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CRSLI RESOURCES Learning Modules

The CRSL Learning Modules are designed to take you through an intentional, multiple-month process. This is for school leaders who are ready to critically self-reflect and positively impact their school environments. Through activities, quizzes, scenario-based learning, real-life examples and data from districts, our Modules will guide you through every step of the process.

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DETAILS Learning Modules

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Module 1: School Centric vs. Community Centric Epistemology

Context
To understand the importance of historical oppression and the contemporary context faced by the communities schools serve
Power
To understand the concept of epistemology and its impact on:
Community-based vs school-centric perspectives, needs, & goals
Privilege, power, and decision-making in schools & communities
Culturally Responsive School Leadership Framework
Begin to apply a general understanding of the CRSL Framework in school leadership

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Module 2: Critical Self Reflection

Personal Reflection
To understand the self-reflective skills needed to promote concrete actions for culturally responsive schools
Center Community Voice
To explore different approaches to centering student, family, and community voice
Community-Centered Reflection
To understand how centered student, family, and community voice can inform critical self-reflection and challenge marginalizing opinions and oppressive practices
Institutionalizing Critical Self-Reflection
To explore different approaches to shifting critical self-reflection from personal to horizontal and vertical institutional school structures

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Module 3: CRSL and Inclusive Schools

Exclusionary Practices
To understand how schools automatically reproduce systems of privilege and oppression and how common school structures and practices are exclusionary toward minoritized students
Leading Inclusiveness
To understand how school leaders must protect and promote inclusion of minoritized students and spaces through active stances and behavior such as mentoring, modeling, challenging staff, and fostering community self-advocacy

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Module 4: CRSL Leadership and Student Identity

Humanization
To understand the impact of settler colonialism on ongoing dehumanization of minoritized communities and the need for humanization in schools.
Identity Confluence
To understand how identity confluence is not only concerned with humanizing students but also adding positive academic behaviors to ways students self-identify
Leadership for Identity Confluence
To explore how leaders can promote environments and institutionalize practices that humanize student identities and encourage academic identities

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Module 5: CRSL and Communities of Practice

Culturally Responsive Professional Learning Communities (PLCs)
To understand behaviors school leaders use to lead cultural responsiveness as instructional leaders through professional learning communities that engage community-based people and knowledge.
Culturally Responsive Staffing
To understand how school leaders integrate the presence of community-based people and knowledge in schools through hiring practices within their control in order to effect culturally responsive school environments.
Culturally Responsive Culture for Academic Excellence
To understand behaviors school leaders use to maintain cultural responsiveness and high expectations of students for academic excellence.

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Module 6: CRSL and Community Engagement

Credibility, Rapport, and Trust
To understand how culturally responsive leaders come to terms with communities’ historic experiences and establish credibility, rapport, and trust.
Self Determination and Community Empowerment
To understand how culturally responsive school leaders move beyond critiques of schooling by advocating for community members’ priorities and building positive humanizing relationships-- shifting community perceptions and experiences in schools.
Organizing Culturally Responsive Schools
To understand how culturally responsive school leaders engage in attitudinal shifts in order to confront racist policies and promote iterative cycles of systemic critical self-reflection and policy reform that advance community goals.

Learning Modules Choose a Package

The Culturally Responsive School Leadership book is referenced throughout the Learning Modules. We recommend using the CRSL literature to improve the Learning Module experience.

Purchase the Book!

Individual Plan

$ 300
  • One Account
  • Unlimited Access to All Modules
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School Plan

$ 3,000
  • 50 Accounts
  • Unlimited Access to All Modules
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District Plan

$ 10,000
  • Unlimited Accounts
  • Unlimited Access to All Modules
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Testimonials What are School Leaders saying?

Dr. Ramont Roberts

Dr. Ramont Roberts Interim Superintendent of Saginaw Public Schools

Dr. Khalifa's work on culturally responsive school leadership has allowed a practical platform for our teachers to be able to develop culturally sensitive lessons that provides relevancy at a depth that has not been experienced by our students in the past. It is clear that this approach enables Principals and teachers to foster deeper connections with students, which I am confident will result in increased student achievement.

Dr. Katie Pekel

Dr. Katie Pekel Principal in Residence and Director of Minnesota Principals Academy

In order to genuinely serve students and families who have been traditionally marginalized in our school systems, leaders will need to go beyond pedagogy and consider the work of Dr. Muhammad Khalifa’s Culturally Responsive School Leadership framework. Khalifa offers one of the only comprehensive, system-wide, and research driven looks at how culturally responsive school leaders can begin to dismantle the inherent systems that continue to restrain students and families.

Dr. William Patterson

Dr. William Patterson Assistant Superintendent of Secondary Curriculum for Jackson Public Schools, Jackson, MI

I love your work and conversations on Culturally Relevant School Leadership! I can identify with your position on how it is not good enough to for only teachers to be culturally responsive. Culturally responsiveness needs to be expanded beyond the classroom. Our school leaders need to be culturally responsive too. As a school leader, you have challenged me to reflect on and transform the practices and procedures that face minoritized students to make a more significant impact. If we continue to expand culturally responsiveness to school leaders, it will no doubt create a positive and prosperous environment for students, particularly students of color, to thrive.

Dr. Gary Prest

Dr. Gary Prest Director of Administrative Licensure

I found Culturally Responsive School Leadership to be an excellent blend of theory, research, and implementation. The example of Joe and UAHS was powerful as linkage throughout the book and I looked forward to seeing how UAHS would respond, react and proact to various forms of oppression, exclusion, and marginalization as additional layers were probed. The "figures," tables and discussion questions were invaluable. I envision this book as a great guide for leaders who want to address the inequities that they see but need help to move forward in a system that supports the dominant culture at the expense, both unwittingly and wittingly, of the mosaic of cultures that are the community.