Classroom Climate and Instruction

For each of the following indicators, please use the Continuum to Identify your current
position. Utilize the equity look fors associated with each indicator to support your decision
on the Continuum.
0=Not at all 1=Beginning 2=Some 3=Mostly 4=Fully in Place

* Required

1. Name: *

2. Indicator: Achievement is not tied to one particular social Identity. *

Mark only one oval.

Not at All

Fully in Place
3. Indicator: Issues of social justice,-anti-racism, anti-classism, anti-sexism, anti- *
ableism, and anti-homophobia-are central to the classroom curriculum and building
students' critical thinking skills

Mark only one oval.

Not at All

Fully in Place
4. Indicator: Students see their lives and others' represented in the materials, books, *
pictures, teachers, administrtors, etc., within the classroom and school. (e.g. First
Nations, Metis & Inuit, African-Canadian, etc). The curriculum speaks to the lives of
the students in the classroom and does not mandate a "one-size fits all curriculum"
based on white middle-class societal view.

Mark only one oval.

Not at All

Fully in Place
5. Indictactor: The curriculum encourages learning through action, especially by *
working together, which makes a difference in the world.

Mark only one oval.

Not at All

Fully in Place
6. Indicator: Teachers must use a variety of teaching methods in order to ensure that *
ALL students can access the curriculum.

Mark only one oval.

Not at ALL

Fully in Place
7. Indicator: Student input is essential *

Mark only one oval.

Not at All

Fully in Place
8. Indicator: Teachers collaborate with colleaugues regarding equity-focused work; *
and, in turn, the school supports teachers with the time to plan and implement this
type of program.

Mark only one oval.

Not at All

Fully in Place

9. Please add any comments here that really stood out to you during this PD *

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