Self-Assessment of Universal Access: Equity for All Students (E-2.6)
DIRECTIONS: With your support provider, discuss the standard below, referencing any information discovered when reviewing the Conversation Guide – Universal Access: Equity (E-3.6).Universal Access (IPS 6)
Equity for All Students
To ensure the protections provided under California Education Code, participating teachers design and implement equitable learning opportunities in safe and inclusive environments that maximize academic achievement for students from a variety of ethnic, socio-economic, cultural, academic, and linguistic backgrounds; students regardless of gender and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.
When planning and delivering instruction, participating teachers examine and work to minimize bias in classrooms, schools and larger educational systems using culturally responsive pedagogical practices.
Participating teachers collaborate and communicate with students, colleagues, resource personnel, and families and utilize school, district, and/or community resources including technology-related tools to maximize the full range of learners’ equitable access to meet or exceed the state-adopted, academic content standards.
DIRECTIONS: Self-assessment completed for the CSTP elements provide support information for Induction Program Standard reflection.Read and review evidence collected (Context for Teaching and Learning, observations, student work) and describe how you are applying this standard to your classroom today.
Reflection Planning Prompts:
- Learning Opportunities
- Teaching Practice
- Collaboration
How do I use culturally responsive teaching practices to overcome the effects of bias on my students?
How do I communicate with students, colleagues, resource personnel and families to provide equitable access to the state-adopted academic content standards for students?
DIRECTIONS: Assess how well you apply this standard in your classroom by marking one of the boxes below at the beginning of your induction period and following each Inquiry.
1 = not at all; 4 = extremely well
Initial Self-Assessment
Date: / Post-Inquiry # 1
Date: / Post-Inquiry # 2
Date: / Post-Inquiry # 3
Date:
1 / 2 / 3 / 4 / 1 / 2 / 3 / 4 / 1 / 2 / 3 / 4 / 1 / 2 / 3 / 4
Initial Self-Assessment:
Prompt Responses:
Strengths:
Challenges:
Post-Inquiry #1:
Prompt Responses:
Strengths:
Challenges:
Post-Inquiry #2:
Prompt Responses:
Strengths:
Challenges:
Post-Inquiry #3:
Prompt Responses:
Strengths:
Challenges:
Modified from the FACT Documents by Tulare County Office of Education BTSA Induction ConsortiumJune 1, 2010
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning • E-2.6 Self-Assessment: Universal Access – EquityPage 1 of 1