- a commitment to ensuring an equitable educational experience for all students
- an ability to recognize, and commitment to, interrupting biased behavior in and out of the classroom
- a working knowledge of cultural competency
- a willingness to engage in self- reflection with respect to teaching content and practice and its impact on students
- lesson design that addresses multiple learning styles, cultural backgrounds, viewpoints representing a variety of cultures and perspectives throughout the curriculum
- creating assignments and assessments that take into account differential access to resources along with varying family structures and cultures
- providing opportunities for multiple perspectives to be shared
- sharing various viewpoints and personal stories is both safe and welcomed within the classroom
|All teachers will work to be just and equitable in their planning, delivery, and assessment of materials and in their interactions with students, families, and the school community by…
- Creating a classroom environment that is working towards freedom from exclusionary and oppressive behaviors, whether implicit or explicit.
- Recognizing, interrupting, and responding to any student or adult behaviors that are biased or perpetuate discriminatory ideas or actions.
- Recognizing their own implicit and explicit biases, developing an understanding of these patterns, and working to interrupt and break them.
- Developing course content and curriculum that recognizes issues of race, ethnicity, gender, sexuality, religion, ability, class, biases, representation, and oppression.
- Designing and implementing lessons that address multiple learning profiles, cultural backgrounds, and diverse viewpoints of students.
- Providing students with opportunities to demonstrate mastery of material through a range of assessment types that address multiple learning profiles, cultural backgrounds, and diverse viewpoints of students.
- Providing structures that support student safety and ability to bring their whole self to this community through clear, flexible expectations, responsive plans, and acknowledgement of the range of what could be considered disciplinary knowledge.
- Developing and utilizing an understanding of the unique backgrounds of all students, families, and colleagues in and beyond the classroom.