Responsive Teaching [TL.RT]
Teachers and leaders respond with skill and competence to the unique learning needs, interests and cultural, social and economic circumstances of all.
Exploring the Context
Stakeholder trust and confidence is gained when educational practices are flexible and responsive to the strengths, needs and learning preferences of individual students. Responding to students’ unique needs ensures that all students are successful.
All children are able to learn and reach their full potential when they are provided with opportunities to learn through effective teaching that is supported by appropriate resources.
Alternative Context: Ongoing Pandemic
Responsive Teaching is an Element that is significantly challenged by any requirement to continue remote teaching. Parkland School Division’s leaders and teachers will need to explore best-practice strategies for ensuring that all students have opportunities and encouragement to learn. As we have experienced, there are students and families that significantly struggle with the cancellation of classes; to this end, continued professional development, collaboration and planning will be required to attend to the unique learning needs of all students.
We are not alone in this work. As the world continues to grapple with the limitations that a pandemic seems to place on traditional education, we can look to others for strategies and stories of success. Our leaders have developed strong, collaborative relationships across the field of education; we will learn, share and succeed together.
Avenues for Development
- Teachers and leaders attend to the development of classroom profiles.
- Teachers utilize pre-assessment strategies through a concept-based pedagogy approach:
- To better understand the contributions students can provide to their own learning processes;
- To provoke interest and engagement; and
- To meet each student where they are at in their learning in order to move the learning forward.
- Teachers and leaders continually utilize effective communication systems to build relationships and understanding with students and families.
Leaders are responsible for ensuring that a learning team is in place to collaborate, plan and solve problems related to programming for students and children with special education needs.
Leaders work with teachers to coordinate, develop, implement, monitor and evaluate each student’s progression plan. Teachers communicate effectively with parents and, when appropriate, other teachers and students to ensure their teaching is responsive.
- Assurance measures indicate satisfaction in our teachers; ability to attend to diverse learning needs;
- Satisfaction of parents, teachers, and school board members that education leadership effectively supports and facilitates teaching and learning;
- Agreement of students, parents and teachers that students feel like they belong and are supported to be successful in their learning;
- Satisfaction of students, parents, teachers and school board members that the learning space in schools meets the needs of students; and
- Agreement of student, parents, teachers and school boards members that supports and services for students can be accessed in a timely manner.