Teaching Standard D: Promotes Equity Narrative
Completing my practicum in Boston Public Schools has taught me the importance of promoting equity within the classroom, our school, and the community. A large part of my teaching practice was centered on the belief that “all means all”. I actively encouraged all students to believe that effort is a key to achievement and worked to promote achievement in all students without exception. I knew my students on a more personal level. I was aware of my students’ likes/dislikes, home experiences, learning skills, learning pace, cultural background, and many other aspects that helped me to tailor my instruction to meet their needs.
Communicating with my students was an integral part of my ability to promote equity within the classroom. Having taken the time to know my students on a more personal level, I was able to create specific lesson plans with students’ learning needs in mind. In addition, I engaged in individual and group conferences to assess student progress and understanding. I felt that individual conferences helped me to “check in” with my students and allowed me to provide the individual attention they needed to know that I was aware of their progress and/or problems.
Positive student acknowledge was another area that I felt strongly about during my student teaching practicum. I would often identify students who had put in the extra effort and would share their success with the class. I felt that this type of public acknowledgement motivated students to perform up to their best abilities in hopes that I would recognize their efforts too. Lastly, I utilized the effort/respect chart to encourage student participation and achievement (See Behavior Management Strategies). At the start of each day, every student began on green, or “good”. Based on their performance and respect throughout the day, students moved up or down the color chart.
Promoting equity in the classroom helped to further create a community of learners. All of the practices listed above have contributed to my success of meeting Standard D: Promotes Equity. Please see below for the final version of the Standard D section.
*Please see the Appendix, as well as the final PPA version below for links to artifacts that align with Standard D.



Standard D – Promotes Equity
Indicators
Evidence
1. Encourages all students to believe that effort is a key to achievement.
  • Utilizes effort/respect chart to encourage student participation and achievement.
  • Acknowledge students who put in the extra effort by posting their work up on the board and moving their effort clip up one level.
  • Held an entire class discussion when students started to slip (i.e. were not handing in homework, participating, or following directions).
2. Works to promote achievement by all students without exception.
  • Holds one-on-one conference with students to make sure students are acknowledged individually. Identify students who need additional support and follow up accordingly.
  • Pre-determine groups and/or partner work to match students with classmates of same ability.
3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
  • Made an extra effort to get to know each student at the start of the practicum. Aware of students’ home lives, learning styles, personal interests, and cultural, ethnic, and linguistic background.
  • Creates lesson plans with differentiated instruction strategies to address the varying learning needs of the students.
4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.
  • Students say Pledge of Allegiance every morning – along with the school motto.
  • Created and facilitated lesson: “What I can do to make it better, not worse” - students wrote down responses for different scenarios on post it notes and placed post-its on large chart afterwards. Continually reference the chart when classroom rules and/or procedures are not followed.
    • o See attached: “What Can I Do to Make it Better Not Worse”.