Checklist for Evidence for Culturally Responsive Teaching Evidence Present Yes or No ‘The teacher uses names, eye contact, some form of to touch, non-position of power, knows something specific about each child. Diverse racial perspectives are present in reading selections and assignments. Opportunities to examine assumptions and biases from multiple perspectives in practiced. Self-examination of instructional practices and their impact on student learning is evident. Opportunities exist for students to voice their perspectives throughout the class and the teacher embraces student perspectives and implements changes as needed. Choice in assignments to document learning exists. The process of the learning is the focus of the lesson. Multiple opportunities are provided to achieve the outcomes. Opportunities for clarification and revisions are present. Student learning is approached from a growth mindset. ‘Active teaching methods are practiced. Learning is within the context of culture. ‘Space and time is allotted to explore and build students’ self identify. Teachers serve as a facilitator for the learning. Expectations are held high for all students. How a student achieves the outcomes and/or the level or support he/she needs to reach the outcomes varies.