Teacher Competencies to Improve Experiences and Outcomes for Diverse Learners

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching Beyond the Formula: Culturally Responsive Approaches to STEM and Student Success

Abstract

This paper proposes teacher competencies for working with diverse learners in US elementary schools. Current literature indicates a need for an intersectional look at teacher preparedness. This integrative literature review approaches this topic through an inclusive and identity-affirming lens aiming at disrupting deficit lenses. Using an equity-focused, intersectional definition of inclusion, the resulting eight competencies are applicable to self-reflection and growth in teachers and teacher development programs. In this paper, I propose these competencies as a guide for teacher development programs, both in-service and preservice, as a research tool, and/or as a tool for teachers' and preservice teachers' growth-focused self-reflection.

Author

• Sara H. Petit-McClure, Syracuse University