Tem McCutcheon

May 2020
Top Six TTOC Inclusion Practices

Because the classroom environment is often unknown when working as a TTOC, there are a
few additional practices that I aim to embody to ensure inclusion from all angles. With this in
mind, below are my top six TTOC inclusion practices:

1. Begin the day with connection​: Icebreakers in the beginning of the day are a relatively
quick and fun way to create connection with these new students. Nurturing a sense of
belonging is integral to creating an inclusive classroom and I would aim to develop these
new relationships like I am going to come back. Another bonus in creating this shared
experience is that it gives me insight into how the class works together and what
strengths are present.
2. Be informed​: As a BC certified teacher, it is my responsibility to care for students and
act in their best interests. The only way I can authentically do this is by being practised in
diverse understandings of identity, ability, worldview and trauma. I will continue to
engage in professional development, focusing on areas such as the TRC Calls to Action,
Indigenous worldviews, supporting LGBTQ+ students, understanding ASD, etc. There
are some good resources​ ​here​ on the BC Ed website.
3. Explicitly honour diversity​: Incorporate diverse subject matter and identities
throughout lessons. We can't impose identities on students, but we can support them to
discover their intersectionality and what makes them ​them.​ How do we help kids to do
this? And how can we make sure that they know every part of them is okay and worthy
of celebration? Cultural inclusion plays an important role alongside structural inclusion.
As a TTOC, it may seem trickier to weave in this identity piece because you don’t have
influence over the school culture and long term classroom community. However, you can
focus your attention to being an intentional ally for ALL students. I co-wrote a resource
guide on "How to be a Good Ally", which you can access​ ​here​ for more tips and tricks.
4. Employ Universal Design Learning (UDL) methods:​ When leading a lesson, ensure
that you are bringing multiple means of engagement, representation, action and
expression so that the entire class can access what you are trying to teach. Remember
the mantra - I do, we do, you do. See the Lesson Plan tab for more information and
resources.
5. Integrate Social Emotional Learning​: Self regulation plays a large role when teaching
in a differentiated model and, even if I'm not working with these students everyday, we
can all benefit from spending some time developing our social emotional tool kits. One
way I hope to improve my own mental health literacy and ways I can help students is
through taking this​ ​MOOC​.
6. Communicate with the teacher:​ I was hoping to keep this to a Top Five list, but this
one is too important. Continuity and communication is key to keeping a classroom
inclusive, so this is one way I can be transparent and we (the students, classroom
teacher and myself) can continue the flow during their absence. As a TTOC, it is my duty
to keep the teacher informed of how the day went and leave behind a daily review that
 captures all the necessary information to pass it on clearly. An example can be found on
page 35 in the BC New Teachers and TTOC Handbook.

As always, I look forward to the learning that will come when working as a TTOC. I imagine
there are many other practices that I will begin to uncover and soak up from colleagues and
students. Inclusion is a moving target and I look forward to deepening my understanding and
practices by intentionally seeking out inclusive educational experiences.