Digital presentation Cultural Resource for Educators (digital flyer)

Part 2: Cultural Resource for Educators

Prepare a 2 page digital flyer to share with staff that works with ELLs (general education

teachers, content area teachers, instructional aides). Add a link or copy of your digital flyer to the

“Cultural Resource for Educators” section of the “Professional Learning Plan.” Your flyer should

include:

● A brief explanation of culturally responsive teaching and how cultural identity (e.g., academic, personal, familial, and sociopolitical factors) affects learning and academic progress.

● Resources from Topic 2 that support different cultures with a description of how to incorporate that information into classroom learning to advocate for ELLs.

● Collaboration strategies for all educators on campus to advocate for ELLs. Specify how ELL teachers can support general education or content area teachers to promote positive outcomes for ELL students.

● Describe how identity, role, cultural understanding, and personal biases affect the interpretation of strengths, needs, and instruction of ELL students in the United States.

Support your digital flyer with a minimum of two scholarly resources.

Benchmark - Clinical Field Experience D: Culturally Responsive Teaching - Rubric Total 300

points

Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target

Lesson Plan

Lesson Plan

0 points

Not addressed.

20.7 points

Lesson plan is incomplete

and does not include all

required sections.

22.2 points

Lesson plan is overly

simplistic and minimally

includes all required

sections.

26.1 points

Lesson plan is complete and

includes all required

sections.

30 points

Lesson plan is thorough and

includes all required

sections.

Digital Flyer: Culturally

Responsive Teaching

Digital Flyer: Culturally

Responsive Teaching

0 points

Not addressed.

20.7 points

Explanation of culturally

responsive teaching and how

cultural identity affects

learning and academic

progress is inaccurate.

22.2 points

Explanation of culturally

responsive teaching and how

cultural identity affects

learning and academic

progress is unfocused.

26.1 points

Explanation of culturally

responsive teaching and how

cultural identity affects

learning and academic

progress is competent.

30 points

Explanation of culturally

responsive teaching and how

cultural identity affects

learning and academic

progress is proficient.

Digital Flyer: Incorporating

Cultural Resources

Digital Flyer: Incorporating

Cultural Resources

0 points

Not addressed.

20.7 points

Resources that support

different cultures are

inappropriate. Description of

how to incorporate resources

into classroom learning to

advocate for ELLs is poor.

22.2 points

Resources that support

different cultures are weak.

Description of how to

incorporate resources into

classroom learning to

advocate for ELLs is unclear.

26.1 points

Resources that support

different cultures are

relevant. Description of how

to incorporate resources into

classroom learning to

advocate for ELLs is logical.

30 points

Resources that support

different cultures are

exemplary. Description of

how to incorporate resources

into classroom learning to

advocate for ELLs is ideal.

Digital Flyer: Collaboration

Strategies (B)

(C5.2)

0 points

Not addressed.

31.05 points

Collaboration strategies for

all educators on campus to

advocate for ELLs are

unfitting. Fails to specify how

ELL teachers can support

general education or content

area teachers to promote

positive outcomes for ELL

students.

33.3 points

Collaboration strategies for

all educators on campus to

advocate for ELLs are

superficial. Ambiguously

specifies how ELL teachers

can support general

education or content area

teachers to promote positive

outcomes for ELL students.

39.15 points

Collaboration strategies for

all educators on campus to

advocate for ELLs are

suitable. Clearly specifies

how ELL teachers can

support general education or

content area teachers to

promote positive outcomes

for ELL students.

45 points

Collaboration strategies for

all educators on campus to

advocate for ELLs are

realistic. Thoughtfully

specifies how ELL teachers

can support general

education or content area

teachers to promote positive

outcomes for ELL students.

Digital Flyer:

Understanding Needs (B)

(C2.4)

0 points

Not addressed.

31.05 points

Inadequately describes how

identity, role, cultural

understanding, and personal

biases affect the

interpretation of strengths,

needs, and instruction of ELL

students in the United States.

33.3 points

Marginally describes how

identity, role, cultural

understanding, and personal

biases affect the

interpretation of strengths,

needs, and instruction of ELL

students in the United States.

39.15 points

Successfully describes how

identity, role, cultural

understanding, and personal

biases affect the

interpretation of strengths,

needs, and instruction of ELL

students in the United States.

45 points

Substantially describes how

identity, role, cultural

understanding, and personal

biases affect the

interpretation of strengths,

needs, and instruction of ELL

students in the United States.

Reflection: Mentor

Feedback and Self-

Reflection (B)

(C5.1)

0 points

Not addressed.

31.05 points

Insufficiently describes how

the feedback from your

mentor can inform your

future instructional practices

and support the goals you

wrote in Topic 1. Does not

include any changes you

would make after self-

evaluating your instruction.

33.3 points

Inadequately describes how

the feedback from your

mentor can inform your

future instructional practices

and support the goals you

wrote in Topic 1. Changes

you would make after self-

evaluating your instruction

are underdeveloped.

39.15 points

Directly describes how the

feedback from your mentor

can inform your future

instructional practices and

support the goals you wrote

in Topic 1. Competently

includes any changes you

would make after self-

evaluating your instruction.

45 points

Meaningfully describes how

the feedback from your

mentor can inform your

future instructional practices

and support the goals you

wrote in Topic 1. Specifically

includes any changes you

would make after self-

evaluating your instruction.

Reflection: Presentation

Feedback

Reflection: Presentation

Feedback

0 points

Not addressed.

31.05 points

Ineffectively explains how the

mentor’s feedback from your

presentation to staff can

assist you in becoming a

more effective collaborator

in supporting and advocating

for ELLs.

33.3 points

Vaguely explains how the

mentor’s feedback from your

presentation to staff can

assist you in becoming a

more effective collaborator

in supporting and advocating

for ELLs.

39.15 points

Reasonably explains how the

mentor’s feedback from your

presentation to staff can

assist you in becoming a

more effective collaborator

in supporting and advocating

for ELLs.

45 points

Exceptionally explains how

the mentor’s feedback from

your presentation to staff

can assist you in becoming a

more effective collaborator

in supporting and advocating

for ELLs.

© 2025. Grand Canyon University. All Rights Reserved.

Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target

Supporting Research and

Documentation of Sources

Uses appropriate designated

style and formatting to

document sources in

citations and references.

0 points

Not addressed.

10.35 points

Supporting research is

ineffective. Documentation

of sources is inconsistent or

incorrect, as appropriate to

assignment and style, with

numerous formatting errors.

11.1 points

Supporting research is

minimal and somewhat

inaccurate. Sources are

documented, as appropriate

to assignment and style,

although several minor

formatting errors are

present.

13.05 points

Supporting research is

credible and relevant.

Sources are documented, as

appropriate to assignment

and style, and format is

mostly correct.

15 points

Supporting research is

compelling and thorough.

Sources are completely and

correctly documented, as

appropriate to assignment

and style, and format is free

of error.

Mechanics of Writing

Includes spelling,

capitalization, punctuation,

grammar, language use,

sentence structure, etc.

0 points

Not addressed.

10.35 points

Errors in grammar or syntax

are pervasive and impede

meaning. Incorrect language

choice or sentence structure

errors are found throughout.

11.1 points

Frequent and repetitive

mechanical errors are

present. Inconsistencies in

language choice or sentence

structure are recurrent.

13.05 points

Few mechanical errors are

present. Suitable language

choice and sentence

structure are used.

15 points

No mechanical errors are

present. Appropriate

language choice and

sentence structure are used

throughout.

© 2025. Grand Canyon University. All Rights Reserved.