- Teachers have a clear sense of their own ethnic and cultural identities;
- High expectations for the success of all students (and a belief that all students can
succeed) are communicated to students;
- Teachers are personally committed to achieveing equity for all students and believe that
they are capable of making a difference in their students' learning;
- Teachers have developed a bond with their students and cease seeing their students as
"the other;"
- Students are provided with an academically challenging curriculum that includes
attention to the developmetn of higher level cognitive skills;
- Instruction focuses on the creation of meaning about content by student in an interactive
and collaborative learning environment;
- Learning tasks are seen as meaningful by students;
- The curriculum is inclusive of the contributions and perspectives of the different
ethnocultural groups that make up society;
- Scaffolding is provided by teachers that links the academically challenging curriculum to
the cultural resources that students bring ro school;
- Teachers explicitly teach students the culture of the school and seek to maintain
students' sense of ethnocultural pride and identity;
- Parents and community members are encouraged to become involved in students'
education and are given a significant voice in making important school decisions related to
program (e.g., sources and staffing);
- Teachers are involved in political stuggles outside of the classroom that are aimed at
achieving a more just and humane society.
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