Leveraging the community context of Family Math and Science Nights to develop culturally responsive teaching practices

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

“…Children come to school with intellectual and functional resources, or assets, which engage them and make curricular content authentic to their daily lives (Bottoms, Ciechanowski, Jones, De La Hoz, & Fonseca, 2017). The experiences and backgrounds of students should drive instruction, including choosing texts that represent the surrounding cultures and communities (Coffey & Farinde-Wu, 2016).…”

“…It is essential that learners are able to utilize these strengths in school-settings to support their learning. Bottoms, Ciechanowski, Jones, De La Hoz, and Fonseca (2017) postulated this allows educators to take up an asset-based view of students, rather than expecting passive compliance from learners. Expecting students to merely soak up knowledge in classrooms removes the freedom to actively engage with the material and utilize students' curricular strengths to learn (Bottoms et al, 2017).…”

“…Merely thinking about these areas is not enough, however. Instructional coaches should self-reflect and support other educators in working to examine the impact unchecked biases have on instructional practices (Bottoms et al, 2017) and student achievement; particularly for marginalized learners. Reflexivity should be guided, structured, continuous, and connect to thoughts and interactions to be effective (Bottoms et al, 2017).…”

“…Instructional coaches should self-reflect and support other educators in working to examine the impact unchecked biases have on instructional practices (Bottoms et al, 2017) and student achievement; particularly for marginalized learners. Reflexivity should be guided, structured, continuous, and connect to thoughts and interactions to be effective (Bottoms et al, 2017). Bottoms et al (2017) explicated that the dialogue that follows reflexivity facilitates new understandings about one's assumptions and potential biases, and also lead to shifts in thinking and instructional practices.…”

“…Reflexivity should be guided, structured, continuous, and connect to thoughts and interactions to be effective (Bottoms et al, 2017). Bottoms et al (2017) explicated that the dialogue that follows reflexivity facilitates new understandings about one's assumptions and potential biases, and also lead to shifts in thinking and instructional practices.…”