How should teachers best 

approach school reform? 
Fall 2020 
EDUC 4380 
Jenna MacEachen 

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Overview 
This teacher resource is intended to identify problems with school reform, and list ways 
teachers can address them. It starts with an introduction to key terms and then lists 
practical strategies and resources to address school reform. Philosophy of Education by Nel 
Noddings was used as a primary resource for this teacher resource.  

Key terms: 

Equity 
What does the word ‘equity’ really mean? What does equity look like in the classroom? Was 
the confederation of Canada equitable? We often use the phrase ‘all men are created 
equal’, but our actions often show otherwise. As we are already realizing, equity is a very 
complex concept.  
In terms of education we often question if all children are equally capable of learning what 
our schools require of them? Some believe that external conditions entirely determine 
what children can and will do. Others have long believed that children are born with 
different capacities and inclinations. The educational objective should be to help children 
make well-informed choices among a set of rich, attractive curriculum.  
Is it wrong to consign large numbers of students to curricular tracks that will limit their 
occupational choices? Is it wrong to ignore the interests and talents of children and force 
them all into one track? How could this deliem be resolved? Thinking about equal 
outcomes and equal opportunities is key.  
Equal outcome mindsets have not served poor and minority students in the past. No Child 
Left Behind (NCLB) is a key example, policy makers thought all students should be meeting 
the same high standards. NCLB is observed to think that all students should be held to the 
same standard outcomes. Think about english language learners, or those with special 
needs. From research we are also aware that test scores are correlated with parental 
income and educational attainment. Most would agree that we need minimum standards, 
for most students. The question then becomes, who sets these standards, what 
method/modality will be used to test them, and how will we evaluate them? 
Equal opportunity allows students to make well-informed choices among a set of rich, 
attractive curriculum. Instead of forcing all students to take the same course, we should 
encourage them to pick courses that interest them, bringing out their talents and allowing 
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them to do well. Before we all hop on the equal opportunity bandwagon we need to 
question what outcomes we want to be equalized, and can schools alone provide equal 
opportunity? Think about those who are educationally privileged and those who are not. 
We need to recognize economic differences as a strong influence on school success. Think 
about the resources and opportunities available in high socio-economic positions, to those 
who are not.  

Accountability  
Should teachers be held accountable for their effectiveness in producing student learning? 
How would we evaluate this? Standardized testing could be a common answer. Of course 
the aims of education should not be decreased to standardized testing. Yet, some 
educators prep their students for standardized testing all year, giving students boring 
worksheets. This deprives students of art, music, field trips, drama, critical 
conversations/thinking and so much more. Should teachers be prioritizing high 
standardized testing scores or growth? 

 
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Practical strategies/resources to address school reform 

I. Provide all students with safe, healthful, intellectually rich environments.  

A. Allow students to have choice  
B. All students should know they have a safe classroom learning environment 
1. Have a inviting classroom 
a) Post students work around the classroom  
(1) Celebrate your students' work and achievements! 
b) Have an organized classroom  
2. Have classroom rules that were created as a group  
3. Model the behaviour you expect from your students  
4. Students should feel safe participating and asking questions.  
a) Never ciritze ‘wrong’ answers, rather appreciate them asking 
the question  
b) Make it a habit to always respond with respect  
5. Create routines within your classroom  
a) Morning meetings  
6. Have a safe space in your classroom  
a) This could be a place students can go to when they are 
overwhelmed, or need some space. 
7. Representation matters! 
a) Be mindful of the: 
(1) Resources you use 
(2) Space you create  
(3) Languages you use or refer to  
(4) Books you use  
b) Be sure that all your material is a window and a mirror for 
students 
 
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II. Have vocational courses as rich and respectable as academic courses  

A. A Forbes article from 2015 showcases the need for vocational training in our 
schools.  
1. https://www.forbes.com/sites/nicholaswyman/2015/09/01/why-we-de
sperately-need-to-bring-back-vocational-training-in-schools/?sh=73d8
d82187ad 
B. These courses need to be as acclaimed as ‘mainstream’ courses for them to 
really work.  

III. Encourage caring relations between teachers and students 

A. Hopefully we all entered the profession with a keen sense of responsibility.  
B. It takes time to develop relations of care and trust 
1. This should be prioritized at the beginning of the year and then 
developed throughout the school year 
2. Reflect, frequently, on how your relations with your students are  

Major questions to reflect upon 

I. In what ways are we all equal? In what ways are we all unequal? 
II. Can we achieve equal outcomes without equal opportunities? 
III. What does equal outcomes/equal opportunities mean to you? 
IV. What should teachers be accountable for? 
A. Should this be measured? 
B. If so, how?  
C. Who should come up with these measures? 
D. What should the consequences be for not meeting the measures? 
V. What is the purpose of standardized testing? 
VI. Should tests carry high stakes? 
A. What are high stakes tests really testing? 
B. What are some alternatives to high stakes testing?