Culturally Competent Practitioner Standard

 As a student in a WGU licensure track teaching program, you are expected to be a “culturally competent practitioner” who is committed to high academic achievement and equality of opportunity for all  your students and who helps to instill cultural competence in your students. As an educator you seek to demonstrate that you are a culturally competent practitioner in the following ways:


  • Show sensitivity to diversity issues: Support and encourage respect and appreciation for other cultures, genders, religions, etc. Avoid discussions that demean groups. Avoid inappropriate discussions of race, ethnicity, religion, etc. Show that all people have value. Value differences and identify commonalities.
  • Promote equal educational opportunity for all students: Support inclusion of students in learning activities. Treat fairly students of all cultural and social backgrounds, races, ethnicities, religious and political beliefs, genders, physical and mental abilities, and sexual orientations.
  • Integrate multicultural content into curriculum: Implement multicultural lessons in an integrated manner. Enhance abilities to understand multiple perspectives from various cultures and backgrounds. Further anti-bias goals.
  • Apply strategies for fostering students’ understanding and appreciation of diversity: Communicate high expectations for all students. Recognize that all students can learn. Equitably support high achievement for each student. Incorporate higher order thinking and problem-solving skills into each student’s educational program. Enhance student self-esteem.
  • Reflect an understanding of exceptionalities, special needs, and linguistic diversity: Tailor quality learning opportunities that match student skills with appropriate learning objectives. Employ strategies to assist linguistically diverse students.
  • Consider home and community factors in creating a classroom environment: Recognize effects of family patterns and home environment on student readiness and learning. Demonstrate knowledge of cultural and socioeconomic diversity in the community. Treat the community as a resource. Interact appropriately with families of diverse backgrounds.
  • Create a caring learning community: Form cooperative, heterogeneous learning groups. Recognize contributions of students with diverse talents and skills to learning community. Create a comfortable environment for students from diverse backgrounds.
  • Address diverse learning styles: Facilitate learning activities that address diverse learning styles and approaches. Provide opportunities for all students to succeed.