As an extension of our CRT focus, each classroom participated in a schoolwide Family Heritage Study. Not only did this opportunity provide excellent practice for teachers to cultivate personal connections with students, but created community through careful classroom planning, mutual collaboration, curiosity and respect. Each teacher was in charge of developing activities through a CRT lens that would highlight, amplify and leverage the many different cultures of our school while strengthening higher order thinking skills.

The infant/toddler lead teacher chose to conduct an activity based on students' native country by completing an authentic, yet developmentally appropriate flag painting/ sensory activity. As a part of their careful planning, this teacher set aside time at pick-up to discuss the project/ objective, and to collect valuable information regarding each of her students’ family cultural practices and traditions.

Glows:

This activity demanded that the teacher facilitate conversations with families, getting to know their heritage on a deeper level. The students enjoyed strengthening classroom community through the act of painting.

Grows:

Learning one's native flag is an important starting place. I push this teacher to continue to find ways that will leverage cultural experiences in the classroom. It is never too early to start these critical conversations. I wonder what traditions, music, books, etc. can be elevated to create a comprehensive cultural environment?

The preschool room chose to integrate their students' culture through food, music and dance. The students experienced different kinds of celebrations that they may not have otherwise and leveraged cultural backgrounds to create community while expanding perspectives. The lead teacher sent out a text message to parents asking how their family celebrates joyous occasions and then replicated those in a developmentally friendly way.

Glows:

The students were able to experience a multitude of outside opportunities that expanded their visions of the world and helped them get to know their classmates better.

Grows:

As language is rapidly developing in this age, I push these teachers to leverage that and not only model the vocabulary/ meanings that will elevate student understanding but learn these languages with the children, as this will move discussions to the next level.

The PreK teacher prepared for our Family Heritage Study by creating and sending a survey (provided below) to create an environment that reflects the unique and special heritages of those in her classroom.

Glows:

This teacher truly exemplified what it means to embark on a culturally responsive teaching journey. While this is only her first year teaching, she took the time to reach out to parents, gather data, and create activities that elevate her students' experience and knowledge, while incorporating academics, social-emotional learning and fun all at once.

Grows:

My grow for this teacher is to teach native flags, but deepen the activity by integrating with map skills and history. Each flag is unique, just like each of us. Why does Canada have a maple leaf? What is the bird on the Dominican flag and why is it there? These questions will not only spark curiosity, but lead to authentic learning experiences.

Our introduction to Culturally Responsive Teaching through the school wide Family Heritage Study was a challenging, rewarding and fun experience for all. It expanded our horizons, deepened relationships and created a safe and welcoming space. However, family heritage is not a finite event. This is something we must consistently embed within each and every lesson, as we continue to research outside opportunities to support our anti-racist, culturally conscious children.