MacLaren 1

Teaching Philosophy

Belief One: Everyone Can Learn

Students can achieve when they have access to the right resources, instruction, and support.

While I am teaching a curriculum plan, I am also teaching the living curriculum. I work to ensure

every student has a unique working relationship with me and that I understand their needs as a

learner in our classroom community. As the teacher, I am the one responsible for creating an

environment where students can thrive. I provide accommodations and differentiate my

instruction so students are set up for success. As teachers, we need to believe students can learn,

plan for it, and expect it. We can differentiate by instruction, product, process, and even

environment. This means that students may need to access a different strategy, tool, or timeline

to demonstrate all they know and can do. This is welcome and encouraged. When we value each

student for who they are and what they need, we can co-construct bridges to success.

Belief Two: Everyone Should be Able to See Themselves in the Curriculum

Too often students from marginalized backgrounds do not see themselves in the curriculum plan.

By focusing on the intersectionality of oppressed groups, we can target solutions that promote

agency and justice for all students. This promotes connection versus separation and allows every

student to be seen, respected, and valued. This builds community, collaboration, and connection.

I practice this throughout the content and themes we explore and the resources I use. Valuing

each student and welcoming and nurturing them to share their ways of connection and learning

enriches the learning environment for everyone.

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Belief Three: Relationships and Connection are Critical Elements of Learning

Trust is a critical component of any relationship, and one I work very hard to earn from each of

my students. I promise to never humiliate them and that I will control the climate in my room.

My classroom is a place to take risks and to stretch our perceived limits. Feeling safe is a critical

component. I strive to create connections between my students. We create a climate of

collaborative learners, all working to grow and become stronger. We thrive most when we have

the courage and safety net to be vulnerable. I communicate this clearly. I stop any disrespectful

actions in my room that threaten this safety. Just like I set the bar that we can all learn, I set a

high bar for classroom expectations and culture.

Belief Four: Literacy is Critical

Literacy is an integral part of achieving an inclusive, diverse, equitable society that strives for

excellence and justice. The persistent trends connecting literacy to poverty and marginalized

groups highlight the reality that literacy is essential. Providing accommodations and support is

critical to ensure all students can access the curriculum. I utilize technological supports and

personal support such as a scribe to ensure my students can access and participate in learning to

their highest potential. I encourage growth and focus on the individual steps each student needs

to reach their goals

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Belief Five: Formative Assessment is Essential During the Process of Learning

I believe all students benefit from formative feedback. I utilize this regularly with my students to

ensure they understand learning goals and develop the metacognition they need to genuinely and

authentically see improvement. I provide this in formal ways such as conferencing (1:1 teaching)

and taking in work and providing detailed written feedback. I also provide this informally

through classroom discussions. Feedback within a process is so much more valuable than

evaluation at the end. Feedback provides the necessary instruction that deepens learning and

overall student achievement.