Evaluation Portfolio
  • Home
  • SMART Goals
  • Standard I
    • I-A Curriculum and Planning
    • I-B Assessment
    • I-C Analysis
  • Standard II
    • II-A Instruction
    • II-B Learning Environment
    • II-C Student Learning
    • II-D Cultural Proficiency
    • II-E Expectations
  • Standard III
    • III-A Engagement
    • III-B Collaboration
    • III-C Communication
  • Standard IV
    • IV-A Reflection
    • IV-B Professional Growth
    • IV-C Collaboration
    • IV-D Decision Making
    • IV-E Shared Responsibility
    • IV-F Professional Responsibilities

IID - Cultural Proficiency

Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
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OVERVIEW:
As a member of a protected class, I know all too well the sting of intolerance and bigotry.  As a result, I am particularly sensitive to it in the classroom and work hard to proactively and reactively eliminate its presence, both among the students and within myself.  This is achieved with a combination of (a) established classroom culture and (b) a curriculum specifically designed to represent all relevant races, sexes, cultures, classes, groups, and sexual orientations. 
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EVIDENCE:
As mentioned in a previous section, I designed an  this past summer ('18).  To the LEFT is a page from my AP Lit. & Comp. curriculum, listing the works and authors studied in the course.  In the spirit of this standard, to show the increasingly divers student body diversity in the literature, I consciously made an effort to include representative authors from various cultures and minority groups in the course's reading list, without in any way sacrificing quality or rigor:

EXAMPLES:
-Female Authors:
Emily Bronte, Julia Elliott, Jamaica Kincaid, Elizabeth Stoddard, Maya Angelou
-African-American Authors: Maya Angelou, Jamaica Kincaid
-LGBTQ Author: Edward Albee
-Afghan-American Author: Khaled Hosseini
[**MODELING NOTE: I modeled this practice to my colleague at AIC during the Curriculum course.**]

EVIDENCE:
Below is a letter given to me by an LGBTQ student (transgendered) on October 23, 2019, thanking me for being a positive role model for him and for giving him hope that he will go on to lead a successful, productive life.  This is a humbling and powerful example of the influence we have on our students and the importance of acceptance and of a divers teaching staff. 
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  • Home
  • SMART Goals
  • Standard I
    • I-A Curriculum and Planning
    • I-B Assessment
    • I-C Analysis
  • Standard II
    • II-A Instruction
    • II-B Learning Environment
    • II-C Student Learning
    • II-D Cultural Proficiency
    • II-E Expectations
  • Standard III
    • III-A Engagement
    • III-B Collaboration
    • III-C Communication
  • Standard IV
    • IV-A Reflection
    • IV-B Professional Growth
    • IV-C Collaboration
    • IV-D Decision Making
    • IV-E Shared Responsibility
    • IV-F Professional Responsibilities