Your school has been progressively making changes to promote an inclusive environment for all students. As part of these efforts, there is great interest from teachers to integrate culturally responsive pedagogy and computing from a relevant, current, and collaborative approach.
You have taken on a leadership role to draft a proposal for a school-wide culturally responsive pedagogy and computing technology task force that will deepen culturally responsive experiences and awareness for students and enact systematic change. This proposal will be presented to the school’s administration.
Use the bold headings and bold, italicized subheadings to organize your proposal. In 1,250-1,500 words, address the following in your proposal:
Promotion of Culturally Responsive Pedagogy and Computing
Definitions
Benefits
Research
Organization of the School-wide Culturally Responsive Technology Task Force
Mission Statement
Vision
Roles and Responsibilities
Collaborative Expectations
Culturally Responsive Pedagogy in the 21st Century
Strategies
Conclusion
Use the GCU Library to research a minimum of three to five peer-reviewed articles that can be used in support of your content.
While APA format is not required for this assignment, solid academic writing is expected and in-text citations and a reference page should be presented using APA documentation guidelines, which can be found in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Submit this assignment to your instructor in LoudCloud.
Program competencies and national standards assessed in the benchmark assignment:
COE 1.3: Candidates bring multiple perspectives to the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms. [InTASC 2d]
COE 1.4: Candidates collaborate with families and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [InTASC 3a, 10c, 10d]
COE 4.2: Candidates reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships, and create relevant learning experiences. [InTASC 9e]
COE 4.3 Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 10e]
COE 4.4: Candidates take on leadership roles to advocate for meeting the needs of students, strengthening the learning environment, and enacting system change. [InTASC 10i, 10j, 10k]