Inclusive classrooms have consistent interactions that respect diversity and learner variability which foster curiosity, perspective-taking, and intellectual risk-taking. To do this, teachers believe there is not one kind of learner. They believe that all learners, regardless of background and ability, belong in the classroom and deserve to be represented and treated with dignity. (Adapted from New Teacher Center Indicator Rubric)
RANDA Connections: IIB, IIC
What the Research Says...
What the Research Says...
But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy: Gloria Ladson-Billings defines culturally relevant pedagogy and highlights three critical components of it: academic success, cultural competence, and critical consciousness.
Culturally Responsive Education: The Need & The Solution: A summary of current research findings on the need and impact of culturally responsive education.
How the Stress of Racism Affects Learning: A study showing that the pressures associated with discrimination contribute to the opportunity gap.
Seven Things To Know About UDL: A short two-page summary of Universal Design For Learning and its significance for inclusion.
Relationship Between Student's Tendency Towards Risk Taking and Attitudes: A research article exploring the significance of intellectual risk-taking.
Coaching to Commit The Respect Diversity and Learner Variability...
Coaching to Commit The Respect Diversity and Learner Variability...
In order to develop a teacher's capacity to Commit to Respect Diversity and Learner Variability, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum:
Facilitating Opportunities to Reflect on Identities and Beliefs
Anti-Bias Toolkit (Unbound Ed)
Providing Opportunities to Reflect on Diversity and Learner Variability
Providing Opportunities for Students to Recognize and Affirm One Another
Promoting Diversity and Learner Variability As an Asset
Incorporating Diversity and Learner Variability Into Instruction
Additional Coaching Questions:
Where is a potential blindspot?
What or who did we include (celebrate)? What or who is missing (revise)? Reflective stance
How does implicit bias fit into the situation? (attitude, understanding etc.)
How does my personal experience differ or relate to my students’ experiences?
Where can we reference what we know about our students?
How does this connect directly to (name a student)?
What do we know about our students?
Let’s count how many entry points we designed to meet the expectations of this learning target/standard…
How does this instructional material represent the students in front of you?
Who feels comfortable in the space? Is it your space as a teacher or your students’ space? How do you know?
See also Commit to Respect Diversity and Learner Variability Checklist (Developed by APS Coaching Cadre, 2021-22)
Coaching Standards Related to Commit to Respect Diversity and Learner Variability:
3.1 Cultivates relational trust, caring, mutual respect, and honesty with individuals and groups of teachers to build ownership, solve problems, and foster teacher agency, resilience, and commitment to the success of every student.
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
The indicator "Commit to Respect Diversity and Learner Variability" supports teachers' ability to create inclusive classrooms. In order for rich discourse to occur teachers must develop structures that allow students to advocate, reflect, and honor one another's thinking. All students must also have access to the discourse.
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