My Inclusive Classroom started with the idea that teachers need authentic, personalized, and collaborative professional development – imagine that!
After attending so many similar, sometimes helpful, professional development opportunities, I became frustrated. There’s simply too much information being pumped out to teachers, including lots of new 'fads' to figure out, and countless students to teach them to.
I constantly struggled to make sense of all this new 'knowledge'. How could I apply everything I learned? I struggled trying to use all the new fads, yet I never felt like I had a grip on my classroom or on my students’ learning. How do I tell the difference between fad and research? I want to do what works – but how do I know what works best? Aaaaa, all these questions going round and round in my brain!
With every new demand, my time to collaborate with colleagues disappeared. I felt alone in my professional journey. I knew it was important to work with other teachers in order to feel supported and to help make sense of it all. Collaborating with other teachers is vital for support, professional development, plus it supports student learning, creates community, and helps to maintain inclusive environments. But, the administration had no qualms about taking away our support system. Increased demands meant less time for collaboration.
An administrator told me once that she was not interested in what teachers think or feel about their practice. She believed that what mattered most was what the policy-makers said. Say what? This common belief is absolutely appalling. Teachers matter, you matter, educating students matters! Like you, I want to be the best teacher I can be. Mandatory professional development rarely spoke to my concerns about my practice. Despite being interesting, it rarely changed me. Instead, it often confused me more than anything. How am I supposed to put it all together? Does this sound familiar? Probably!
My Inclusive Classroom helps teachers, like you and me, focus on what is important in education- the students. Our firm is not affiliated with any school system or program. We work for you, the teacher. This is the reason we’re able to offer an objective opinion while supporting you and helping you become the best teacher you can be. Our support starts with the following three questions:
Are all students are achieving in your lessons?
Are all students participating in your lessons?
Are all students present in your lessons?
Before you say it, allow me – the answer to the three questions is that no two students are alike. There is no easy answer to any of the questions! That’s why at My Inclusive Classroom we take the time to build a relationship with you. We want to understand your teaching story, your class culture, and your needs. Teaching is a practice. You need to collaborate, practice, and learn in order to improve. Today’s students need great teachers and that means YOU!