The subject will cover the following topics:
Module 1:
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Understanding and embodying care, trust, respect and integrity
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Demonstrating commitment to students and student learning
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Integrating professional knowledge
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Enriching and developing professional practice
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Supporting leadership in learning communities
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Engaging in ongoing professional learning
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Revisiting theories of child and adolescent physical and social development, and identity formation through the lens of equity and human rights
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Exploring a variety of conceptual and cross-curricular frameworks that support Inclusive Classroom
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Understanding and interpreting all Ontario curriculum and government policies through the lens of equity and human rights
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Exploring the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession as the foundation for teacher professionalism within the Additional Qualification Course: Inclusive Classroom Part I
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Understanding that Inclusive Classroom is responsive to individual and systemic biases related to all of the Prohibited Grounds for Discrimination in the Ontario Human Rights Act as well as socioeconomic status and gender identity
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Deconstructing how the concept of meritocracy can contribute to discrimination and individual and systemic biases
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Understanding the complexity of the concept of culture (beyond ethnicity and race) and the intersection of cultures (for example, youth cultures, gender cultures)
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Deconstructing the concept of multiculturalism and other limited approaches to inclusivity in order to create the foundation for Inclusive Classroom
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Understanding that each person lives a diverse social reality that promotes or denies their equitable access to opportunities within the educational system
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Understanding the continuum implicit in movement from a contributions approach toward a social action approach (for example, the James Banks Model for Transformational Education) that is foundational to Inclusive Classroom
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Understanding theories of power, privilege and oppression and their impact on student and community engagement
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Understanding the historical context that affects the present-day education of First Nations, Métis and Inuit peoples (for example, residential schools)
Module 2:
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Understanding and embedding in practice instructional strategies and assessment and evaluation practices that are responsive to the needs of students who live diverse social and cognitive realities
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Understanding that the creation of positive, equitable, accepting and safe learning communities applies to all students and members of the school community
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Understanding of how the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession must inform a program planning framework that fosters respect, builds trust, embodies integrity, and engenders care for students from all social realities
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Understanding formal curriculum planning (content, pedagogy, accessibility, and community partnerships), development, implementation strategies and frameworks through the lens of equity and human rights
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Understanding how differentiated instruction and universal design enhance opportunities for student engagement and student success
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Identifying and accessing community, human, print, electronic, and media resources that reflect diverse social realities
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Creating opportunities for teachers to develop or modify expectations, teaching strategies, and assessment practices based on the principles of integrative equity in order to meet the needs to all students
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Fostering a collaborative community of learners
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Having awareness of appropriate information and communication technology to support student learning in Inclusive Classroom
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Understanding a variety of instructional strategies to support the teaching of Inclusive Classroom
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Implementing strategies for the creation of a learning environment that reflects the ethical standards and the standards of practice and affirms the need to respect and conserve resources in the environment
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Using pedagogies that reflect the professional identity of educators as described in the ethical standards, the standards of practice and in the Foundations of Professional Practice
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Understanding how voice, language and interactions include or exclude
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Creating safe, equitable and enabling learning communities by connecting students’ authentic experiences with the curriculum
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Exploring how to implement differentiated instructional practice within a classroom to meet the diverse needs of all learners
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Developing and fostering critical literacy
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Using a variety of technologies as teaching and learning tools to achieve informed, purposeful and active citizenship
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Creating a learning environment in which students are engaged in constructing and sharing their own knowledge
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Promoting respectful and equitable peer and community relationships that foster independence, interdependence, resilience and confidence
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Developing instructional strategies to engage students in addressing individual and systemic acts of bias and discrimination and the prejudicial premises from which they are derived
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Nurturing student leadership and activism in response to equity issues
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Exploring a variety of strategies which enable students to be active and constructive problem solvers and communicators, contributing to the development and maintenance of a safe classroom environment
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Using theories of power, privilege and oppression to inform the development of teaching/learning strategies
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Developing self-awareness regarding attitudes and perspectives that undermine students’ potential
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Understanding and implementing fair and equitable assessment and evaluation methods that honour the dignity, emotional wellness and cognitive development of all students within a culturally responsive framework
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Understanding and implementing formative and summative assessment (assessment for learning and assessment of learning) strategies that employ a variety of methodologies for the study of Inclusive Classroom
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Understanding how systemic inequities impact student achievement as conventionally measured and defined
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Understanding the equity issues connected with externally applied assessment and evaluation
Module 3:
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Understanding theories of advocacy that cultivate the resilience of students and all members of the school community (students, teachers, administrators, support staff, parent/guardian/caregivers, community partners) within an equity and human rights framework
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Understanding the strengths of a culturally responsive pedagogy that honours and validates classroom diversity by promoting and developing equitable practices and the inclusion of all students
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Understanding and embedding in practice instructional strategies and assessment and evaluation practices that are responsive to the needs of students who live diverse social and cognitive realities
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Understanding the experiences and impact of marginalization of students and members of the school community and exploring strategies of reengagement
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Understanding the ethical and social issues surrounding access to and use of technology.
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Reflecting on teaching practice and engaging in professional dialogue on the relationship of theory and practice in the creation of Inclusive Classroom
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Developing critical consciousness through self reflection on identity, power and privilege using a culturally proficient lens
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Understanding and exploring the relevance and implications of demographic data specific to student achievement and social engagements at school
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Connecting Inclusive Classroom to students’ real life experiences through an inclusive curriculum that:
• reflects a variety of realities,
• builds response to student issues and
• develops and supports a meaningful student voice and opportunities for leadership, guidance and mentorship
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Understanding the impact of informal (hidden) curriculum on equity and inclusivity in the school community
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Understanding how a school board’s commitment to equity and inclusivity will inform aspects of its mission, vision and practice
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Understanding the role of appropriate Ontario Ministry of Education equity policy documents and school board equity policies (for example, Education for All)
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Exploring how boards and schools provide opportunities for various marginalized groups to network, provide support, build resilience and develop strategies to overcome barriers
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Understanding the importance of continuous, meaningful, appropriate, detailed and supportive communication with parents/guardians, caregivers and the community
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Understanding the importance of professional collaboration that supports student learning
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Understanding and respecting the importance of shared responsibility and partnership as conveyed in the Foundations of Professional Practice
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Understanding that learner, parent/guardian, caregiver and community engagement is affected by inequities associated with power and privilege and exploring models to enhance access and engagement
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Understanding how the invitation for dissonance can enrich and empower the School community
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Exploring strategies to activate the existing knowledge and advocacy inherent within the students’ communities and embodied in caregivers, community, Elders/leaders, and community agencies
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