Reflection 

Reflection

When I applied for the MIT Cadre, I had thought it was going to be a valuable way to increase my IEFA knowledge and understanding. Apparently I did not read the directions to the application close enough, because it was really a much bigger, holistic way to view education and work in our classrooms. The first day we met, I saw in the group a collective desire to do better for all students and to advance equity in and out of our classrooms. When public education is criticized (fairly and unfairly) and the work of educators is devalued, a group with the collective desire to put students first was the fresh air I needed. It is hard sometimes to be a Social Studies teacher when you look around and see alarms ringing around the world- but the MIT Cadre was a spot of brightness, a spot of hope.  I realized I am in such good company in this work, and we are stronger together. Culturally responsive pedagogy is the work I need to keep moving forward in my classroom, my curriculum, and in education. There were times I was challenged and there were times my previously held beliefs were scrutinized. Memoir activities and reflections had me thinking about who I am, who I want to be, and who I want to be known as. I think weekly about the Letter to Self- what do I want my kids to remember about me? What do I want my students to remember about me? Those moments of reflection are not easy, but they are so valuable. I truly believe I walked away from year one with more tools to be a reflective practitioner, an equitable teacher, and a leader in our schools as a result of those challenges. And in my quest to be a better teacher I truly believe I will be a better person as well. 

My TIP began with the thought of doing lesson plans about tribal sovereignty. As I reviewed OPI’s materials, however, I found a treasure trove of great curriculum materials done by professionals more knowledgeable and experienced than I, so I started reflecting on my work with equity in the classroom. This was one of those uncomfortable moments- I realized I have so far to go with equity and culturally responsive practices. I blame a lot of that on only teaching AP, only teaching a select group of students, but the reality is that I can be doing more in my classroom to build equity. AP classes are not a prison where I have no freedom-I do, and it is my responsibility to use that academic freedom equitably. So, I began to research how I can build equity within the AP system. At times I felt very frustrated by the lack of information around equitable practices in AP classes, and I think that shows how much I need to be doing this work. I am still frustrated with the lack of depth of my research, it is not where I want it to be, and I am not sure where I am going to take it, there are more questions left unanswered than answered, but it is a start to a more equitable practice.