Reflection | OTL547

In the field of education, the pursuit of equitable opportunities and achievement growth for all students remains a paramount goal. To realize this objective, educators must be proactive in their approach, not only in assessing student progress but also in providing the necessary support to address the diverse needs of their learners. Central to this endeavor is the adoption of strategies that prioritize cultural responsiveness, as a means to create an inclusive and supportive learning environment. In this reflection, I will explore my planned professional actions aimed at assessing and supporting achievement growth for all students, focusing on two strategies that revolve around cultural responsiveness within a visual arts classroom.

Strategy 1: Culturally Relevant Curriculum and Alternative Resources

One of the fundamental principles of my approach is to continually nurture a curriculum that is culturally relevant and ensure ongoing access to a wide range of diverse resources. The significance of this approach lies in its capacity to acknowledge and respect the cultural heritages of our students, thus establishing a learning environment that deeply resonates with their unique life experiences. To achieve this, I plan to initiate a comprehensive review of our existing curriculum. In accordance with the recommendations of Wiggins and McTighe, this review will encompass a comprehensive examination of the existing curriculum, with a primary focus on uncovering any deficiencies or partiality in its representation of a wide range of cultures. Through this thorough assessment, I aim to discern and highlight specific points in the curriculum where enhancements are warranted, ultimately striving to foster a more inclusive and equitable educational environment that respects and celebrates the rich tapestry of diverse cultures and backgrounds within our learning community (Wiggins, G & McTighe, J. 2007). Furthermore, I intend to diversify our instructional materials and expand the range of resources used in my teaching. This will involve incorporating a variety of media such as literature, imagery, artworks, audio books, and multimedia that authentically represent diverse cultural perspectives. Through these efforts, my goal is to provide students with a more comprehensive global perspective, promoting cultural awareness and fostering appreciation. By implementing this strategy, I anticipate the creation of a classroom environment that not only respects the diverse cultural backgrounds of my students but also empowers them by allowing them to see their own experiences and identities represented within the learning materials.

Strategy 2: Building Cultural Competence and Inclusivity

Another crucial element of my planned professional actions involves cultivating cultural competence among both students and myself. To foster an inclusive classroom culture, my intention is to facilitate open dialogues. My objective is to establish platforms where students can participate in open, respectful, and truthful dialogues concerning their unique backgrounds, experiences, and perspectives. These meaningful conversations will empower students to gain a deeper comprehension and genuine appreciation for the rich tapestry of cultures that exist within our classroom, aligning with the IB learner profile's emphasis on open-mindedness as articulated in the visual arts guide authored by Dr. Tilke (Tilke, A. 2011).

Continuous professional development is an integral part of my commitment to enhancing cultural responsiveness. I will actively seek out and participate in professional development opportunities that center on cultural competence. This will involve attending workshops, conferences, and collaborating with colleagues who share a dedication to inclusive education. Through these efforts, my goal is to foster a sense of belonging and mutual respect within the classroom, ensuring that all students feel valued and heard, regardless of their cultural backgrounds.

When considering these strategies for assessing and supporting the academic growth of all students, I am reminded of the profound impact that education can have on shaping a more inclusive and equitable society. My dedication to cultural responsiveness is rooted in a belief in the transformative power of education to bridge divides and equip all students with the tools they need to succeed, utilizing an interdisciplinary approach (S., J., Raykar, R., & H., R. 2022).

As I progress in my professional journey, I acknowledge that there will be challenges and complexities in effectively implementing these strategies. However, I am confident that my commitment to creating a culturally responsive classroom will yield positive outcomes for my students and further my growth as an educator. By consistently reflecting on my teaching practice, seeking feedback, and adapting to the evolving needs of my students, I am steadfast in my pursuit of assessing and supporting achievement growth for all, regardless of their cultural background. Furthermore, this experience has prompted me to critically evaluate how students engage with assessment and recognize the significance of empowering them to take ownership of their learning, incorporating elements such as rubrics, self-assessment, and reflection into the overall assessment process.