Guidelines for Supporting CRSE Aligned to Danielson's Rubric
Author: Liz Locatelli and Bena Kallick
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Linking Components of the CRSE Initiative with the Danielson Rubric
This chart is designed to show how we might support the whole child by embedding CRSE into teaching practices.
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WHY |
HOW |
WHAT |
Notes |
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Culturally Responsive
Academic Mindset |
Instructional Strategies |
Academic Focus
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Belonging – students feel part of the design process & the learning community
Ownership – students are invested because they helped create expectations |
Co-creation- students work with classmates and teacher to design products/performances and success criteria |
Clear Expectations
● Learning Targets
● Checklists
● Anchors to analyze together
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Growth Mindset – students see that they get better with effort
Self-Efficacy – students believe they can succeed because they see where they are & where they need to go. |
Social Construction students work together to deepen learning, explore ideas, and help each other to achieve success
Voice – students show their thinking periodically
Feedback – students receive timely, actionable feedback they can use |
Formative Assessments
● Various types
● Ongoing
● Actionable Feedback
● Opportunities to improve |
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Self-Discovery- students pursue interests; they also learn about themselves as learners so that they can take responsibility for the learning.
Empowerment – students see that their voices make a difference |
Voice students are invited to share their thinking and ideas
Social Construction students work together to, deepen learning, explore ideas/ and achieve success
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Authentic Assessments
● Choices
● Audience
● Purpose
● Complexity
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A sample K-5 to Clarify the connection between CRSE and Lesson Planning
This chart is designed to show one way that CRSE might be built into a lesson plan; any lesson design can accomplish the same thing as long as teachers pay attention to the Elements of Personalized Learning: Voice, Co-Creation, Social Construction and Self-Discovery.
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Learning Opportunities |
CRSE/HOM Connections |
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Students listen and look at pictures in Drawn Together by Minh Lee; they stop periodically to discuss how they think the boy is feeling and support their inferences with:
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Voice: Students are given a voice as they share relevant experiences and observations. As students hear different perspectives, they build Cultural Intelligence. They also see that what they already know and can do has value and can help them to succeed.
Applying Past Knowledge to New Situations
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Students talk with peers to ask and answer questions they have about the story and to list things that made the book interesting and meaningful to them. |
Social Construction: Students work together to deepen learning or understanding of a text/topic through their own inquiry. Questioning and Posing Problems
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Students create pictures to show a challenge they faced and how they solved it. |
Students have a choice in what to present and how to present it. This activity also focuses attention on Social/Emotional Learning. Creating, Imagining and Innovating
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They share their pictures and tell the story to a peer(s) who will ask clarifying questions. |
Social construction: Students act as a learning community where members share their ideas and support each other in refining their thinking and communication. By questioning, students show interest in each other’s stories and learn from each other’s experiences. Thinking & Communicating with Clarity & Precision
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They highlight what they liked in the shared work & use those models to create learning targets, checklists or guidelines for revising their stories.
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Co-Creation: Students share their thinking about what works best and work together to establish success criteria that will help them to improve. Thinking Interdependently
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Students use the work done with peers to add text to explain the pictures more fully. |
Students use learning targets/checklists to check progress, make sure the work is complete/accurate; they take responsibility for learning. Striving for Accuracy
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Students share their stories with classmates who ask questions and make connections to their own experiences. |
Voice: Students feel heard and respected; they also build Cultural Intelligence by hearing the various experiences and perspectives of their peers.
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Students create Learning Pit Charts to show feelings they had as they worked through the task. They annotate what made them feel that way. |
Self-Discovery: Students learn about themselves as learners; this empowers them to take more responsibility in later tasks. Thinking About Your Thinking
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Connecting CR-SE with the Danielson Rubric
Teacher__________________________ Class_______________ Date______
Domain 1: Planning and Preparation
This chart is designed to give you a sense of the type of questions you might ask to determine what a teacher understands and is doing to engage in CRSE.
It is NOT a checklist, but rather gives you entry points for an open discussion.
You can select one or more questions to pursue or create your own.
You might use the Notes column to identify teachers who are integrating CRSE successfully and might support their colleagues.
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Possible Questions to build CRSE awareness during pre-observations: |
Notes |
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● What resources might enable students to view concepts, issues, themes, social problems from several multi-cultural perspectives?
● What systems and/or protocols might encourage students to share experiences, feelings, and perspectives during the lesson? (ex. accountable talk stems, discussion protocols, group roles, etc.)
● What choices might students make during the learning so that they develop a sense of ownership and have opportunities to use their strengths to demonstrate learning?
● What assessments might you build into the lesson so that you can monitor and support each student’s progress?
● How might you scaffold activities so that students believe they can succeed?
● How might you involve students as co-creators in the creation/ analysis/ reflections of performance task(s) and assessment criteria (ex. rubric, check-list, etc.)?
● _________________________________________________________
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Domain 2: Classroom Environment
The charts for Domains 2 & 3 represent just a sample of the ways in which teachers might incorporate CRSE into the classroom environment or their practice. You might circle the items you notice and add others which are not on this list but provide evidence of CRSE in a class. This chart can be used to collect data that will allow you to share best practices through inter-visitations.
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Some of what you might see in a culturally responsive classroom |
Notes/Other |
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On the classroom walls/boards/shelves, you might look for:
● explicit learning targets written in student-friendly language
● classroom expectations that give all students a sense of belonging
● class commitments and/or agreements established as a community
● samples of student work that show a variety of styles/levels of performance
● student work that shows students’ own identities
● comments on students’ work that have been made by their peers
● signs and symbols of Habits of Mind integrated into class norms, culture, and learning
● _____________________________________________________ |
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In a walkthrough/observation, you might look for teachers’ inviting students to share:
● how they are feeling about themselves, the content or learning tasks
● how their personal experiences help them to make sense of the text/content
● what interests or confuses them about a task and where they might seek additional information or assistance prior to asking a teacher
● strategies they might use to complete a task or overcome setbacks
● ___________________________________________________
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In a walkthrough/observation, you might look for:
● students supporting each other in developing the Habit of Mind. For example, students gently remind each other of strategies that might help in a given situation.
● students using the language of the Habits of Mind as they explain how they are proceeding, improving, or completing a task.
● students independently defining/articulating a problem, idea, design, or investigation they want to pursue.
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