Self-Assessment of Universal Access: Equity for All Students (E-2.6)
DIRECTIONS: With your support provider, discuss the standard below, referencing any information discovered when reviewing the Conversation Guide – Universal Access: Equity (E-3.6).Universal Access (IPS 6)
Equity for All Students
To ensure the protections provided under California Education Code, participating teachers design and implement equitable learning opportunities in safe and inclusive environments that maximize academic achievement for students from a variety of ethnic, socio-economic, cultural, academic, and linguistic backgrounds; students regardless of gender and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.
When planning and delivering instruction, participating teachers examine and work to minimize bias in classrooms, schools and larger educational systems using culturally responsive pedagogical practices.
Participating teachers collaborate and communicate with students, colleagues, resource personnel, and families and utilize school, district, and/or community resources including technology-related tools to maximize the full range of learners’ equitable access to meet or exceed the state-adopted, academic content standards.
DIRECTIONS: Read and review evidence collected (Context for Teaching and Learning, observations, student work) and describe how you are applying this standard to your classroom today.
Reflection Planning Prompts:
- Learning Opportunities
- Teaching Practice
- Collaboration
How do I use culturally responsive teaching practices to overcome the effects of bias on my students?
How do I communicate with students, colleagues, resource personnel and families to provide equitable access to the state-adopted academic content standards for students?
Initial Self-Assessment Date/Comments:
2/11/09
My Strengths
Building from my communication strengths in pedagogy, I feel this strength is essential for learning about my students’ backgrounds and interests. I enjoy talking with my students and trying to understand where they come from. I think it is important to know the population I am teaching, so I can hopefully find a way to connect their prior experiences and interests. I have found that most students become more open to learning when they feel a connection to the material.
My Challenges
One area in which I hope to grow as I move forward as a teacher is paralleling my communication strengths with students’ parents. Although I currently use the Parent Portal communication system at school and reply to any parent email sent my way, I have not had the opportunities to connect with parents as I have with students. Back to School night last semester was a great experience, but it was brief and felt rushed. Other than that night I do not feel like I have had the chance to speak to many parents face to face.
Revisit Date(s)/Comments:
5/1/09
I think my application of differentiation allows all of my students to have access to the curriculum in my class. I hope my lessons are accessible to all my students, and as a result, the learning outcomes reflect the new accessibility. Differentiation is specifically designed to reach a diverse population of students like I have in my classes. I think this is one of many solutions I can implement in my room.
Final Self Assessment Date/Comments:
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Formative Assessment for California Teachers (FACT) 2010
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