Equitable Practices W-Domains

EquitableClassroom
PracticesGuide
1.Welcomesstudentsbynameastheyentertheclassroom
Examples
Askstudentsforcorrectpronunciationoftheir
names
Correctlypronouncesstudentsnames
EducatorEffectivenessDomain
2aCreatinganEnvironmentofRespectandRapport
Nonexamples
Doesnotgreetstudentsatthedoor
Mispronouncesstudentsname
Alterstudentsnameswithoutstudentconsent
Acknowledgeonlyhighperformingstudents
and/orbehaviorallycompliantstudentsbyname
CulturallyRelevantPedagogyPrinciples
CaringCommunityIdentity
2.Useseyecontactwithhighandlowachievingstudents
Examples
Makesculturallyappropriateeyecontactwith
allstudents
Nonexamples
Doesnotmakeeyecontactwithallstudents
Doesnotunderstandculturallybasedpatterns
ofeyecontact
ValidatetheStudentExperience
3.Usesproximitywithhighandlowachievingstudentsequitably
Examples
Circulatesaroundstudentworkareastobe
closetoallstudents
2dManagingStudentBehavior
2eOrganizingPhysicalSpace
Nonexamples
Remainsinthesameareaorpartoftheroom
SocialJustice
4.Usesbodylanguage,gestures,andexpressionstoconveyamessage
thatallstudentsquestionsandopinionsareimportant
Examples
Nonexamples
Smiles
Nodsheadinaffirmation
Leanstowardsthestudent
Turnstowardthestudent
Turnstowardstudentswhoarespeakingto
expressinterest
Usenonverbalbehaviortoconveynegative
messages
Rollseyes
Turnsawayfromstudent
Frowns
Doesnotusenonverbalcuestovalidate
studentsquestionsandopinions
3aCommunicatingwithStudents
3eDemonstratingFlexibilityandResponsiveness
5.Arrangetheclassroomtoaccommodatediscussion
Examples
Arrangesseatingtofacilitatestudenttostudent
discussion
Arrangesseatingtofacilitateteachertostudent
discussion
2cManagingClassroomProcedures
2eOrganizingPhysicalSpace
Nonexamples
Keepsclassroomarrangementstable
regardlessoftheinstructionalactivity
Structuresallactivitiesfromteachersto
students
6.Ensuresbulletinboards,displays,instructionalmaterial,andother
visualsintheclassroomreflecttheracial,ethnic,andcultural
backgroundsrepresentedbythestudents
Examples
Displaysandusesmaterialsthatreflectall
studentsracial,ethnicandcultural
backgroundsyearround
Displayssupplementarybooksthatreflect
studentsracialandculturalbackgroundsyear
round
Displaysproductsandpropsfromstudents
homeandcommunitybackground
1bDemonstratingKnowledgeofStudent
Nonexamples
Displaysmaterialsthatdonotreflectstudents
culturalbackgrounds
Displaysracial,ethnic,andculturalmaterials
onlyduringdesignatedheritagemonths
Cognition
Mastery
7.Usesavarietyofvisualaidsandpropstosupportstudentlearning
Examples
Usesmultiethnicphotos,andpropstoillustrate
conceptsandcontent
Usesappropriatetechnologytoillustrate
conceptsandcontent
1dDemonstratingKnowledgeofResources
3cEngagingStudentsinLearning
Nonexamples
Teacheswithoutuseofvisualaidsorprops
Reliesonalimitednumberofvisualaidsand
props
8.Learns,uses,anddisplayssomewordsinstudentsheritagelanguage
Examples
Postssomecontentwordsorphrasesin
studentsheritagelanguages
Usessomewordsandphrasesfromstudents
heritagelanguageintheclassroom
1bDemonstratingKnowledgeofStudents
Nonexamples
Makesnoattempttouseordisplaywordsin
studentsheritagelanguage
Cognition
Mastery
9.Usesclassbuildingandteambuildingactivitiestopromotepeer
supportforacademicachievement
Examples
Structuresacademicandsocialinteractions
betweenstudents
1eDesigningCoherentInstruction
Nonexamples
Allowsstudentstoalwaysselfsegregate
Allowsstudentstoalwaysselfselectpartners
orsmallgroupmembers
10.Usesrandomresponsestrategies
Examples
Userandomresponsestrategies,forexample
NumberedHeads
Shoutout
EquitySticks
CallingCards
2bEstablishingaCultureforLearning
Nonexamples
Callsonlyonstudentswhoraisetheirhand
Callsonlyonhighachievingstudents
Usesroundrobinmethodsforstudent
responses
Callsonstudentsasaconsequencefor
inattention
SocialJustice
11.Usescooperativelearningstructures
Examples
Structuresopportunitiesforstudentstolearn
withandfromtheirpeers
Thinkpairshare
Jigsaw
Pairscheck
Boggle
Lastword
1eDesigningCoherentInstruction
3bUsingQuestioningandDiscussionTechniques
Nonexamples
Usesonlyteacherdirectedinstruction
Doesnotstructuropportunitiesforstudentsto
learntogether
Reliesonasinglecooperativestrategyto
structuresmallgroupwork
Mastery
12.Structureheterogenousandcooperativegroupsforlearning
Examples
Usesrandomgroupingmethodstoformsmall
groups
Explicitlyteachescollaborativelearningskillsto
students
Providesopportunitiesforcooperativegroups
toprocess/reflectonhowwellthey
accomplishedthetaskandmaintainedeffective
grouplearning
Nonexamples
Structuresonlyhomogenousgroups
Failstoprovidestructureforsmallgroup
learning
Allowsstudentstoalwaysselfselectsmall
groupmembership
Mastery
SocialJustice
13.Usesprobingandclarifyingtechniquestoassiststudentstoanswer
Examples
Rephrasethequestion
Asksarelatedquestion
Gives,thestudentahint,clue,orprompt
Usesscaffoldedquestions
Nonexamples
Acceptsanswerswithoutproviding
opportunitiesforstudentstoexplaintheir
thinking
Movestoanotherstudentwhenthereisno
responseoranincorrectresponse
Failstoassiststudentstorespond
Mastery
14.Acknowledgesallstudentscomments,responses,questions,and
contributions
Examples
Usesaffirming,correcting,orprobingto
acknowledgestudentsresponses
Nonexamples
Ignoresstudentscomments,responsesand
questions
Respondsmorereadilytohighperforming
students
Respondstostudentsinanegativemanner
Mastery
SocialJustice
15.Seeksmultipleperspectives
Examples
Validatesallperspectiveswithresponsessuchas:
Thatsoneidea.Doesanyoneelsehave
another?
Whohasanalternativeview?
Nonexamples
Validatesonlyoneperspectiveand/orresponse
Impliesonecorrectresponseorperspectiveto
openendedquestions
Mastery
SocialJustice
16.Usesmultipleapproachestoconsistentlymonitorstudents
understandingofinstruction,directions,procedures,processes,
questionsandcontent
Examples
Useavarietyofapproachestomonitor
studentsunderstandingthroughoutinstruction
Thumbsup
Unisonresponse
Onequestionquiz
Envelopeplease
1fDesigningStudentAssessments
3dUsingAssessmentinInstruction
Nonexamples
Teacherswithoutpausingtocheckfor
understanding
Usesasingleapproachtocheckfor
understanding
Doesnotuseastrategyforchecking
understandingthroughoutinstruction
Mastery
17.Identifiesstudentscurrentknowledgebeforeinstruction
Examples
Useswholeclassandsmallgroup
brainstormingandwebbingtoillustrateprior
knowledgebeforeinstruction
Usesavarietyofmethodstoassessstudents
knowledgebeforeinstructionsuchas
WordSplash
KWL
AnticipationGuide
Nonexamples
Teachespriortopreassessingstudent
knowledge
Teacheswithoutactivatingstudentsprior
knowledge
Doesnotencouragestudentstothinkabout
anddiscusscurrentknowledgebefore
instruction
Mastery
Cognition
18.Usesstudentsreallifeexperiencestoconnectschoollearningto
studentslives
Examples
Asksstudentstoreflectuponanddiscussthe
followingquestionsatthestartandthroughout
aunitofstudy
Whateventsorsituationsoccurin
yourfamilythatrequiresome
knowledgeof_______?
Howdoesknowingabout____benefit
yourinteractionsinyourfamily,
neighborhood,orschool?
Usesexamplesthatarereflectiveofstudents
livestosupportlearning
Nonexamples
Usesexamplesorillustrationsnotreflectiveof
studentslivestoteachcurriculum
Doesnotaskstudentstomakecurricular
connectionstotheirownlives
Doesnotprovideopportunitiesforstudentsto
discusssimilaritiesanddifferencesintheir
experiencesandperspectives
Overusesmainstreamcultureasexamplesof
reallifeexperience
Cognition
Mastery
19.Asksstudentsforfeedbackontheeffectivenessofinstruction
Examples
Asksstudentstoindicatethelearningactivities
thatareeffectiveinhelpingthemtolearn
Usesinterviews,surveysandquestionnairesto
gatherfeedbackfromstudents
Usesexitcardstogatherfeedbackabout
instruction
2bEstablishingacultureforlearning
Nonexamples
Failstoaskstudentsforfeedbackonthe
effectivenessofinstruction
Doesnotusestudentfeedbacktoreteach
Mastery
20.Providesstudentswiththecriteriaandstandardsforsuccessfultask
completion
Examples
Evaluatesstudentworkbyproviding
performancecriteria(i.e.rubrics,exemplars,
anchorpapers)
Developsrubricswithstudents
1cSettingInstructionalOutcomes
1fDesigningStudentAssessments
3aCommunicatingWithStudents
3dUsingAssessmentInstruction
Nonexamples
Failstoprovidestudentswithmodelsof
excellence
Doesnotdeveloprubricswithstudents
Providesgenericfeedback
Mastery
21.Givesstudentseffective.specificoralandwrittenfeedbackthat
promptsimprovedperformance
Examples
Conferswithstudentstoprovidefeedbackto
improveperformance
Providesopportunitiesforstudentstousepeer
reviews
Provideswrittenfeedbackthatallowsstudents
toreviseandimprovetheirwork
1cSettingInstructionalOutcomes
Nonexamples
Doesnotprovidefeedbackneededbystudents
toimprovetheirwork
Providesfeedbackonlyonthefinalwritten
product
Mastery
22.Providesmultipleopportunitiestouseeffectivefeedbacktoreviseand
resubmitworkforevaluationagainstthestandard
Examples
Allowsstudentstoreviseworkbasedon
teacherfeedback
Encouragesandstructuresopportunitiesfor
studentstoprovidefeedbacktopeersbasedon
anestablishedstandard
Nonexamples
Refusestoacceptworkforreevaluation
purposes
Providesfeedbackwithoutopportunitiesto
reviseorresubmitwork
Mastery
23.Explainsandmodelspositiveselftalk
Examples
Explainstostudentstheimportanceofpositive
selftalk
Sharespersonalexamplesofhowpositive
selftalkleadtopositiveoutcomes
2bEstablishingCultureforLearning
2dManagingStudentBehavior
Nonexamples
Failstouseencouraginglanguagewith
students
Doesnotprovidetimeforstudentstoreflect
uponandshareeffectiveuseofeffort
24.Askshighorderquestionsequitablyofhighandlowachieving
students
Examples
Asksanalysisquestions
Askssynthesisquestions
Asksevaluationquestions
Poseshigherorderquestionsandusesa
randommethodforcallingonstudents
Providesthinktimeforallstudentsbefore
askingforresponses
3eDemonstratingFlexibilityandresponsiveness
Nonexamples
Askshigherorderquestionstothoseperceived
ashighachieversonly
Allowsonlystudentswhoraisetheirhandsto
respondtohigherorderquestions
Mastery
25.Providesindividualhelptohighandlowachievingstudents
Examples
Ensuresallstudentsreceiveindividualhelp
Nonexamples
Assistsonlyhigherachievingstudentswith
independentwork
Mastery
Resources
TheDreamKeepersbyGloriaLadsonBillings
CulturallyResponsiveInstruction:Theory,ResearchandPracticebyGenevaGay
CreatingCulturallyResponsiveClassroomsbyBarbraShade
AffirmingDiversity:TheSociopoliticalContextofMulticulturalEducationbySoniaNieto
TeachingReadingtoBlackAdolescentMalesbyAlfredTatum
HighImpactTeaching:StrategiesforEducatingMinorityYouthbyThomasBrown
TeachingthePoorandChildrenofColorbyThomasBrown
WhatIsItAboutMeYouCantTeach?byEleanorRodriguezandJamesBellanca
FiresInTheBathroombyKathleenCushman
EducatingEverybodysChildren:DiverseTeachingStrategiesbyRobertCole
DontWeAlreadyDoInclusion?:100IdeasForImprovingInclusiveSchoolsbyPaulaKluth
MeetingTheNeedsofStudentsofAllAbilitiesbyColleenCapperandEliseFrattura
References
Danielson,C.(2007).Enhancingprofessionalpracticeaframeworkforteaching(2nded.).Alexandria,Va.:
AssociationforSupervisionandCurriculumDevelopment.
EquityTrainingandDevelopmentTeam.(2010).Aresourceforequitableclassroompractices,2010.RetrievedMay
2013,fromMCPSWebsite:
http://www.montgomeryschoolsmd.org/departments/development/resources/ecp/ECP%20%20081310.pdf
Gay,G.(2000).Culturallyresponsiveinstruction:Theory,research,&practice.NewYork:TeachersCollegePress

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