The findings that are summarized below are discussed extensively in two scientific papers that have been submitted for review. On this website, we illustrate in concrete classroom interaction exemplars what culturally responsive teaching might look like.

Patterns of scores from classroom observations indicate that a generally effective and culturally responsive instruction observation instrument provide unique information about instructional practices as evidenced by a non-significant and weak correlation between teachers’ scores on two different instruments. Furthermore, teachers who scored high on culturally responsive instruction were similar in their culturally responsive practices they did implement–holding high expectations for all students–and in those less present–implementing curriculum and lessons that helped their students confront negative stereotypes. Exemplars of culturally responsive practice Classroom Interaction Exemplars from high scoring culturally responsive teachers provide evidence of how teachers enact culturally responsive practice in diverse classrooms.

The findings have important implications for teacher preparation, practice, and research. A culturally responsive observation instrument (and related exemplars) may help teachers and school leaders center their efforts on instructional practices that are particularly valuable for their diverse learners. Despite a relatively superficial nature of the instructional moments identified in this study (meaning that they primarily supported students’ awareness, yet infrequently challenged students to enact in politically and socially conscious ways), they offer an opportunity to meet in-service and pre-service teachers where they are–as emerging culturally responsive practitioners–and to build upon the ways they are currently attempting to engage culturally and linguistically diverse learners. This may help better prepare teachers for diverse classrooms, an area where teachers do not feel well prepared (Siwatu, 2007, 2011).

Future research might benefit from examining how in-service and pre-service teachers reflect upon these instructional exemplars, if it helps them consider and change instructional practices in significant ways, and, furthermore, how students perceive these instructional moments that have been identified as culturally relevant according to research.