Leader supports for teachers using practical measures to advance CRSE¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief specifies supports school and district leaders should provide: advocating for and modeling "flexibility in policies related to assessment," targeted professional development and guidance on using practical measures aligned with CRSE principles, training on designing culturally relevant assessment tools and interpreting data through a CRSE lens, access to culturally diverse assessment materials, celebration of successful case studies, collaboration opportunities for refining measurement strategies, schedule adjustments for data collection, and time and structures for building family relationships and feedback systems.

Design Implications¶

Context¶

Requirements¶

• Administrative support including schedule adjustments so teachers can integrate measurement into instructional practice

Constraints¶

• The brief frames these supports as necessary because teachers will need help connecting broader CRSE outcomes with achievement and content standards

Target Learners¶

• mathematics teachers, supported by school and district leaders

Target Learning Goals¶

• effective use of practical measurement for CRSE
• culturally responsive assessment design
• family and community partnership in mathematics education

Related Strategies¶

• Support the shift from standardized testing toward diverse assessment strategies—performance-based assessments, portfolios, and experiential learning—with teacher training, resource allocation, and accountability flexibility
• Five-step practical measurement process for improving CRSE mathematics instruction
• Use guiding questions to diversify existing mathematics curriculum and assessments when adopting a new curriculum is not possible
• Protect teachers from social and political backlash by communicating CRSE's value and providing norms and probing questions for sociopolitical discussions

Examples¶

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Key Sources¶

• Rebecca Colina Neri, Jahneille Cunningham, and Carlos Sandoval. (2024). Reframing Outcomes of Culturally Responsive and Sustaining Education in Mathematics. WestEd brief. https://eric.ed.gov/?id=ED673572