Inclusive Practices Portfolio | Laura Hatheway
Faculty & Professional Learning Community
Designing for Student Success:
Building Inclusive Practices by Interrogating Power and Privilege
Links to an external site.Anti - Racist and Inclusion Pedagogy Links to an external site.
for Novice Elementary Teachers
A Case Study
Anti-racist and inclusion pedagogy in the elementary classroom is something that takes learning, reflection and analysis. Currently, teacher candidates in the multiple subject credential program are required to reflect on their own biases and blindspot after each lesson. But how does a teacher candidate do this unless they have been first taught HOW to do so?
In the current practice, teacher candidates and their supervisors are to debrief after each of the six mandatory observations through the use of a Lesson Protocol. Part of this debrief requires the teacher candidate to self-reflect about how their own biases and blindspots may have played a role in the lesson or classroom environment. This significant task is an important practice to multiple subject candidates, but many are unable to do as they are have not been taught how to self reflect on their own identity. It is my goal to build in supplemental lessons, resources and activities for student teachers and supervisors to engage in to teach how to self reflect on biases and blindspots. The lessons will be taught in EDU 253 a/b and then shared with supervisors. These lessons and activities will serve as a discussion starter for the teacher candidates and their supervisor use while debriefing and reflect upon biases and blindspots.
The Role of Equity
The role of equity is vital to the success of students in the classroom. Equity is the practice of providing the tools and support that each person needs in order to be successful. We know that each student comes to class with a unique background - some with advantages and some without. It is our job as educators, to ensure that we are teaching with an equity mindset, so all students have a fair chance at success.
Prevention Practices
The Blue Door
Goal: Understanding equity, inclusion, systemic racism and enhancing antiracism
Complete "The Blue Door" (link to video description Links to an external site.) lesson with a group of teacher candidates. Pause for individual written reflection. Then continue with a pair-share before opening it up to a discussion of four, and then whole group.
Reflection Questions:
Where was your place in the line and how did this effect your success of reaching the Blue Door both in round 1 and 2?
Describe your emotions during these parts of the game: 1. Before "go", as you heard the directions for round two, after touching the Blue Door.
How would your emotions differed if you had started at a different part of the line?
The impact and goal: Teacher candidates will experience a range of emotions of how their own students feels about reaching a goal. The TCs will understand their role as a teacher, in the power that they have to help students ALL become success through the use of equity. TCs will reflect on how this relates to systemic racism, how if they game is continue to only be played as 1 round, certain students (ex. Black or students of color) will consistency lose or quit. TCs will discuss how they believe society currently orders students in the line due to systemic and institutional racism and draw a diagram to explain.
The Band-Aid Doctor
Goal: Understanding Equity, inclusivity and enhancing antiracism
Complete "Band-Aid Doctor" (link to video) Links to an external site. lesson with a group of teacher candidates. Pause for individual written reflection. Then continue with a pair-share before opening it up to a discussion of four, and then whole group.
Reflection Questions:
Do you agree with the Doctor's decisions? Why or why not? If not, what would you have done differently?
Was the doctor practicing equality or equity? How do you know?
What could the "cut" represent? The broken arm? The severed limb? The bandaid?
What are some examples of "treatments" or supports that your students might actually need to be inclusive for disabilities, religion, family structure, race or gender identity.?
The impact and goal: Teacher candidates will understand that the Band-Aide doctor is a metaphor for how a teacher treats their students with different needs. TCs will reflect on personal examples when their needs were met, or not met with what they needed in order to succeed. The TCs will understand their role as a teacher, in the power that they have to help students ALL become success through the use of equity. TCs will consider the possible negative consequences if they choose to not promote a classroom culture of equity.
Intervention Practices
Identity Wheel Social
What: A guided activity with the graphic organizer to the left
Why: To spark reflection and discussion about one's social identity
How: Following the directions on the graphic organizers, the teacher candidates will follow the 5 steps within the graphic organizer. Small group and whole group discussions will be used throughout the activity.
Instructions:
- Place a "V" next to your visible identities
- Place a "N" next to your invisible identities.
- Which identities do you think about most often?
- Which identities do you think about least often?
- Which identities have the strongest effect on how you see yourself as a person?
Article Reflection of The Curb - cut Effect and Championing Equity by Cory Collins
What: An article by Cory Collins
Why: To spark reflection and discussion about the theory of the the Curb - cut Effect and how one can partake
How: Students read the article and create a written reflection on (1) How does the Curc - cut effect play a role in eduction? and (2) What is one way that they can follow this example at their school site?
Assessment
To assess the impact of the new practices, I will implement a combination for formal and information assessments. The current required reflection in the Lesson Protocol will continued to be used after each formal observations between the teacher candidate and their supervisor. Other informal assessments such as student written reflections and observations notes will occur throughout the semester during the coursework.
Future Plans
The work of anti-racist and inclusion pedagogy within the world of elementary education is an on-going effort. Short term plans include sharing this work with colleagues, professors who teach the same course, and supervisors. Inviting each of these members of the community to partake in these lessons is another step that can occur. Long term plans would be to extend this work and lesson ideas out to the greater community to include local administration and staff at the elementary level. Potential limitations at both level could include limiting beliefs, initial push-back, or time.
Reflection: Challenges and Lessons Learned
One of the main challenges that I have faced during this work was uncovering and unlearning some of my own biases. Through the readings and reflection, I have started to uncover some biases that I did not know I harbored. Consciously identifying when these are triggered how I respond is an ongoing challenge that I know I must I continue to explore and change.
One of the main external challenges in implementing my project is finding supplemental unbiased resources. It is my hope to find additional articles and possible primary resources to help showcase different activities that teacher candidates can both become aware of their own identities, and that can be repurposed in their future classrooms.
Biography
| Laura Hatheway: Laura is a University Supervisor in the Multiple Subject Credential Branch in the College of Education. She joined the CSUS staff in 2021, in her fourteenth year in education, after working in the public school system and running her own educational consulting company. She will be lecturing EDU 235 a/b and supervising in the Fall 2022 semester. |
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