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Demonstrating equitable practice in my classroom

I work hard to get to know the individual in my students but I also work hard to understand the dynamics within the group too. Effective teachers know their students and in order to do this, it isn't sufficient to merely know their academic strengths and areas for development but to know who they are as people and what influences them in their lives. After many years of teaching, I do plan lessons according to the needs of my students and I try to model instruction and follow up with students using DIRT. I am getting better at assessing students throughout the learning journey (not just using summative assessments) and for a number of years now I have also provided regular one-on-one sessions to provide personalized support to my learners. Finally, I also provide as much support as possible for learners to be self-reflective on their journey and to use metacognition to enhance their understanding of the learning too.

What I need to be able to implement more equitable practices in my classroom

For the above practices to be most effective, I need more time. Having worked in Canada before, I really am looking forward to smaller class sizes and more time with my students to truly get to know them and what makes them "tick". Support for struggling learners effectively requires the same commitment to learners who aren't feeling the "struggle" - ultimately, all learners struggle and this is a good thing as they are being challenged! What is important, however, is to know where to pitch the struggle - too little or too much can have negative consequences for learners so having open and regular dialogue with learners allows the educator to know when it is working and when it isn't. The next step is to work with colleagues and where necessary outside agencies to support children to be the best version of themselves. Using the earlier modules as a focus, this means promoting safe and accepting environments for all (outlining clearly what that looks like), having a consistent approach to behaviour management (understanding there is a sliding scale within the structure depending on personal circumstances), communicating effectively with all stakeholders (triangulation of approach - educators, families & child) and to introduce intervention in a timely manner where necessary (in conjunction with school leadership).

In addition, I would like to work on my physical classroom environment and help my future school to be and promote inclusiveness and equity as positive values. This means creating a dynamic space that supports all learners and celebrates the experiences and backgrounds of the whole community too. This also means providing regular communication with learners and their families about the good work being done within the community to promote safe and accepting schools for all. Additionally, it is important to add that there should be opportunities for the community to engage in conversations about ways in which the school can improve. What is considered safe and accepting today will likely differ over the coming years and so it is important to promote the importance of dialogue and honest conversations too.

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https://padlet.com/matthewplavery/my-chosen-artifacts-edq76gp5k14ayhty

Demonstrating equitable practice in my classroom

I initially struggled with the idea of assessment in Canada based on my 14 years of teaching in the UK system. I was particularly concerned with assessment and evaluation practices as I was uncomfortable with the lack of standardization. This is a key reason why I took the AQ course in Assessment & Evaluation and through that course, my mindset completely shifted! I realized that I was looking at assessment & evaluation from a Western-centric point of view and it was neither fair nor equitable. As a result, I have been encouraging my department to value conversations and observations as much as products and to allow students to show their mastery of expectations rather than "mastery" of a very narrow product pre-determined by the educator. Whilst I have a long way to go, my mind has shifted significantly and I can't wait to improve my pedagogical approach when I get to Canada.

What I need to implement more equitable practices in my classroom

I simply need to continue my reflection. I need to work within a system that promotes a diverse approach to assessment and evaluation and I need to listen and embrace the different types of ways learners evidence their mastery of learning. As a result, I must reach out to different communities for guidance as well as to work with my peers to enhance my skill in adapting my teaching style.

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How I demonstrate equitable practice in my classroom

"CRRP is an approach that takes time, resources, vision and leadership. But under the right conditions, it can significantly impact the way we talk and think about race, culture, identity and equity". (https://www.edcan.ca/articles/culturally-responsive/)

Throughout my career, I have intentionally sought learning opportunities to deepen my understanding of the teaching profession. I have so much more to learn, however, I have recognized that good leadership, purpose and rich learning opportunities for staff and students provide the platform needed to make a difference. In terms of CRRP, I try to give voice to all of my students in terms of their learning and well-being and I intentionally provide opportunities to hold dialogue and conversations with the children and their families in order to listen and reflect on my approach to T&L. I recognize that all stakeholders in schools must work together in order to create the spirit needed to be culturally responsive and relevant in its approaches. I hold conversations with school leaders when I feel this isn't being done but I know I could and should do more when these conversations don't amount to positive change.

What you need to be able to implement more equitable practices in your classroom

I need to continue learning about the different ways of knowing and need to incorporate more community voices into my learning environment. When I get to Canada, I have a lot of work to do to understand the lived experiences of the diverse Canadian diaspora and am particularly keen on CPD courses that engage in conversations related to marginalized groups. I know this will not be a "one-stop shop" and am prepared for life-long learning so as to be as inclusive and equitable as an educator.

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How I demonstrate equitable practice in my classroom

One of the ways I have done this is through the implementation of a curriculum (from scratch) that is equitable and diverse. For many years, the social studies curriculum in the UK was seen through the lens of politically powerful white men - the (his)stories of Henry VIII, Churchill & Hitler to name but three. My curriculum creation focuses more on social history (bottom-up approach) and the stories of a diverse range of people that shaped our world today. I have specifically focused on exploring the past with a BIPOC and female lens as the past often ignores these great stories and this promotes ignorance and racism to thrive. "Perhaps most of all, a longer-term historical perspective can be a huge resource in social justice and tackling inequality and discrimination – showing the long-term roots of a population, a movement, a type of behaviour or whatever else is so powerful. But for these messages to be most effective, we need to start giving a more diverse range of historians and historical viewpoints a platform." (https://www.theguardian.com/higher-education-network/2018/mar/29/historians-are-too-white-and-too-male-we-need-a-wider-range-of-voices).

What I need to be able to implement more equitable practices in my classroom

I need to move to Canada! Currently, there are only certain stories I am allowed to share and this is of course not equitable or conscionable for me. I want to be able to "normalize" 2SLGBTQ+ stories, however, for obvious reasons, I cannot. When I get to Canada I know this will be an area that I would like to work on and this course has introduced me to some material that I will endeavour to incorporate into my teaching practice. I have already created a diverse reading list that I would like to use moving forward but I know I have much to learn and many stories to seek out before I can be confident that I am giving voice to a diverse group of people. Taking an AQ course related to this would be a desirable next step.

Additionally, I would like to make greater use of my learning through the AQ course in Assessment and Evaluation - ensuring my curriculum and lessons provide opportunities for students to showcase their mastery of curriculum expectations in their preferred method. Not a method I am most comfortable with! I know this will take time, openness and hard work, however, I am looking forward to the challenges that lie ahead.