Standards That Guide Teachers' Preparation And Professional
Standards That Guide Teachers Preparation And Professional Developmen
Standards that guide teachers' preparation and professional development today require teachers to use their knowledge of cultural diversity. In Chapter 2, you learned about national teaching standards that guide your growth as a teacher and multicultural educator. Standards specific to social justice education have also been developed for educators. In particular, the Social Justice Standards: The Teaching Tolerance Anti-bias Framework (2018) developed by Learning for Justice (formerly Teaching Tolerance) provides strategies for antibias education for K-12 instruction. However, sometimes, the requirement that teachers use knowledge of cultural diversity results in a somewhat superficial treatment of culture in the teaching and learning process.
Teachers must deeply understand various aspects of culture to educate all students effectively. Imagine visiting a school in a state with which you are unfamiliar. What would you like to know about the students' cultures in that school so you could get a deep understanding of the teaching and learning processes in that school? Now, describe a plan for what should be included in an effective teacher preparation program that supports you and others in learning about culture and its impact on teaching and learning. Work to use the national teaching standards and the social justice standards in your plan.
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Effective teacher preparation programs are crucial in equipping educators with the necessary skills and understanding to serve diverse student populations effectively. A comprehensive understanding of cultural diversity goes beyond superficial knowledge; it requires a deep engagement with students' cultural backgrounds, experiences, and worldviews. Incorporating national teaching standards and social justice standards, such as the Teaching Tolerance Anti-bias Framework, is essential in developing culturally responsive teaching practices.
To develop an effective teacher preparation program that supports deep learning about culture and its impact on teaching and learning, several key components should be integrated. Firstly, the curriculum should include coursework and practical training on cultural competence, bias awareness, and anti-racist pedagogies. Such coursework needs to be rooted in the national teaching standards that emphasize understanding diverse learners and fostering inclusive classrooms (National Board for Professional Teaching Standards, 2016). This enables future teachers to recognize how culture influences students' learning processes, communication styles, and behavioral expressions.
Secondly, experiential learning opportunities like internships, community engagement projects, and cultural immersion experiences are vital. These experiences can foster empathy, cultural humility, and a nuanced understanding of the communities served. For instance, teachers could collaborate with community organizations or participate in home visits to learn about students' cultural contexts directly. This aligns with the social justice standards which advocate for actively challenging biases and fostering equitable learning environments (Learning for Justice, 2018).
Thirdly, the program should incorporate reflective practices. Prospective teachers need to critically assess their own cultural assumptions and biases through journaling, peer discussions, and mentoring. Reflection enables educators to identify how their perspectives influence their teaching and interactions with students. This practice supports the social justice standard of identifying and challenging biases, promoting equity in education (Gay, 2018).
Furthermore, ongoing professional development must be emphasized to ensure educators continue learning about evolving cultural dynamics and pedagogical strategies. Workshops, webinars, and collaboration with culturally diverse educators contribute to this continuous growth. These activities should be aligned with the national standards for professional learning, emphasizing data-driven practice and collaborative inquiry (Sabers & Owens, 2018).
Finally, assessment and feedback mechanisms should be embedded into the program. Evaluations should measure teachers’ cultural competence, ability to implement inclusive strategies, and their responsiveness to student diversity. Constructive feedback helps sustain growth and aligns with the standards that prioritize continuous improvement.
In conclusion, an effective teacher preparation program must be comprehensive, experiential, reflective, and continuous. It should deeply embed knowledge of culture and its influence on learning, guided by established educational standards. This approach ensures that teachers are not only culturally competent but also equipped with the skills to advocate for social justice and equity in their classrooms, ultimately fostering an inclusive environment conducive to all students’ success.
References
Gay, G. (2018). Becoming a culturally responsive teacher. Teachers College Press.
Learning for Justice. (2018). The Social Justice Standards: The Teaching Tolerance Anti-bias Framework. Learning for Justice.
National Board for Professional Teaching Standards. (2016). Teacher Standards. NBPTS.
Sabers, D. L., & Owens, T. (2018). Professional development that makes a difference. Journal of Teacher Education, 69(2), 113-130.
Banks, J. A. (2019). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
Ladson-Billings, G. (2021). The Dreamkeepers: Successful teachers of African American children. Jossey-Bass.
Villegas, A. M., & Lucas, T. (2019). Approaches to preparing culturally responsive teachers. Teachers College Record, 121(6), 1-34.
Hickling-Hudson, A. (2018). Collaborative intercultural teacher education. International Journal of Multicultural Education, 20(2), 15-27.
Cochran-Smith, M., & Villegas, A. M. (2015). Theory and practice in the preparation of culturally responsive teachers. Journal of Teacher Education, 66(4), 375-389.