Preparation for Culturally Responsive Pedagogy

About this Webinar

Are you preparing teachers to address diverse students? Do you need ideas and strategies to integrate culturally responsive practice into your teacher preparation program?  Have you infused CRT practices but are having difficulty seeing results? We a have a webinar just for you!

This webinar highlights the Culturally Responsive Teaching brief and the work of CEEDAR IHEs engaged in incorporating culturally responsive pedagogy throughout their Education Preparation Programs (EPPs).  Guest speakers include Michael Orosco, author of CEEDAR’s knowledge paper and Innovation Configuration on Culturally Responsive Pedagogy; Southern Connecticut State University’s Angela Lopez-Velasquez; Dean of University of South Dakota School of Education Dr. Donald Easton-Brooks and faculty.

Dia Jackson

American Institutes for Research

Dia Jackson is a senior researcher at AIR. She provides technical assistance, coaching, and professional development to states and school districts in the areas of special education best practices and Response to Intervention. She is a professional development specialist in the Response to Intervention Personnel Development Project for New York State in the New York City region. Jackson also provides technical assistance and product development to the Center on Great Teachers and Leaders and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. In this role she provides leadership and expertise in best practices in special education.

Jackson taught elementary special education for nine years, in both inclusive and self-contained special education settings and advised academic and behavioral intervention services for struggling students. She has coordinated the special education referral and evaluation process and served as Chair of the Crisis Team for students with severe behavior needs.

In addition to her direct service to students with disabilities, Jackson has expertise in teacher education and professional development and has been a graduate professor for over seven years. She  is currently completing her doctorate in special education at The George Washington University.

Suzanne Robinson

University of Kansas

Suzanne Robinson is an Associate Professor in the Department of Special Education at the University of Kansas and the Area Coordinator for High Incidence Special Education teacher education. Dr. Robinson earned her doctoral degree with a major in Special Education and a minor in Cognitive Psychology from the University of New Mexico. Dr. Robinson has directed 22 funded research and training projects and held eight different editorship positions.

Michael Orosco

University of Kansas

Michael J. Orosco is an associate professor in education specializing in bilingual special education at the University of Kansas. He was a bilingual special education teacher in Colorado for five years before earning a Ph.D. in Education from the University of Colorado at Boulder. Interdisciplinary research foci include the disproportionate representation of culturally and linguistically diverse students in special education, comprehension strategy instruction for culturally and linguistically diverse students, and enhancing the sustainability of culturally responsive and evidence-based practices through professional development.

Angela Lopez-Velasquez

Southern Connecticut State University

Angela Lopez-Velasquez is a graduate coordinator and assistant professor at Southern Connecticut State University in the Department of Special Education and Reading.

Donald Easton-Brooks

University of South Dakota

Dr. Easton-Brooks is an internationally-recognized scholar on teacher quality and diversifying teacher education. He is known for examining the impact of social systems, policies and economics on the academic outcomes of students of color using advance statistical techniques and has published several articles, books and book chapters on these topics. His work has been cited on policies initiatives addressed to state legislators, U.S. senators and the U.S. Secretary of Education. He has also been cited on educational initiatives in Africa, Australia and New Zealand. Based on his research, he has been interviewed nationally and internationally by television stations, radio talk shows, newspapers and parenting magazines. Dr. Easton-Brooks has had various roles on policies communities in Oregon and Minnesota.