
question that we’ve been playing with for a long
time: What role can educator preparation
programs play in the ability to integrate
both data literacy and culturally responsive
practice into your landscape? We already know from what
you’ve said that few are on the data literacy side
and all of you are on the culturally
responsive practice. Now we have this
merged construct. It’s central. And from my opinion
and the work with my colleagues and others,
what we found about data literacy — I won’t
speak for the culturally responsive practice —
is that at the earliest stages of the career,
educators should at least be made aware of and
attend to issues around these concepts. You wouldn’t expect an
educator to graduate from college, go out and teach
without their pedagogy, without their
classroom management, without their content. Why should this
be any different? So, in introducing
culturally responsive data literacy, the first
place should be in teacher preparation. Have it serve as a
foundation and have it reinforced through
professional development and technical assistance
throughout their careers, opportunities to practice
hopefully to have a culture in their own
schools that will support it through data teams and
people who are aware of these concepts. So, let us ask you to
introspect about what you’ve heard today
and asking yourself these questions. Does your institution have
a common definition of data literacy, the skills,
knowledge, disposition that are in the first
handout that you saw? Does your institution have
a course on data literacy, but as we’ve already
discussed and I’ve commented about this in
the chat some, is it really about assessment,
or is it about data, broadly construed that can
serve as an asset model to address the whole child
and bring to the table a culturally responsive
perspective? Where might this be
embedded in your courses? We did a study at the 2016
CAEP conference where we gave a survey to all
attendees, so about 1,500-2,000 people,
and what they said overwhelmingly with only
one or two dissensions is that data literacy should
be integrated, and if there is room in the
curriculum, maybe a standalone course. The same may apply here
because someone has already asked where is it
possible, where do you suggest for integration? Then the question —
and we’ll generalize beyond data literacy — is
are your faculty prepared to teach this, and what
kind of professional learning might they need
to be able to do that? The handouts about the
questions that Saroja and I put together for
you about a student’s performance background,
their cultural and contextual background, and
about potential biases, are some sorts of
resources that might be used to help the faculty
as well as using as a teaching tool
in the courses. Further introspection, which
I will turn now over to Saroja.>>SAROJA WARNER:
Thanks, Ellen. Oops, sorry, you already
advanced the slide. It’s getting late in the
day here on the east coast, so I apologize. In relation to
culturally responsive teaching practices, these
questions are parallel to the questions that
Ellen just posed. So, as you are doing the
program mapping and you are using that tool and
you are thinking about what your program is
doing across courses and experiences to prepare
candidates, you know, these are some really good
questions to think about. One of the things I
also wanted to flag for folks since we didn’t
really look deeply at the guiding questions tool —
that was handout number five — is also thinking
about, you know, culturally responsive
teaching in relation to — and data literacy in
relation to those three domains, right. And so in that guiding
questions handout, you will see the questions,
right, are organized around these three
domains, and these three domains really trigger us
to think about as we are preparing candidates or
strengthening teachers — in-service teachers’
practice, what’s the work we are doing to help them
not only understand their students and their
students’ experiences and their lives, but
understand themselves, right, and to examine and
interrogate their own biases. So, I think about the
roleplay and I think about that conversation that
Saroja and Ellen were having, and Saroja having
that a-ha moment in the conversation — I love how
I am talking about myself in the third person, right
— where Saroja says, huh, I never really
thought about that. I think I see a bias that
I have about how I am understanding my student. And that’s a critical part
of the work of preparing teachers and candidates
to not just be culturally responsive, but to also be
culturally responsive in their data literacy practices.>>ELLEN MANDINACH: Okay. Let me be very quick on
this so that Susan can do the wrap-up. We have a second workshop
planned, as I mentioned, sometime in late
winter, early spring. We would like you to go
think very deeply about what we’ve
presented today. Go back to your
institution and talk to the appropriate staff
members, whether they are faculty, directors,
administrators, about what you’ve heard today. Think about what a
syllabus might look like that would integrate
culturally responsive data literacy, then come back
to the next workshop and help share what you’ve
learned in your own institutions, how this
might be done, how we might help to bring
teacher candidates to the point that they are at
least introduced to and have a modicum of
culturally responsive data literacy before they
exit your program and go into real practice. And we would also invite
you to think about how we, at the regional labs,
might help you in thinking about how to do this, how
we might work with you, how we might pilot such
resources and assistance. With that, turn it over
to Susan to wrap things up.>>SUSAN MUNDRY:
Thank you, Ellen. And thank you, Saroja,
for your work on this, especially coming together
to put these two pieces of work together and to take
the field a little further in our thinking about
how we help both teacher candidates, but also
teachers in service to think about using data
in a more culturally responsive way. And thank you to all of
you who joined us today, there are quite a few of
you, and for your comments. We will build on these
insights you provided and also be in touch if you
would like to be to prepare for the next
session so that we can make sure that it is
directly aligned to what you would most like to
do and the actions you’d like to take. Your feedback is essential
to our work, so please click on the link
and take our survey. The link is also in the
chat, so you may have already seen that, and it
is right there, and you can just click on that
link and take our survey. Also, we want, as I
mentioned, because this is a two-part series, we
would love to hear from you. What would you like to
have more of, less of in the next session? What are your
particular situations? So, our contact
information emails are right there in the slide
deck and we would invite you to contact
us in between. The references for our
session, which are very — our references are very
important because the Regional Lab operates
all of its work out of a research base, so they
are included right in your slide deck. But if there are other
resources you would like to have access to, please
let us know and we would be happy to help
you with that. So, with that, I would
like to thank you all for your attention, your
participation, and your conversations in the chat. We hope this information
has been useful and provokes some thinking
about how we can move some attention toward
curriculum-responsive data literacy forward in these
next few months as we begin to work together
on these ideas. Thank you very much.

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