1. Reflection
1.1. Self-Awareness
1.1.1. Biases
1.1.2. Assumptions
1.1.3. Own identity
1.2. Teaching practices
1.3. Curriculum
1.4. Learning environment
1.4.1. Is it welcoming?
1.4.2. Is it inclusive?
1.4.3. Does it reflect all learners?
1.4.4. Are students co-creators?
2. Providing equitable opportunities
2.1. Social justice
2.1.1. Historicize content & instruction (Johnson, 2017)
2.2. Asset Pedagogy
2.2.1. Understand & value other ways of knowing, communicating, and demonstrating learning
2.2.1.1. Student agency & input (Johnson, 2017)
2.2.1.1.1. Use formative assessment as well as student opinions/attitudes to inform instruction
2.2.1.1.2. Student choice in how learning is demonstrated
2.2.2. View learning as additive
2.2.2.1. Value and build on previous education, knowledge, and skills
2.2.2.1.1. Encourage translanguaging
2.2.2.1.2. Activate prior knowledge and help make connections
2.2.2.2. Take a strength based approach
2.2.2.3. Recognize that all students are different, there is no one-size-fits-all approach
2.3. Perform an equity audit
2.3.1. Look for patterns/trends
2.3.1.1. Which students are succeeding and which are not?
2.3.1.2. Which students are participating and which are not?
2.3.1.3. Which families are engaged and which are not?
2.4. Culturally informed practices are at the center of teaching and go beyond representation (Johnson, 2017; Kelly & Djonko Moore, 2022)
2.4.1. Use instruction to help students make connections
2.4.2. Get to know students before choosing the culturally informed materials
2.4.2.1. Use instruction to help students make connections
3. Academic Rigour
3.1. Support Students
3.1.1. Build background knowledge
3.1.2. Sentence stems/frames
3.1.3. Use the home language/translanguaging
3.1.4. Teach and model growth mindset and mindfulness
3.1.5. Teach and model academic mindset
3.1.6. Use graphic organizers and other ways to visually represent or organize information
3.1.7. Provide meaningful opportunities for authentic interaction peer-to-peer and student-teacher
3.1.7.1. Engage students in low-stakes opportunities for language output before asking them to participate in high stakes opportunities or asking them to share in front of the class
3.1.8. Use cognitive routines to increase deep thinking
3.1.8.1. Help students become independent learners
3.1.9. Use explicit instruction
3.1.9.1. Make thinking and learning visible for students
3.1.9.1.1. Use gradual release of responsibility where the teacher models and provides guided practice before expecting students to work independently
3.1.9.2. Communicate learning goals
3.1.10. Connect new learning to background knowledge/prior experiences
3.1.10.1. Make learning meaningful and relevant
3.1.11. Use partner/group work intentionally
3.1.11.1. Encourage students to write their thinking on paper before discussing with a partner.
3.1.11.2. Have clear roles that are modelled
3.1.11.3. Use conversation cues
3.1.11.4. Have flexible groupings that consider language proficiency levels and common home languages that can be used for learning
3.1.12. Use technology
3.1.12.1. Make learning transformational, rather than just enhancing it (Common Sense Education, 2016)
3.1.12.2. Use technology to increase creativity, critical thinking, collaboration, communication, and culture (Rubin et al., 2022)
3.1.13. Plan intentionally
3.1.13.1. Universal Design for learning
3.1.13.2. Backwards Design
3.1.13.3. SIOP
3.2. Challenge Students
3.2.1. Engage students in higher-order thinking
3.2.2. Maintain high expectations & standards
3.2.2.1. Provide appropriate support for students to make standards achievable
3.2.3. Use inquiry, problem-based, project-based, or place-based learning projects to further learning
3.2.4. Plan interdisciplinary units and units that focus on social justice
3.2.5. Set goals & encourage students to reflect on learning
4. Family Engagement
4.1. Share desire for students' to maintain their home language & culture
4.1.1. Have accountability and receive input from families and the community (Johnson, 2017)
4.1.2. Get to know cultural characteristics
4.1.3. Make learning relevant to all learners
4.2. Bridge linguistic barriers
4.2.1. Use a translator or technology to translate
4.2.2. Have multilingual signage in the school
4.2.3. Translate school forms and letters
4.2.4. Learn some key phrases (such as hello or welcome)
4.3. Increase awareness by communicating ways families already are and can continue to support learning
4.3.1. Developing the L1 as foundation for literacy
4.3.2. Having students ready to learn (Honigsfeld et al., 2021)
4.3.2.1. Well rested
4.3.2.2. Well nourished
4.3.2.3. Prepared for school (clothing, supplies, forms, etc.)
4.3.2.4. At school regularly and on time
4.3.3. Show interest in students' school life
4.4. Value families as funds of knowledge
4.4.1. Invite them to participate in class or school events
4.4.2. Seek advice or additional information to inform instruction and topics of study
4.5. Bridge transportation and time barriers
4.5.1. Utilize technology
4.5.2. Be flexible when setting a meeting schedule
5. Build Relationships & Get to Know Students
5.1. Understand background experiences, personalities, strengths, goals, interests, language proficiency, and stage of acculturation
5.1.1. Student interview (formal and informal)
5.1.2. Reflective essays
5.1.3. Meet with families
5.1.4. Daily conversation and contact
5.1.5. Identity projects
5.2. Get to know student and families' current experiences and contexts
5.2.1. Visit neighbourhoods of students and learn about their backgrounds