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164 Hawley Street Binghamton, NY 13901    |    P 607.762.8100
Why create a culturally responsive classroom?
Understanding our own biases and perspectives allows us to shift our thinking to become more responsive to the needs of our students for optimal success.  
"It is through deeper understanding of how children learn, process information, internalize experiences, and react to situations, that we can more effectively teach them and help all students to succeed." 
~Dr. Tyrone Tanner 
Possible Connections to APPR Rubrics
 NYSUT  Pearson
Standard I: Knowledge of Student and Student Learning
Element 2: Teachers demonstrate current research-based knowledge of learning and language acquisition theory theories and processes
Element 3: Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students. 
Standard V: Assessment for Student Learning 
Element 1: Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.
Domain IV: Respond to Diverse Student Characteristics and Needs
PI 25. responds to the needs of individual students as the lesson proceeds to help ensure a successful learning experience
for all students
PI 27. adjusts the pace of instruction, the focus of instruction, and/or the method of delivery based on student response and progress as the lesson proceeds
PI 29. incorporates elements of students' cultural/community backgrounds into instruction
Resources to Download
Domain 1: Self--Adapted by Ann Marie Bogart: Written response to gauge student feelings, goals for the day, and self-assess success of reaching the goal Teachers can adjust instruction based on student feedback
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