Diversity and Equity
Equity requires more than welcoming language; it asks teachers to examine whose identities, strengths, and needs actually influence classroom decisions.
The official Element
Element 1D: Teachers are responsive to students’ diverse experiences, cultures, languages, identities, interests, strengths, and needs and apply evidence-based principles that intentionally cultivate equitable access, opportunities, and positive outcomes for each student.
What this Element asks of an educator
Equity requires more than welcoming language; it asks teachers to examine whose identities, strengths, and needs actually influence classroom decisions.
Read together, these indicators ask educators to make diversity and equity visible in planning, teaching, student experience, and follow-through. The aim is not to display every indicator in every lesson, but to understand the full range of the Element and select a focused practice to develop with evidence.
Official Example Indicators—and an SDLA reading
The Commission presents Example Indicators as illustrations rather than a comprehensive or required checklist. Their sequence shows the breadth of this Element and gives teachers, mentors, and coaches a shared language for focused development.
Establish and maintain positive relationships with each student to…
Official indicator: Establish and maintain positive relationships with each student to promote understanding, respect, and affirmation of diversity.
Recognize their own explicit and implicit biases and implement…
Official indicator: Recognize their own explicit and implicit biases and implement strategies and tools to counter those biases in order to create an inclusive learning community where each student’s unique experiences are seen and used as educational assets.
Improve student outcomes by addressing individual student assets and…
Official indicator: Improve student outcomes by addressing individual student assets and needs while creating equitable outcomes for all.
Close achievement and opportunity gaps among student groups
Official indicator: Close achievement and opportunity gaps among student groups, focusing on groups with disabilities and those with diverse cultural, racial, self-identity, linguistic, and socioeconomic backgrounds.
Developing the practice
Learn responsibly
Gather information for a clear instructional purpose, protect privacy, and let students and families revise adult assumptions.
Turn knowledge into design
Connect learner assets and needs with an observable choice about goals, access, participation, materials, or feedback.
Study experience and outcomes
Notice who participates, persists, receives challenge and support, and succeeds; adjust the conditions while learning continues.
Evidence worth noticing
- a planning annotation connecting learner knowledge with an instructional decision
- student or family information gathered for a clear purpose and used respectfully
- participation and student-work patterns before and after an adjustment
- student explanations of relevance, challenge, belonging, access, or choice
Evidence caution: No single artifact proves accomplished practice. Interpret evidence in context, center student experience and learning, use multiple sources, and avoid collecting identifiable information that is not necessary.
A pinch of data integration and digital learning
Digital systems can organize information, improve access, coordinate work, or shorten a feedback loop. They are valuable only when the educator can explain the human decision they support, the information they require, and how privacy, accessibility, equity, and professional responsibility are protected.
Eighth-grade resources
Use a specific grade-level context to examine representation, access, and equitable participation.
Questions for reflection and coaching
- Where is diversity and equity already visible in my practice, and what evidence supports that judgment?
- Which students experience the current approach differently from the way I intend?
- Which official indicator names the most important next area for growth?
- What is one affordable, manageable adjustment I can test, and what will I look for afterward?
- Whose perspective—student, family, colleague, specialist, or community partner—would improve the next decision?
Continuum of Teaching Practice: Element 1D
This Element-specific continuum describes how practice develops from Emerging through Innovating. Compare the teacher-practice descriptions with the related evidence in students’ experience, then identify a current strength and a purposeful next step.
How to understand and use this continuum for professional growth
- Begin at Emerging and read across. Practices described at earlier levels carry forward even when they are not repeated.
- Use evidence gathered over time to identify the description that most closely reflects current practice.
- A teacher may be at different levels in different Elements, regardless of years in the profession.
- Changes in students, content, grade level, school, or responsibilities may appropriately shift practice in either direction.
- Use the continuum for reflection and goal setting, not as a stand-alone observation or evaluation instrument.
Select a level to expand it. Select it again to return to the full comparison.
Teacher practice
The teacher acknowledges the need to incorporate elements of students’ diverse backgrounds and identities in lesson planning and interactions.
The teacher seeks opportunities to establish positive relationships.
Evidence in student experience
Students may participate in lessons that consider their background.
Some students engage in positive interactions with the teacher and peers.
Teacher practice
The teacher actively seeks to understand students' diverse experiences, assets, and needs, incorporating these insights into teaching practices and establishing and maintaining positive relationships with each student.
Evidence in student experience
Students increasingly see their identities and experiences reflected in classroom practices, enhancing their engagement and sense of belonging.
Students engage regularly in positive interactions with the teacher and peers.
Teacher practice
The teacher purposefully integrates students' unique cultural and linguistic experiences into teaching practices.
The teacher uses evidence-based strategies to ensure equitable access and positive outcomes for each student.
The teacher recognizes their own explicit and implicit biases.
Evidence in student experience
Students consistently engage in classroom activities that show respect and understanding for their diverse backgrounds.
Students contribute to and benefit from an inclusive learning environment.
Teacher practice
The teacher deepens culturally and linguistically responsive teaching methods that respect and utilize students' diverse backgrounds, strengths, and needs, promoting an inclusive and affirming classroom culture.
The teacher implements strategies and tools to counter personal biases and inequitable practices.
Evidence in student experience
Students engage in classroom activities using their diverse strengths to enrich the learning community.
Students take leadership roles in fostering mutual respect and affirmation of diversity among peers.
Teacher practice
The teacher leads in developing and implementing innovative, culturally and linguistically sustaining teaching strategies that set a standard for inclusive education practices.
The teacher utilizes practices that are consistent with evidence-based principles that intentionally cultivate equitable access.
Evidence in student experience
Students actively co-create an inclusive learning community where each student’s unique experiences are seen and used as educational assets.
Students are advocates for equity, promoting inclusivity inside and outside the classroom.
Source and attribution: Continuum language reproduced from the California Commission on Teacher Credentialing, Continuum of Teaching Practice (2025), aligned with the California Standards for the Teaching Profession (2024). This publication by the Commission on Teacher Credentialing is not copyright. It may be reproduced in the public interest, but proper attribution is requested.