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Professional Development Plan - Coggle Diagram
Professional Development Plan
Reflecting on Teaching Practice
Assumptions
shifting from the assumption of heteronormativity
move towards a curious questioning of identity and creating a safer space for identity exploration
Relationships
with students
AFFIRMATIVE
trust
respect
inclusivity
with families
with LGBTQ+ community
Biases
Acknowledgement
including land acknowledgement and any other recognition in our classrooms and teaching practices
teachers have a powerful position to help our students feel safe and welcomed in our schools.
Guiding Framework
Beliefs
Attitudes
Knowledge
Skills
Gaining Self Awareness
keeping up-to-date on local and global news relative to the LGBTQ+ community (current events)
Privilege
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personally
professionally
Identity
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Intersectionality
social location
experiences
dynamic and complex
cisgender, heterosexual
Challenging Gender Conformity
Vulnerability
ongoing learning
Seeking Outside Input
bringing in community experts and people with lived experience to speak to class
avoiding tokenizing a student who identifies as queer
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advocacy
liaising with LGBTQ+ community
students, families, and administration
collective power
asking for guidance
Developing Action Steps
determine what resources are readily available
self reflection
what assumptions am I making?
what preconceived notions/biases do I have?
how are my teaching practices enforcing the heteronormative narrative?
check my privilege
determine how my school supports the LGBTQ+ community and students who identify as queer
is there existing GSA groups or initiatives or do I have to initiate and advocate these support systems within my school?
what is the school culture? are there safe zones?
Teaching Practices
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use of pronouns and preferred names
having authentic and vulnerable conversations
culturally infused postitioning
critically analyzing hidden curriculum
language sensitivity
actions, interactions, and policies
reflection-in-action
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being open to learn, listen, and educate myself
Setting longer term goals
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advocating for more inclusive school practices and policies
Affirmative practice and pedagogy
what kind of teacher do I want to be? what impact do I want to have on my students relative to LGBTQ+ allyship?
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building a culture of acceptance versus tolerance
commitment to allyship
reflection and reflexive practice