- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
Culturally Responsive Instruction Observation Protocol
In May 2012, CCLD was awarded a $288,000 grant from the U.S. Department of Education Office of English Language Acquisition as part of a National Professional Development Program Grant awarded to Georgetown College. The project focuses on the Culturally Responsive Instruction Observation Protocol (CRIOP), a professional development framework and research tool used to support teachers’ use of practices designed improve the learning of students from culturally and linguistically diverse backgrounds. In partnership with Georgetown College’s Center for Culturally Responsive Pedagogy (CCRP), CCLD will study the ways in which intensive professional development helps teachers close achievement gaps.
The CRIOP Model
The CRIOP model, developed in collaboration with literacy faculty from four Kentucky institutions of higher education, focuses on seven elements:
- classroom relationships
- family collaboration
- socio-political consciousness
The Professional Development Model
During the 2012-2013 school year, Dr. Rebecca Powell from Georgetown College led a team that implemented the CRIOP model with 28 teachers in four elementary schools in Kentucky. Findings from the study will inform and help improve teacher effectiveness statewide, particularly with students from culturally and linguistically diverse backgrounds.
CCLD is conducting an evaluation focused on the ways in which the professional development model changes teachers’ beliefs, knowledge, and practices and the extent to which students’ achievement changes during the year their teachers participate in the project. CCLD will use the following measures to evaluate project outcomes:
- classroom observations
- teacher interviews
- student achievement data
The CRIOP in Other States
The CRIOP, which was developed out of CCLD’s research work in partnership with CCRP, is having a national impact on teaching and learning. This tool has been used by researchers and teacher educators in at least three states (Florida, North Carolina, and Virginia) to design, implement, and/or evaluate preparation experiences for teachers at multiple career stages.