Mitigating the Teacher Shortage with Effective Educator Preparation Residency and Apprenticeship Programs.

The teaching shortage in the U.S. is a multifaceted issue.  Herein we will initially discuss commonly held key factors contributing to the teacher shortage. These key factors include low salaries, high workload and stress, lack of support and professional development, increased accountability derived from annual standardized testing, and public criticism of the teaching profession.

Teachers in many parts of the U.S. are paid relatively low wages.  This is especially true when compared to other professions requiring similar levels of education and expertise. This disparity makes teaching a less attractive career option, leading to fewer people entering the profession and more leaving it.

Teachers often face heavy workloads.  This load includes long hours spent on lesson planning, grading, and administrative tasks. Combined with large class sizes, behavioral issues, and pressures to meet standardized testing benchmarks, this creates a high-stress environment that contributes to rapid burnout.

Teachers can feel unsupported in their roles. This can be realized from inadequate resources, insufficient professional development opportunities, or lack of induction mentorship. These areas indicative of a lack of support can discourage both new and experienced teachers, thereby leading to higher turnover rates.

Teachers experience an emphasis on annual standardized testing. Research has shown this expectation places significant pressure on teachers to meet certain class wide academic benchmarks.  Sensing a need to “teach to the test” can often exclude the desired creativity and autonomy within the classroom. This pressure can be demoralizing and lead to job dissatisfaction.

Teachers often experience negative perceptions and criticism of the educational field from the public, politicians, and media. This contributes to a lack of respect for the profession.  Undoubtedly, it diminishes its appeal to potential educators, thereby exacerbating the shortage.

The factors noted above, combined with regional disparities and other systemic issues, contribute to the ongoing teaching shortage in the U.S.  Addressing the teacher shortage in the U.S. requires a multifaceted approach. A comparison of alternate and traditional teacher preparation programs, specifically related to the effectiveness of encouraging STEM teacher candidates to teach in high need school is perhaps the most effective starting point.  Effective preparation and induction initiatives will lead to mitigation of the systemic factors adversely impacting 3-year retention rates. Below we note the holistic concerns that must be addressed to tackle the teacher shortage issue and improve retention.

Increasing teacher salaries and benefits will attract teacher candidates seeking a vocation rather than a job. Many states and districts are working to raise teacher pay and improve benefits to make the profession more financially competitive. This must not only include salary increases but also offer better retirement plans, healthcare, and other incentives to attract and retain teachers.

Improving teacher training and support during induction must be budgeted and planned. Expanding and enhancing teacher preparation programs, particularly in high-need areas like special education, STEM, and rural education, is a key initiative. Additionally, mentoring and induction programs for new teachers and ongoing professional development opportunities must be emphasized to ensure that teachers feel supported throughout their careers.

Offering accelerated loan forgiveness and financial incentives. In partnership with teacher preparation programs the federal and state governments need to expand and accelerate loan forgiveness for teachers who work in underserved or high-need areas. Some states and districts are also offering signing bonuses, housing assistance, and other financial incentives to attract teachers to hard-to-staff schools. These initiatives should be treated as pilot programs and the most successful can be replicated.

Identifying streamlined alternative certification pathways. To address immediate shortages, alternative certification programs are being expanded to allow professionals from other fields to transition into teaching more easily. These programs often provide fast-tracked certification and on-the-job training, making it easier for non-traditional candidates to enter the profession. Again, data should identify what works and successful initiatives can be replicated.

Reducing bureaucracy while improving working conditions. Efforts to improve the day-to-day working conditions of teachers, such as reducing class sizes, increasing classroom resources, and minimizing administrative burdens must be monitored and data analyzed. PBIS surveys are readily available for monitoring school climate and student time on task and thereby identifying what works. Additionally, some initiatives focus on giving teachers more autonomy and reducing the emphasis on standardized testing, which can help make the profession more appealing by empowering teachers to optimize their potential (Purkey & Novak, 2015).

The initiatives and suggestions noted above can make teaching a more attractive, sustainable, and rewarding profession.  These will address many of the underlying causes that lead to or perpetuate the teacher shortage. Alternative teacher preparation programs have become increasingly important in addressing the teacher shortage in the U.S. The following programs and initiatives were all designed to bring more qualified individuals into the teaching profession.  Particularly in high-need areas, these programs, if effectively implemented through preparation and induction, can provide teacher candidates with the training and support necessary to succeed in the classroom.

Teach For America (TFA) is one of the most well-known alternative certification programs. It recruits recent college graduates and professionals to teach in high-need schools across the country. Participants receive an intensive summer training program and ongoing support while they work towards full certification. TFA aims to address shortages in underserved communities by placing motivated and talented individuals in classrooms. Past data indicated that about 44 percent of TFA graduates remain in their initial placements for a third year. Approximately 60 percent of overall program completers were teaching for a third year. However, within five years, all but 15 percent have left their original placements, thereby leaving students in high need areas- both academically and geographically at risk.  To address this, more than a decade ago TFA planned to target concerns related to retention of its program completers.

Alternative Certification Programs (ACPs) include The New Teacher Project (TNTP) and Relay Graduate School of Education. An ACP offers pathways for individuals to earn their teaching certification without going through a traditional university-based teacher education program. These programs often target career changers or individuals with content expertise in high-need areas like STEM. ACPs typically include a combination of coursework and supervised teaching experiences.

Troops to Teachers is a federal program that helps military veterans transition into teaching careers. It offers guidance, financial assistance, and support in obtaining teaching credentials. Veterans bring unique skills and experiences to the classroom, and this program helps address shortages, particularly in subjects like math, science, and special education.

Registered Apprenticeship and Grow Your Own programs focus upon recruiting and training local community members, such as paraprofessionals, substitute teachers, or recent high school graduates, to become certified teachers. Through the NYS Department of Labor, Registered Apprenticeship Programs (RAPs) are created in partnership with Lead Education Agencies (LEAs) such as districts, BOCES, privates, or charters with both unions (if applicable) and IHEs to support high quality workforce development. In Illinois, the Grow Your Own Teachers initiative seeks to create a pipeline of educators who are already invested in and familiar with their communities, increasing retention and cultural competence.

In California, a Teacher Residency Grant Program or the Boston Teacher Residency and Urban Teacher Residency United (UTRU), provides a model similar to medical residencies. Candidates work alongside experienced mentor teachers while completing their certification and earning a master’s degree. The New York State Teacher Residency Grant (NYSTRG) seeks to play a significant role in mitigating the teacher shortage by fostering the development of well-prepared, committed educators through immersive, hands-on training programs. These programs focus on hands-on, practical experience, which helps to better prepare teachers for the challenges of the classroom.

The New York State Teacher Residency Grant (NYSTRG) funds the creation and expansion of teacher residency programs across New York State. These programs provide aspiring teachers (residents) with a year-long, paid residency where they work alongside experienced mentor teachers in real classrooms. This model allows residents to gain practical, in-depth teaching experience while they complete their certification, leading to better-prepared and more confident educators who are more likely to stay in the profession.

The NYSTRG specifically targets the recruitment of teacher residents for high-need subject areas such as STEM, special education, and bilingual education.  The focus is also upon geographic regions such as rural or underserved urban districts. By focusing on these areas, the NYSTRG seeks to ensure that the

The NYSTRG includes financial assistance for teacher residents, such as stipends and tuition support. This reduces the financial barriers that might otherwise prevent individuals from entering the teaching profession, especially those from underrepresented backgrounds. By making teacher preparation more accessible, the grant attracts a more diverse pool of candidates, helping to create a teaching workforce that better reflects the student population.

The NYSTRG fosters collaborations between school districts and higher education institutions. These partnerships are essential for designing residency programs that are aligned with both academic standards and the practical needs of schools. This alignment will help ensure that new teachers are equipped with the skills and knowledge needed to be effective in the classroom from day one.

An innovative Registered Apprenticeship model, approved through the NYS Department of Labor State Apprenticeship Agency, the NYS Educator Workforce Development HUB increases the potential for bringing highly-developed new educators to school communities across NYS.  Through the New York State (NYS) Apprenticeship Grant, this initiative addresses the teacher shortage by supporting innovative teacher preparation programs, particularly through the development and expansion of teacher residency programs. These programs are designed to provide aspiring teachers with hands-on experience, mentorship, and a pathway to certification by addressing meeting the demand for qualified teachers in high-need areas.

A NYS Apprenticeship Grant (NYSAG) potentially provides financial support to establish or expand teacher residency programs across New York State. These residencies allow aspiring teachers to work in classrooms under the guidance of experienced mentor teachers while completing their certification. This model gives residents practical, on-the-job training, which is crucial for their development and helps ensure they are well-prepared to meet the challenges of teaching.

A NYSAG often includes stipends or other financial support for teacher residents.  Ideally, this makes the pathway for becoming a teacher more accessible. This financial assistance helps cover living expenses and tuition costs, thereby reducing the financial barriers that might prevent individuals from entering the teaching profession.

The NYSAG program focuses on recruiting and preparing teachers for high-need subject areas.  It also recognizes geographic regions, such as rural schools or urban districts, that are facing severe teacher shortages. By prioritizing these areas, a NYSAG helps to ensure that the schools and students most in need of qualified teachers receive the support they require.

A NYSAG encourages partnerships between school districts and higher education institutions. These collaborations are key to creating robust residency programs that integrate academic coursework with practical classroom experience. Such partnerships ensure that teacher preparation programs are aligned with the needs of the schools and communities they serve.

The aspiration is that by providing comprehensive support during the early stages of a teacher’s career, the NYS Apprenticeship Grant program will help improve teacher retention rates. For various reasons, teachers participating in residency programs are more likely to stay in the profession longer, primarily because they enter the field with a stronger foundation of pedagogical skills, professional support, and work experience. Additionally, these programs often include pathways for career advancement, such as leadership roles or advanced certifications.

As alluded to above, research indicates teachers who go through residency programs typically have higher retention rates compared to those who enter the profession through traditional routes. It should be noted that those using a nontraditional route for teacher certification are often older, career changers, or experienced through work as teacher assistants or paraprofessionals.  However, undoubtedly, the combination of mentorship, practical experience, and a gradual introduction to the teaching profession helps reduce burnout and increases job satisfaction. By retaining more teachers, particularly in high-need areas, a NYSAG can help stabilize and strengthen the teaching workforce over time.

The NYS Teacher Residency Grant seeks to mitigate the teacher shortage by funding and supporting residency programs that produce well-prepared, dedicated teachers who are more likely to stay in the profession, especially in areas and subjects with the greatest need.  The NYS Apprenticeship Grant supports teacher preparation by funding residency programs, providing financial assistance to aspiring teachers, focusing on high-need areas, fostering partnerships, and enhancing teacher retention, all of which are crucial in addressing the ongoing teacher shortage in New York State. You are invited to learn more about teacher residency programs in your state. In this regard, the National Center for Teacher Residencies is an excellent resource. The historic SUNY Potsdam School Education and Professional Studies will be adding residency opportunities to its current exceptional online graduate programs.

 

To Cite:

Anderson, C.J. (July 31, 2024) Mitigating the teacher shortage with effective educator preparation residency and apprenticeship programs. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024). Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Supporting Diverse Learners with More Reliable, Formative Assessments

Teachers can support diverse learners with more reliable formative assessments by employing strategies that are inclusive, responsive, and tailored to the individual needs of each student.  Crucially, an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) can significantly enhance the reliability of assessments for diverse learners. An ICORT Mindset.can foster a positive and supportive learning environment where diverse learners feel valued, respected, and motivated to engage in assessments. When students feel cared for and respected, they are more likely to approach assessments with confidence and enthusiasm, leading to more reliable outcomes.

A caring and respectful mindset recognizes the unique strengths, challenges, and backgrounds of each learner. Educators with an ICORT mindset are more inclined to use diverse assessment methods that accommodate different learning styles, abilities, and cultural backgrounds.  This thereby increases the potential for an assessment to be fair and equitable for all students.

Let’s agree that trust is essential for accurate assessment outcomes. When students trust their educators and believe that assessments are designed to support their learning rather than simply judge their performance, they are more likely to engage authentically and provide accurate responses. An ICORT mindset fosters trust and rapport between educators and learners, which enhances the reliability of assessment results.

An optimistic mindset encourages a belief in the potential for growth and improvement. Educators with an ICORT mindset emphasize the value of learning from mistakes and setbacks, rather than viewing assessments as measures of fixed ability. This promotes a Growth Mindset (Dweck, 2014) among students, leading to more accurate assessments that reflect their true potential and progress over time.

Trustworthy, formative assessment practices involve clear communication and transparency about assessment objectives, criteria, and expectations. Educators with an ICORT mindset prioritize open and honest communication with students, ensuring that they understand the purpose of assessments and how their performance will be evaluated. Clear guidelines and feedback contribute to more reliable assessments by reducing ambiguity and confusion.

A respectful mindset acknowledges and challenges biases and stereotypes that may impact assessment outcomes. This is particularly impactful for diverse learners. Educators with an ICORT mindset actively strive to minimize bias in assessment design, administration, and evaluation, ensuring that assessments accurately reflect students' knowledge, skills, and abilities regardless of their background or identity.

By cultivating an intentional, caring, optimistic, respectful, and trustworthy mindset, educators can create a supportive learning environment.  Therefore, diverse learners are more likely to feel valued, motivated, and empowered to demonstrate their true abilities. This, in turn, leads to more reliable assessments that provide meaningful insights into students' learning and growth.

How can an ICORT-minded teacher support diverse learners through more reliable, formative assessment processes? There are strategies that are inclusive, responsive, and tailored to the individual needs of diverse learners.  For instance, teachers can:

·     Use multiple assessment methods whereby a variety of assessment methods are employed to accommodate diverse learning styles and preferences.

o   These might include written assignments, oral presentations, projects, quizzes, demonstrations, peer assessments, and self-assessments.

·       Communicate the objectives, criteria, and expectations for each formative assessment task.

o   Providing rubrics or grading criteria can help students understand what is expected of them and how their work will be evaluated.

·     Provide prompt feedback after formative assessments to help students understand their strengths and areas for improvement.

o   Feedback should always be specific, constructive, and actionable, focusing on the learning goals and individual student needs.

·        Differentiate formative assessments to meet the diverse needs of students.

o   Fair is not always equal (Wormeli, 2017). Offering alternative tasks or adjustments in the assessment process accommodates differences in ability, background, language proficiency, and learning pace.

·        Foster opportunities for peer collaboration and support during formative assessments.

o   Peer feedback, group discussions, and collaborative projects can enhance learning and provide valuable insights for diverse learners.

·     Integrate technology tools and platforms to facilitate formative assessments and provide personalized learning experiences.

o   Digital tools can offer adaptive feedback, interactive activities, and opportunities for self-paced learning.

·       Encourage students to reflect on their learning process and assess their own progress.

o   Directly teach metacognitive strategies such as goal setting, self-monitoring, and self-reflection to help students become more independent learners.

·       Ensure that formative assessments are culturally relevant and inclusive of diverse perspectives.

o   Use examples, materials, and contexts that resonate with students' cultural backgrounds, experiences, and Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019).

·       Offer students choices in how they demonstrate their learning during formative assessments.

o   Respective of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018) allow students to select topics, formats, or approaches that align with their interests and strengths, which promotes engagement and ownership of learning.

Using ongoing formative assessments is a reliable way to monitor students' progress and adjust instruction as needed. Regular check-ins, informal observations, and formative quizzes can help teachers identify learning gaps and provide timely interventions. By implementing these strategies, ICORT-minded teachers can create more reliable formative assessments that support the diverse needs of all learners, leading to improved learning outcomes and academic success.

 

To Cite:

Anderson, C.J. (March 31, 2024) Supporting diverse learners with more reliable, formative assessments. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Retrieved from: udlguidelines.cast.org

 

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in

            households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.

             Journal of Invitational Theory and Practice, v25 p5-13

 

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

 

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455

Yes, Teacher Candidates Should be Proficient with Impeccable Planning, Effective Instruction, and Reliable Assessment of Learning

Teacher candidates must be proficient in planning, instruction, and assessment for several reasons, as these are crucial components of effective teaching and student learning. Proficiency in these areas demonstrate teacher candidates are better able to create a dynamic and effective learning environment that promotes student success (Darling-Hammond, Hyler, & Gardner, 2017). These skills are fundamental to the teaching profession and subsequently contribute significantly to the quality of education provided to students.  An intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive, supportive, and well-managed learning environment. Let’s discuss why proficient demonstration of these skills are minimal expectations for the teacher candidate’s “Day One Readiness.”

Impeccable planning ensures that a teacher candidate has clear objectives and goals for each lesson. Effective instruction helps in delivering content that engages students and facilitates understanding. Proficient teacher candidates can plan and implement differentiated instruction to meet the diverse needs of their students. This includes adapting teaching methods, materials, and assessments to cater to various learning styles and abilities.

Proficiency in planning ensures that lessons align with curriculum standards and learning objectives. This alignment is crucial for students to progress through a coherent and structured educational experience. Planning is essential for effective time management. Effective teachers need to allocate time for each lesson component, ensuring that there is a balance between introduction, instruction, practice, and assessment. This helps maximize the use of instructional time. Well-planned lessons and effective instruction contribute to a positive classroom environment. When students are engaged and understand the expectations, a more conducive learning atmosphere is the result.

By creating measurable objectives for their lessons, teacher candidates can then develop and utilize reliable assessment that measures the extent to which students have mastered the learning objectives. Reliable assessment allows teachers to hold students accountable for their learning and provides opportunities for reflection on teaching practices. Analyzing assessment data helps teachers identify areas of strength and areas that need improvement. During clinical experiences. teacher candidates need opportunities to design, implement, and assess instructional activities This hands-on experience helps them understand the importance of formative and summative assessment, as well as providing constructive feedback to students to support their learning. This cycle of planning, instruction, and assessment is fundamental to achieving positive student learning outcomes.

Teachers need to communicate with parents, administrators, and other stakeholders about student progress. Clear planning, effective instruction, and reliable assessment provide tangible evidence of student achievements and areas for growth (Grossman & Fraefel, 2024). Reflecting upon the effectiveness of lessons and assessments allows teacher candidates to refine and enhance their instructional strategies over time.

Therefore, effective clinical experiences play a crucial role in preparing teacher candidates to be "Day One Ready." Practical, hands-on opportunities allow the teacher candidate to apply and reinforce the knowledge and skills gained during the teacher preparation programs.  Crucially, clinical experiences allow teacher candidates to apply theoretical knowledge in real-world classroom settings. This hands-on practice helps bridge the gap between theory and practice, enabling candidates to understand how to adapt their knowledge to diverse and dynamic classroom environments.

One of the most challenging aspects for new teachers is effectively managing a classroom. Clinical experiences provide teacher candidates with the chance to practice and develop classroom management skills.  These skills include behavior management, establishing routines, and creating a positive learning environment based on an ICORT Mindset.

Effective teaching involves catering to diverse learning needs. Clinical experiences expose teacher candidates to a variety of learners with different abilities, learning styles, and backgrounds. This exposure helps the teacher candidate develop the skills to differentiate instruction and provide students with opportunities for success rather than frustration anxiety, and tension (Lavoie, 1987).

In real classrooms, teachers need to work closely with other educators, administrators, and parents. Clinical experiences promote collaboration and communication skills as teacher candidates interact with various stakeholders in the education system. This collaboration helps them understand the importance of teamwork in achieving educational goals.

During clinical experiences, teacher candidates should be encouraged to engage in reflective practice. Prompts should invite teacher candidates to critically analyze their teaching methods and the impact upon student learning. This self-reflection is crucial for continuous improvement and professional growth, fostering a Growth Mindset (Dweck, 2014) that embraces lifelong learning.

Classrooms are dynamic, diverse environments.  As a result, unexpected challenges can arise. Clinical experiences expose teacher candidates to the unpredictable nature of teaching, helping them develop adaptability, resilience, and problem-solving skills necessary for success in the profession. Exposure to diverse classrooms during clinical experiences helps teacher candidates develop cultural competence and willingness to increase their Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019). They learn to appreciate and address the diverse needs and backgrounds of their students, fostering an inclusive and equitable teaching approach.

Numerous researchers, including some that are listed herein, have investigated teacher preparation programs to assess their effectiveness and identify areas for improvement. Yes, the field of education research is vast and different researchers may focus on various aspects of teacher preparation.  However, let’s reach consensus that effective clinical experiences provide teacher candidates with the practical skills, knowledge, and dispositions necessary for successful teaching. Through these experiences, candidates become more confident, adaptable, and "Day One Ready" to effectively navigate the complexities of their future classrooms.

To Cite:

Anderson, C.J. (February 29, 2024) Yes, teacher candidates should be proficient with impeccable planning, effective instruction, and reliable assessment of learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024).  Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

 Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in          households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.  Journal of Invitational Theory and Practice, v25 p5-13

In an Inclusive Classroom, Your ICORT Mindset Invites Optimal Student Engagement and Success

Advocates for Invitational Education theory and practice know that an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive and supportive learning environment. When educators adopt such a mindset, they create a positive atmosphere that encourages optimal student engagement and success, particularly for learners with diverse needs. Let’s explore how an ICORT mindset can positively impact the learners within an inclusive classroom:

Being intentional results in the desire to tailor instruction and provide individualized support.  Being intentional involves recognizing and addressing the diverse needs of students. Educators can differentiate instruction, using varied teaching methods and materials to accommodate different learning styles and abilities. Recognizing and responding to individual needs requires intentional efforts to provide additional support or accommodations as necessary.

Being caring builds relationships and provides needed emotional support.  A caring attitude helps in building positive relationships with students. When students feel valued and cared for, they are more likely to be engaged and motivated to succeed. Providing emotional support is crucial, especially for students who may face additional challenges. This can involve empathy, active listening, and creating a safe space for expressing thoughts and concerns.

Exhibiting optimism embraces a Growth Mindset (Dweck, 2014) and celebrates success.  Cultivating a growth mindset encourages students to see challenges as opportunities for learning and improvement. An optimistic approach fosters resilience and perseverance, crucial for students facing diverse learning needs. Focusing on and celebrating each student's achievements, regardless of size, contributes to a positive and optimistic atmosphere.

Mutual respect values diversity and utilizes inclusive language.  An atmosphere of respect acknowledges and appreciates the diversity of learners. Educators can incorporate diverse perspectives into the curriculum and create an environment where all students feel included and respected. Using inclusive and respectful language contributes to a positive classroom culture where students feel acknowledged and understood.

Promoting trustworthiness, of course builds trust and collaboration. Trust is foundational in any learning environment. Students need to trust their educators to provide the necessary support and resources for their success. Building trust involves consistency, transparency, and follow-through on commitments. Trusting relationships also extend to collaboration with parents, support staff, and specialists to ensure a holistic approach to meeting students' needs.

Yes, an ICORT mindset helps educators create an inclusive classroom whereby every learner is valued, supported, and given opportunities to succeed. An ICORT mindset establishes a foundation for positive interactions.  The result would be diverse learners experiencing a sense of belonging, and your classroom being an environment conducive to learning and growth for all students. 

To Cite:

Anderson, C.J. (January 31, 2023) In an inclusive classroom, your ICORT mindset invites optimal student engagement and success. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE