The Culturally Responsive Instruction Observation Protocol (CRIOP) is a comprehensive framework and evaluation tool that operationalizes culturally responsive instruction. Indicators of culturally responsive instruction are rated on a scale of 0 (never) to 4 (consistently); and each indicators includes detailed examples of what constitutes responsive and non-responsive practice. The CRIOP is intended for use as a classroom observation guide for coaches, principals, instructional coaches, etc. to support classroom teachers in the development of more culturally responsive instruction.
Access and Use
Rebecca Powell, Rebecca_Powell@georgetowncollege.edu
Susan Chambers Cantress, firstname.lastname@example.org
Brown, J. C., & Crippen, K. J. (2017). The knowledge and practices of high school science teachers in pursuit of cultural responsiveness. Science Education, 101(1), 99–133. https://doi.org/10.1002/sce.21250
Civitillo, S., Juang, L., Badra, M., & Schachner, M. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. https://doi.org/10.1016/j.tate.2018.11.002
Powell, R., Cantrell, S., Malo-Juvera, V., & Correll, P. (2016). Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research. Teachers College Record, 118(1), 1-46. https://doi.org/10.1177/016146811611800107