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The following resources will introduce an RHS educator to the philosophy and meaning of Asset Framing, and provide guided reflection for the teacher. This self-work is entirely teacher-facing and is best done in community– it is recommended to complete and/or process these ideas with peers or with a coach.
These exercises will engage the educator in more pointed examination– and they are designed to support educators who catch themselves harboring deficit mindsets about their students. It is normal to slump and need a reset; these reflection activities can help staff walk through that internal reframing process.
This last document is a protocol that you can use in your PGT (or other team of peers) to get support on a student(s) with concerning behaviors. In this version of a consultancy protocol, the child’s strengths take a front seat in the discussion.
These connect to Standard 4 of the Teacher Evaluation Rubric: Professional Culture, “Reflection.”
This overview highlights the connection between the philosophy of Asset Framing and the everyday practice of supplying students with verbal and written feedback. The resources linked within show teacher-tested feedback strategies that secondary teachers of any discipline can employ.
This connects to
Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “assessment”.
Standard 2 of the Teacher Evaluation Rubric: Teaching All Students, “student ownership and empowerment".
This overview highlights the connection between the philosophy of Asset Framing and the everyday practice of developing positive partnerships with students’ parents, guardians, and families. It is important that caregivers receive positive communication from their pupil’s school.
This connects to Standard 3 of the Teacher Evaluation Rubric: Family & Community Engagement, “engagement.”
These sample activities help students to reflect on, name, and communicate their strengths. This list is composed of activities that teachers would ask students to do one initial time and then also follow up on later in the course or year.
This resource is a routine that the teacher can build into a collaborative classroom. It helps students articulate appreciations for their group mates.
Appreciations (provided in 3 languages)
This resource, adapted from the works of author-educator Gholdy Muhammad, is one that can be used with learners of all ages. Asking adolescents– or even colleagues– these questions across a few sittings can be a powerful way for the educator to hold space for the learner’s true brilliance and important contributions. Within the linked folder are
This connects to Standard 2 of the Teacher Evaluation Rubric: Teaching All Students, “student ownership and empowerment.”
TEACHING ALL STUDENTS NAVIGATION