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Session 7 - Principles of Equitable_Inclusive .pptx (1)

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Session 8 - Principles of Equitable_Inclusive (In Person).pptx (1)

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Session 5 - Principles of Equitable_Inclusive (In Person).pptx

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Session 3 - Principles of Equitable_Inclusive (In Person).pptx (3)

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Session 3 - Principles of Equitable_Inclusive (In Person)SJ.pptx

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Multimodal Assessment with Dr. Andrea Liendo

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Multimodal Assessment with Dr. Andrea Liendo

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Multimodal Assessment with Dr. Andrea Liendo

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Universal design for learning (UDL) and inclusive practices in IB World Schools

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Universal design for learning (UDL) and inclusive practices in IB World Schools

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning

The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented. This exploratory study examined how IB educators implement inclusive practices and UDL in their classroom and school settings. Data was collected using an online survey and participant interviews to gather information on how inclusive practices are being implemented by teachers and administrators across all three IB regions (Africa, Europe, Middle East; Asia-Pacific; the Americas). The results indicate that IB educators are implementing inclusive practices at high levels, although their degree of knowledge about the UDL framework itself varies. IB teachers and administrators are familiar with various strategies to differentiate instruction, integrate flexible options during instruction, and implement instructional strategies to engage and motivate all learners. The strategies these educators use are consistent with IB approaches to teaching and learning and align with UDL guidelines.
Research summary (PDF, 115 KB) Full report (PDF, 2.6 MB)

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Universal design for learning (UDL) and inclusive practices in IB World Schools (2016)

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented.

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Why I Can't Remember Things -- How ADHD Affects Working Memory

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Session 1 - Principles of Equitable_Inclusive (In Person).pptx-2

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Session 2 - Principles of Equitable_Inclusive (In Person).pptx

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Liz Fosslien - Images to Describe Complex Feelings/Big Concepts (Fosslien is an organizational psychologist)

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Liz Fosslien - Images to Describe Complex Feelings/Big Concepts (Fosslien is an organizational psychologist)

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https://www.fosslien.com/images

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Why, what, how to create more accessible and equitable learning environments.

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep1 : Bridging the Special Needs Divide

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The Archeology of the Self (Deficit Mindset)

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The Archeology of the Self (Deficit Mindset)

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Teaching and learning informed by assessment

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Teaching and learning informed by assessment

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Lesson planning with Universal Design for Learning (UDL)

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Lesson planning with Universal Design for Learning (UDL)

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Lesson planning with Universal Design for Learning (UDL)

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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The CAST UDL Guidelines™ are a tool that can be applied in any discipline or domain to ensure that all learners are able to access and participate in meaningful, challenging learning opportunities. The Guidelines are a set of concrete suggestions rooted in the principles of Universal Design for Learning (UDL)external site , an educational framework developed by CASTexternal site .

UDL is based on scientific insights into how humans learn, and is supported by evidenceexternal site to benefit learners of all ages and across learning contexts. The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.

The UDL Guidelines can support educators, curriculum developers, learning and instructional designers, researchers, parents, and more to apply the UDL framework to practice.

For more guidance on Universal Design for Learning and how to use the UDL Guidelines in practice, find additional resources in the CAST Professional Publishing catalogexternal site , or explore our online coursesexternal site and professional development opportunities for PreK-12external site , Postsecondaryexternal site , and Workforce and CTEexternal site .

Introducing CAST UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. After launching our most recent effort to update the UDL Guidelines in 2020, on July 30th, 2024 we are thrilled to release UDL Guidelines 3.0!

This new iteration of the UDL Guidelines responds to a strong call from the field-both practitioners and researchers alike-to address critical barriers rooted in biases and systems of exclusion for learners with and without disabilities.
View Webinarsexternal site

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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Sonia Nieto - Teachers Make a Difference - Mrs. Phillips & Dr. Carlin

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Meeting Student Diversity in the Classroom

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Meeting Student Diversity in the Classroom

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C. Ep2: Forging Friendships

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Removing the barriers: Planning for ALL!

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Removing the barriers: Planning for ALL!

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Removing the Barriers: Planning for ALL!

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Supporting diverse readers in reading and writing

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Supporting diverse readers in reading and writing

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Well-being in education in childhood and adolescence

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Well-being in education in childhood and adolescence

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At the IB we want to understand and celebrate differences within our community, while recognizing and valuing the things we have in common. As we all strive to achieve our mission of creating a better world through education, we cannot underestimate the importance of diversity, equity and inclusion.

As the IB seeks to take concrete and proactive measures on diversity, equity and inclusion we are adopting a new statement upholding these values. As a global education leader, we aim to provide guidance on ways to cultivate practices that address racism, implicit bias and discrimination of all kinds through an inclusive IB education for our students and community.

Purpose of the statement

The statement's purpose is to provide clarity as to what the IB stands for in relation to diversity, equity and inclusion. It has been constructed as a positive statement of IB values, to ensure our whole community continues to live up to our mission of education for a better world. Its aim is to provide guidance to the IB community when making day-to-day decisions on matters related to diversity, equity and inclusion.

We hope you will join us as we embrace the challenge of addressing diversity, equity and inclusion, whether it is through evolving our curriculum and language policy or improving our access and inclusion efforts. We invite our community to read through our commitments and to envision how these values can be woven into the important work each of you is doing in your own schools and communities.

Diversity, equity and inclusion statement

More than 50 years ago, the IB was born out of a commitment to develop a new way of thinking about teaching, learning, and assessment-grounded in education for a better and more peaceful world. Our historic mission emphasizes our shared humanity and the bonds that tie us together in one global community. Our responsibility to the world and to the people and systems that shape its future is enormous. Our resolution to continuously improve to create a better and more peaceful world through education that builds intercultural understanding and respect must always reflect current thinking and changing expectations around the globe with respect to diversity, equity and inclusion. Humanity and its relationship to and with the planet are complex. We want to understand and celebrate our differences while recognizing and valuing the things that we share in common with each other and the rest of the earth.

As we begin our journey under new leadership and set out a renewed strategy that will guide us forward, now is the time to refresh and solidify our commitment to a series of values, and to commit to living by them both in our work internally as an employer but also as a global education organization with enormous reach and responsibility to shape the learners of the future.
We aim to live these values through these commitments:

The IB will embrace diversity, equity, and inclusion practices in our work-and reflect this commitment as we develop our policies and procedures-both as an employer and as an educational organization

We commit to promoting human rights and the idea of one shared humanity in all our work, both as an employer and as an educational organization

The IB commits to promoting justice-social, economic and ecological-in our work, both as an employer and as an educational organization

Alongside our community, we will work to help protect the environment and the local ecosystems that form it

The IB will foster a sense of agency and enquiry in both the people we work with and the young people we help to educate

We embrace learner variability so that our learners are not excluded on the grounds of any of their characteristics, and so that our stakeholders can develop and thrive in a culture of equal opportunities for learning, personal growth, and developing the ability to make positive change

The IB commits to act supportively and with consideration for young people affected by difficult or adverse circumstances, their own changing personal histories or contexts, or other challenges affecting their life as IB students

We will work to promote the voices, identities, and leadership of marginalized people in our work, both as an employer and as an educational organization. We will be transparent in all our policies relating to the people we work with and as we work with our educational programmes and resources through a diversity, equity and inclusion lens

We will explore new ways to open our programmes and our work to new languages, cultures and contexts

The IB commits to being fully focused on the needs of our staff, IB World Schools and their educators and students, as we challenge ourselves to become a more diverse, open, inclusive, and accepting organization, standing against racism, prejudice, discrimination and marginalization wherever we can.

Our commitment

We recognize there is still work to do to ensure we are living up to these values. Whether that is through evolving our curriculum to reflect thinking and ideas from around the world, deepening our understanding on the role of language for cultural identity, or developing courses and curriculum which all students can engage with, our journey begins with equity and international mindedness.
These pledges are by no means the end of our journey. But we hope they are a sign of what the IB stands for in 2022, and an indicator of where we hope to go. Photo: ©IB/UWCCostaRica/ClaraDominguesdaCruz/2021

Anti-discrimination task force: Creating diverse, inclusive, safe, equitable and welcoming international schools

Three expert tips for schools embracing a culture of diversity, equity and inclusion

How hot dogs sparked a conversation about anti-racism

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Diversity, equity and inclusion statement

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Discover how the International Baccalaureate (IB) seeks to incorporate diversity, equity and inclusion values to help achieve our mission of education for a better world.

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Differentiated Instruction & Universal Design Ideas

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Why every school should care about inclusive education

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Why every school should care about inclusive education

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Jayne Pletser, Curriculum Manager for inclusive education, and Kala Parasuram, Assessment access and Inclusion Manager at the IB, talk to Sophie-Marie Odum about how schools can help remove barriers to learning
The IB believes that an inclusive education is something every IB World School should embrace and work towards. Students should be prepared to exercise their rights as citizens and take their responsibilities in the wider community. The IB Learner Profile implies a commitment to help all members of the school community to learn to respect themselves and others, as well as the world around them. Inclusivity then is larger than a recognition of cultural diversity.

"If you think you know what inclusion is, the next child who knocks on your door will challenge that belief," says Jayne Pletser, Curriculum Manager for inclusive education. "Inclusion is about breaking down barriers to learning because if learning or access to learning is problematic, students may find themselves feeling excluded from the learning process or their peer group. Inclusion is about helping them move through this and affirm their identity in different ways - who they are and who they are proud to be."

To help remove barriers during assessments, inclusive assessment arrangements (IAA) such as additional time, supports students during the assessment process. Sometimes the IB will receive unique requests, says Assessment access and Inclusion Manager Kala Parasuram: "We get questions such as: 'What can we do with oral exams for a candidate who has social phobia?' 'Or how can we help a candidate who has autism when it comes to group interaction tasks?'

"We take these on an individual basis and arrive at what we call a reasonable adjustment. We do not change the assessment task or learning outcome, but suggest adjustments so the candidate can demonstrate their knowledge, skills and abilities."

Inclusive education is a journey

To support schools on their inclusion journeys, the IB has published the 'The IB guide to inclusive education: a resource for whole school development'.

Taking into account the IB Learner Profile and its importance in empowering students, and the IB Programme standards and practices, the guide is designed to facilitate inclusive school development by increasing awareness and knowledge, and provoking discussion through reflection and inquiry. Pletser says: "Up until now we were saying to schools: 'we would like you to be inclusive' and now we have a guide that helps schools think about what inclusion might look like".

The guide consists of 43 statements, which reflect the ideals of inclusion. Each is accompanied by a series of reflective questions. It covers all elements where inclusion should be considered, such as a school's philosophy, organization and curriculum.

Although the guide aims to support schools, it does not offer a set pathway to inclusion. This would be "wrong" says Pletser, as the development of inclusion cannot be removed from the context of the school and its student population. Parasuram adds: "We hope that the new guide will provoke discussions whereby each student is given the support that they need to fully access teaching and learning."

"Schools hope we have the silver bullet for them to achieve inclusion, but we don't," says Pletser. "Instead, we hope the guide will get the whole IB community thinking about it. You might think you know what standard to choose, but when you start discussing it you may realize that it may not be right for your school, and want to look at a different standard. Inclusion is a journey; a never-ending process."

Removing labels

A lack of resources or access to appropriate therapies are barriers to access and participation and strategic school development is necessary to overcome them. Schools may also be required to develop inclusion in line with local and national legislation. Pletser says: "The guide will help schools consider what next steps in their school development plan are necessary to increase access and participation."

All students have different strengths and learning barriers can arise when the teaching and/or assessment is not geared towards enhancing these strengths and circumventing areas of unreasonable challenge. In schools where inclusion is embedded, students are taught which learning strategies will help them to achieve success. There is less focus on labels, which are not helpful, says Pletser: "They do not tell us about the individual student, their strengths or interests, but describe a whole range of issues that might have very little to do with their learning needs. Inclusion can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving."

Parasuram adds: ''The IB supports students in the assessment process based on unique learning characteristics and requirements, rather than labels."

Can schools be fully inclusive?

Inclusion is an ongoing process that will look different in every school, says Pletser. "We acknowledge and respect schools that are achieving inclusion in their own way, within their own legislations and within their allotted budgets. We don't expect all schools to be fully inclusive, but we do expect them to begin their journey."

"Attitudes can make or break the inclusive process," adds Parasuram. "We hope The IB guide to inclusive education can facilitate positive attitudes to inclusion in the whole school community."
Have you used 'The IB guide to inclusive education: a resource for whole school development'? Tell us how it has helped change your approach to offering an inclusive education: email editor@ibo.org

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Why every school should care about inclusive education

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Jayne Pletser, Curriculum Manager for inclusive education, and Kala Parasuram, Assessment access and Inclusion Manager at the IB, talk to Sophie-Marie Odum about how schools can help remove barriers to learning The IB believes that an inclusive education is something every IB World School should embrace and work towards.

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep3 : Learners in Progress

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Derrick Bell, "Just because something is impossible, doesn't mean it's not worth doing."

What is the "impossibility" you hope to dismantle? What do you need to research more about?

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Overview of Collaborative & Proactive Solutions with Dr. Ross Greene

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Overview of Collaborative & Proactive Solutions with Dr. Ross Greene

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C. Ep4: Teaming Up

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An Excerpt From a Visit to a Differentiated Classroom

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An Excerpt From a Visit to a Differentiated Classroom

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An Excerpt From a Visit to a Differentiated Classroom

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Ok, so this story is about my mom...well not completely, but it starts with her. But before I go further I should tell you a little bit about her.

Imagine a 5'2 3/4" tall, cute, nice, 63 year old with great skin. And now add a homemade colourful fluorescent moo-moo with matching crocs and a big smile. My mom (and her twin sister) are ACTUALLY the sweetest creatures that have ever lived. She is always happy except for these 3 things get her mad:

1. Cable TV and how there is never anything on

2. She thinks that there should be a grandfather clause that allows people over 60 to still smoke at the beach, and

3. She can no longer buy fabric at Walmart

She loves lays chips and the colour blue, buying tables, going to the dollar store, quilting and the beach. In fact, you will often find her at the beach with a table, wearing the colour blue eating lays chips and quilting under an umbrella that she bought at the dollar store.

Anyways, So her and I both live on Davie street, 3 blocks apart. She proudly declares herself as "living in the heart of the village," and we will often meet at our neighborhood coffee local, Melriches.

One other thing about my mom is that she is very reflective and often bursts out profound one-liners. Like one time she called me up and left a message on my phone that simply said, "Shelley, I'M IN LOVE!" and then I made this face.

Only to find out later that she had recently watched a documentary about Leonard Cohen and convinced herself that he was her true soul mate. ANYWAYS...So one afternoon, as we sat at Melriches, and she declared, "you know, we could all learn a lot from the gays." And then I made this face.

Before I could respond, however, she continued into a lovely monologue about how happy she is that she lives in a community that values diversity and how everyone is different and that it's ok! And she's right, people CAN learn something from people who are gay, and she CAN walk down the street in her fluorescent moo-moos and matching crocs, and the only people who turn their heads to stare, are women (and men) who want to know where they can buy a set.

She absolutely meant no disrespect to gay people, (or her daughter) by calling us an adjective, so I used this opportunity as a teachable moment.

"So ma, you know that gay is an adjective right?"

"What do you mean?"

"Well, I mean that you can't call people adjectives when we are people, we are nouns!"

"Oh.... Well that's what I meant."

Now one more thing you should know is that I inherited a few things from my mother. We are Danish, We both have cute toes and apple shaped bodies, and we both manage some mental health issues.

"I know ma, but what if people called you an adjective, like crazy?" (Which we have both extensively experienced in our lifetime)...this one got her.

So we de-constructed this a bit, and discussed different adjectives we had experienced and compared them with each other. What made some terms ok and not others? Some terms were adjectives. Some were nouns. Some were used grammatically correct and others were not.

And some were mean and should never be spoken.

We used the stem, "If we saw each other walking down the street, what would we say?" as our litmus test. We tried everything!

1. Oh look, there is a gay (no)

2. Oh look there is a crazy (no)

3. Oh look there is a Danish (I am not a pastry)

4. Oh look there is Shelley! (Totally)

5. Oh look there is Shelley, who is crazy (ummm still no)

6. Oh look, the Gay Danish! (I don't even know what this means)

7. Oh look! There is my mom! (Yup)

8. Oh look, there is Danish Shelley (sure...at a Viking festival)

9. Oh look, its BGS!!! (Big Gay Shelley) - (only on the August long weekend please and thank-you)

So we eventually agreed to just call each other by our names Ma and Shelley. My mom learned her adjective lesson, and we moved on to the next profound reflection.

BUT THEN!!! I started thinking (and we all know what that means) sleepless nights and multi-tasking through meetings. Labels! We all do it. We label and categorize our students all the time, well-meaning or not. Our days as educators are constantly FILLED with words associated with and used to describe kids.

I remember the days when I was a student and the words used to describe me. I thought about myself as a teacher, a consultant, a speaker and a person and the words I use to describe others.

... And then I started to make a list, and I have been adding to it...for 3 days.

Let me also just mention that the words I have listed have been heard in a variety of contexts including (some more surprising than others)- My UBC class, a special education conference, a collaboration seminar, IEP meetings, a staff room, the pub, coffee with a parent and dinner with colleagues, to mention a few. Regardless of setting, person, time, and/or tension, labels and categories were present, and I am just as guilty as any.

May I present to you... the list.

Low, modified, bright, illiterate, adapted, gifted, slow, modified, special, low end, waste of space, gay, Deaf, learning disabled, bad, poor, handicapped, Queer, good, problematic, core, vulnerable, grey area, crazy, smart, problem, downs, normal, low and slow, mute, non readers, bottom of the barrel, Chinese, drug users, challenged, teachers pet, high flyers, special ed, behaviour kids, brown, life-skill, brain damaged, Tier 1/2/3's, resource kids, risk takers, Natives, on the spectrum, Muslim... and lets not forget the acronyms!!!! A's, H's, G's IEP kids, ELL/ESL kids, SPEDS AND of course the ever present - Those are "your" kids (which I realize is not an adjective).

NOW thank goodness I didn't hear anyone say the R-Word because I may have tripped them.

I will let you decide which labels were used appropriately or not, but I will point out the discrepancy between positive and negative terms. Which labels were you called? Which would you add? I know you remember them; they are not words we forget.

Why do we do this? Why do we need to group people into categories? Is it more effective, efficient, shorter or easier to remember? Is it what we hear, or all we know? Or maybe we say them to harm. I have been told, that some people say them because they can't keep up with the political correctness.

But I don't know. Are these reasons good enough? I mean, would you ever see a person on the street and say, "Oh look, here comes a paraplegic" because it is efficient to say? NO!

Another important question that I ask myself all the time is, if you heard that, would you say something? And to be honest, I didn't say anything anyone in my 3 days of listening. Why?

We (teachers, people, society) are SO focused on labels and categories. To be fair, however, I understand that sometimes they are helpful. They can define culture, build pride and even help bring to the table difficult and social justice issues. The "idle no more movement" is a perfect example of that. And if we are really being honest, labels and categories are the reason I even have a job! Categories are how schools get funding (although that's not a lot presently!!)

Is there a point, however, where in our label obsession, we forget the person we are labeling? And additionally, how do the labels we place on others affect the people we are labeling? In the book "Choice Words" by Peter Johnston, he reminds us that the language we use creates us and defines the world we live in. The words we use also make a difference to how people see themselves and how they exist in our world. Words are powerful!

This issue has seriously got me thinking about how I use words my in my world. My friend Leyton also reminded me of an excellent point (as he often does) He gently asked me, "How many remarkable people in the world do not fit into ANY category, or into traditional systems and labels. Like you?!"

SO, with the help of colleagues, a few articles and my mom, here is some criteria and guiding ideas to assist you in the use of words.

Everyone can read, write and communicate - expand your definition - try and argue this with me!! (examples: non-readers/writers, non verbal, etc.)

We no longer use these words: mute, mentally handicapped, illiterate, brain damaged, the R-Word or any statements that starts with "they suffer from..."

There are some groups that use labels to define their culture (for example Deaf, Queer, Danish, Muslim, Canucks, and some people with Autism.) If this is you, slap a capital letter on the word, put it on a shirt and wear it with pride because you were born that way baby!

Say the following labels only if you want to get tripped by me. (Bottom of the barrel, low and slow, waste of space etc.) Just. don't.

PLEASE!!!!! Regardless of adjective or noun... Avoid "a/an or the", followed by label and a period (For example, An Autistic. A Gay. The bright kids. The Queer. A gay daughter).

And lastly, If your choice of words are not ones that you would say to a student or their mother's face directly - complete the following procedure:

1. Write it on a piece of paper

2. Stick your gum in it

3. Burn it

4. Sweep up the ashes

5. Put the ashes in a glass of diet coke

6. Add Mentos to the glass

As an alternative, try these:

There is a movement called person-first language that I encourage everyone to explore and reflect on. I have linked some articles below to help you do this. It is actually really easy, you do exactly what it says, use the person first (for example, a student with a disability, Joan who is Danish, Shelley who is gay, a kid who needs support, A student who has a learning disability, a teacher who needs a vacation).

If you, by accident, use person-first language to someone who prefers the capital letter non-person first tshirt version - I PROMISE they will be less offended than the alternative situation. Referring to people first will never be politically incorrect - it's safe.

If the above option doesn't work for you, you could just try calling them kids, students or people.

If the above two options don't work for you, you can always call them Shelley, Kate, Leyton, Carole, Gillian, Faye or (insert name here).

Here is the bottom line because I have discovered that people like them. After my reflections and readings and discussion, I have come to this conclusion:
The only label that we should use before a students name is 'ours,' except for my mom, because she is mine.
OH! And.... Sign the R-Word pledge. So I don't trip you.

Person First Resources
People First Language: Dignity, Not Semantics Showing Respect by Being Direct Person-First Language The Significance of Semantics

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Posts about Inclusion written by Shelley Moore

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Trauma-sensitive and trauma-informed schools are spreading around the country. But if they don’t start with how schools themselves can induce trauma, they won’t work.

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Building Classroom Community Through Daily Dedications

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Using Universal Design for Learning (UDL) in the IB classroom 

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Using Universal Design for Learning (UDL) in the IB classroom 

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep5 : Power To Parents

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Another Excerpt From a Visit to a Differentiated Classroom

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Another Excerpt From a Visit to a Differentiated Classroom

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Another Excerpt From a Visit to a Differentiated Classroom

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Why, what, how to create more accessible and equitable learning environments.

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The IB guide to inclusive education: a resource for whole school development

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The IB guide to inclusive education: a resource for whole school development

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Education involves the development of humanity. This requires valuing the humanity of teachers as people and professionals, and the importance of their complex work to teach learners and equip them to thrive in their lives. Below, we discuss our background paper submitted to the United Nation's High-Level Panel on the Teaching Profession on the development of humanity as an imperative.

Definitions of humanity include "understanding and kindness towards other people," and "the qualities and characteristics of people." Humanity includes teacher wellbeing, which encompasses physical, mental, and emotional health, and is interrelated with the status of the teaching profession and the nature of teachers' work, and working conditions ( OECD, 2021; Viac & Fraser, 2020).

Worryingly, evidence indicates deteriorating teacher wellbeing globally, with widespread concerns about stressful working conditions, workload, and work intensification ( Schleicher, 2018; Thompson, 2021) and a decline in teachers' feeling of being valued and respected ( Singh, 2021). The impact of the COVID-19 global pandemic, including school closures and shift to online teaching, further challenged teachers' work and wellbeing ( Education International, 2020).

Within this global concern, there are also variations. Who teachers are and where they work can affect their wellbeing. Teachers from marginalized groups such as women, the LGBTI+ community, people with disabilities, and those living in underprivileged contexts are often most impacted by structures of inequity and discrimination that impact wellbeing ( Day, 2008; Kraft & Papay, 2014; Singh, 2021).

Neglecting the humanity and wellbeing of teachers has negative consequences for teachers, learners, schools, and education systems ( UNESCO, 2020). For teachers, exhaustion, stress, and burnout can result in reduced motivation, changes in performance, illness, and leaving the profession. Crucially, teacher wellbeing also affects students' learning, wellbeing, and achievement ( OECD, 2021). The consequences are too pervasive to ignore. Urgent attention is needed.

In our paper, we propose five imperatives for advancing the humanity of teachers and the teaching profession.

Imperative 1: Improving the status, respect for, working conditions and work life balance for the teaching profession is vital.

Put succinctly: "The most successful education systems are those in countries where society values the teaching profession" (Schleicher, 2018, p. 91). Championing and improving the prestige of the teaching profession is important for encouraging people to enter teaching, as well as recruiting and retaining effective teachers. This involves ensuring appropriate pay and working conditions, work-life balance, and safety.

What we propose:

A global campaign championing the importance of teachers and teaching and educating policymakers and key stakeholders about the facts concerning teachers' work and wellbeing and students' learning, wellbeing and equity would be timely and important.

An appropriate work-life balance requires urgent attention, including addressing inequities for different groups of teachers.

The right to be emotionally and physically safe in school must be upheld globally.

Imperative 2: Developing human-centred educational improvement requires teacher agency and leadership.

Human-centred educational improvement places teachers' agency and leadership at the centre of educational decision-making ( Campbell & Harris, 2023). Thompson (2021) called for a new "intelligent professionalism", which requires a shift from professional agency and autonomy being conceived as the downloading of government mandates and linked work intensification for educators to an approach that "privileges the expertise in the profession itself" (Thompson, 2021, p. 5). The International Labour Organization has also called for ensuring a decent future of work.

What we propose:

The future of the teaching profession is dependent on approaches that embed human-centred educational improvement, intelligent professionalism, and decent future of work as a global priority.

Imperative 3: Prioritising the joy of teaching and love of learning by supporting teachers' enthusiasm and commitment.

As the United Nations called for in the Report on the 2022 Transforming Education Summit, "transformative teaching and learning based on experience, enquiry, curiosity and joy" (2023, p. 14) are vital. The motivation to enter the teaching profession often includes an enthusiasm for working with learners and making a difference. This commitment needs to be harnessed and supported throughout a teacher's career. The need to mitigate current policies and practices that undermine the joy of teaching and a love of learning is also vital.

What we propose:

The development of a global vision and linked actions to prioritise and centre the joy of teaching and love of learning as a defining purpose and outcome of education would be an important shift for current educational reform. This would require asking," how will these policies support the joy of teaching, love of learning and teachers' and students' wellbeing?"

A one-size fits all or prescriptive approach to prioritising the joy of teaching is totally inappropriate. What is needed is connecting with what motivates individual teachers.

Approaches to initial teacher education and to continuing professional learning which include attention to teachers' motivations are important.

Imperative 4: Supporting teachers' work and wellbeing through continuing professional learning and collaboration.

The Report on the 2022 Transforming Education Summit states that: "Teachers must be supported and empowered to transform themselves and become agents of change, knowledge producers, facilitators, and guides for understanding complex realities" (2023, p. 14). Effective professional learning is linked to teachers' identified priorities and differentiated for their needs, provides relevant quality content, supports inquiry, reflection, and collaborative learning, requires adequate resources, and support from leaders ( Campbell et al., 2022).

What we propose:

Access for all teachers to high quality effective professional development opportunities is essential.

Following the COVID-19 pandemic, re-invigorating the confidence of the profession is necessary.

Ensuring teacher voice, agency and choice in their professional learning is vital.

Opportunities for teachers to collaborate meaningfully, authentically, purposefully and with impact matter.

Imperative 5: Attending to teacher wellbeing and preventing teacher illbeing are urgent.

Teaching is one of the most stressful occupations, and teacher stress and burnout are highly prevalent globally ( De Clercq et al., 2022; Schleicher, 2018; Skaalvik & Skaalvik, 2020). Workload, work pressures, and limited time to switch off and recharge are major contributors to exhaustion. While education systems are increasingly aware of wellbeing concerns, too often the supports that are available rely on the individual teacher seeking out advice rather than systemic approaches to preventing illbeing.

What we propose:

Teachers' working conditions require investment and attention.

A clear commitment to reasonable working hours and workload that can be managed within those working hours requires leadership globally.

Attention and support for both individual wellbeing and removal of systemic reasons for professional illbeing must be simultaneously advanced.

There is a need to bring together education, health and wellbeing experts, policymakers, and researchers to engage in a sustained high-profile campaign to end teacher illbeing with evidence of effective approaches required.

The urgency of action

Valuing the humanity of teachers is vital for supporting learners, the education profession, and high-quality education. The far-reaching negative consequences of neglecting the humanity and wellbeing of teachers are already being felt globally. We urge consideration and action on the five imperatives we have outlined. Valuing the humanity of teachers must be central to education, this is about the very essence of our collective future.

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Valuing the humanity of teachers and the teaching profession

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Education involves the development of humanity. This requires valuing the humanity of teachers as people and professionals, and the importance of their complex work to teach learners and equip them to thrive in their lives. Below, we discuss our background paper submitted to the United Nation's High-Level Panel on the Teaching Profession on the development of humanity as an imperative.

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At a glance

A strengths-based IEP uses student abilities to help work on weaknesses.

IEP goals are built around what the student can do and how the team can use those abilities.

Helping students identify and leverage their strengths, interests, and preferences can lead to more self-awareness and self-advocacy.

But more and more schools are shifting the focus from deficits to a strengths-based approach. This kind of IEP gives much more weight to a student's strengths, interests, and preferences. The team not only identifies strengths but leverages them to help address weaknesses.

Here's what you need to know to help develop a strengths-based IEP for your child.

What strengths-based IEPs are

A strengths-based IEP looks at abilities as well as weaknesses. It looks at what students can do, what the team wants them to do next, and how strengths might be used to set goals to help address a particular need.

How strengths-based IEPs work

There's no one way to develop a strengths-based IEP. But here are some common elements and approaches.

Use a strengths finder before the IEP meeting. These kinds of student self-assessments can help IEP teams develop a strengths-based IEP. A strengths test not only tells the IEP team about kids' abilities. It also tells the kids about their own abilities. And these insights can be a guiding force throughout the IEP meeting.

Give students a leadership role in IEP meetings. Having students actively participate in parts of the IEP meeting can help in many ways. For example, students can lead the part of the meeting where they share what they discovered about themselves when taking the strengths test.

Student involvement in IEP meetings can deepen the discussion about strengths. It can also give kids a sense of ownership when they get to help make decisions about their IEP.

Reframe the way the IEP team talks about strengths. Too often, IEP teams discuss a student's strengths by saying things like "What I like about Elana is...." And these kinds of comments can be hard to connect to the rest of the IEP in actionable ways.

But IEP teams can reframe the strengths discussion so it focuses on abilities: "What does Elana do well?"

For example, if Elana struggles in math, what does she do well in that subject? Can she work independently? Does she prefer to work in groups? Is she able to use a calculator? Strengths-based IEPs aim to start with a strength for each of the skill sets discussed in this section.

Weave strengths into IEP goals. This is the heart of a strengths-based IEP. IEP goals are built around what the student can do and how the team can use that ability to work on an area of weakness.

It's important for IEP goals to be SMART ( Specific, Measurable, Attainable, Results-oriented, and T ime-bound). Incorporating your child's strengths into SMART goals can make the goals even stronger. It helps kids see how to make progress by leveraging what they're good at.

Here are a few examples of how a strengths-based IEP goal could differ from a SMART goal that isn't strengths-based:

The common goals and the strengths-based goals set the same expectation for student progress. But only the strengths-based goals use the student's abilities and interests to help chart a path to progress.

The potential of strengths-based IEPs

Strengths-based IEPs aren't widely used yet. But as more schools make strides in student-led IEPs and other areas, they may inspire more districts to rewrite their IEP templates. Adjusting these templates can help ensure that strengths are discussed throughout the IEP meeting, not just in the first section.

In the meantime, you don't have to wait for your child's school to change its IEP template. There's a lot you can do right now.

Key takeaways

Strengths tests and self-assessments can help deepen the discussion about strengths.

Strengths-based IEP goals use a student's abilities, interests, and preferences to help chart a path to progress.

Involving students in IEP meetings can help the team think about ways to develop strengths and work on weaknesses.

About the author

About the author

Julie Rawe is the special projects editor at Understood.

Reviewed by

Reviewed by

Brian Stack, MEd is the principal of Sanborn Regional High School in Kingston, New Hampshire.

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Strengths-based IEPs: What you need to know

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What is a strengths-based IEP? Find out how this type of IEP focuses on student strengths to set IEP goals, and see examples of strengths-based goals.

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Carol Dweck - A Study on Praise and Mindsets

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Inclusive access arrangements: Decision pathway

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Inclusive access arrangements: Decision pathway