If you’ve browsed our CARE library, you’ve probably noticed that some teaching resources are labeled as CARE Reviewed. These are resources that a team of expert educators have evaluated for classroom use using the CARE Rubric, which we designed specifically to help educators apply the CARE Principles in their practice.
As the library grows, we’re looking for more educators to join our team of reviewers. Because of this, I thought I’d take a little time to explain what that process is like – useful information not just for prospective reviewers, but also for anyone who’s browsing the CARE Library and wants to know how a teaching resource (something used in direct instruction with students) gets reviewed.
Who are the CARE reviewers?
CARE reviewers are educators just like you. They are mainly classroom teachers, but also include administrators, instructional coaches, and librarians. Our current group of 30 come from all over the country, and work with students in all grades. We’re onboarding another five new reviewers right now. What these folks all have in common is a desire to contribute to the profession, make an impact outside of the classroom, and change teaching resources for the better. We interview and train each reviewer as part of the onboarding process.
How do you prepare the reviewers?
The process works like this:
- Apply to be a reviewer.
- Applicants are invited to a short, free-flowing interview with Kate Shuster, CARE’s Director of Curriculum and Evaluation
- Prospective reviewers complete one or more norming tasks – we give them a text and the CARE rubric and ask them to apply the rubric as best they can. New reviewers meet in small groups with CARE staff to review their norming task.
- Await the first assignment.
Why do they review?
Recently we asked our current reviewers this very question. Everyone said they enjoy the review process because it helps them to learn, grow, and improve their practice. “I like the way it makes me think,” explained a reviewer who teaches second grade. “It makes me think differently, which is what I was honestly looking for when I joined.”
Reviewers like to see new resources, as this reviewer, a high school history teacher, said: “I have loved the resources. I love getting to read and watch and I just get really excited to see what’s going to come next.”
And we do give reviewers a modest honorarium on a sliding scale from $25 to $100 depending on the complexity of a given resource.
How does the CARE team decide which resources get reviewed?
It depends! Some recommendations come from the CARE team; others from readers like you. They are, intentionally, a mix of different kinds (e.g., books, websites, podcast episodes, lessons) and subjects (for example, we are trying to ensure that the CARE Library includes texts about different identities and their intersections, as well as a mix of fiction and nonfiction). If you want to recommend a resource for review, please do so using this form.
We match resources to the reviewer’s availability, areas of expertise, and preferred grade levels. Reviewers choose how many resources they wish to review at any given time.
What’s the deal with the rubric?
The CARE rubric is a validated tool designed by CARE and constructed to help reviewers (and any educator) analyze teaching resources. The rubric’s 15 questions ask reviewers to consider the ways in which the resource adheres to or undermines each of CARE’s five principles of antiracist education. Along the way, reviewers assign numerical scores. At the end, they add the scores, decide whether to recommend the resource, and write a short review that considers the pros and cons of using the item with students.
Reviewers like using the rubric. “I appreciate having a very particular lens for looking at resources as opposed to just a binary good or bad,” said a reviewer who is a middle school ELA teacher.
Sounds like I’d like to be a reviewer!
Fantastic. Apply to join by filling out this form.