Through a Different Lens: Professional Development That Reframes Diversity as Strength

• In Event: Linking Care With Justice for Institutionally Marginalized Students

Abstract

This study examined individual and collaborative professional development (PD) of teachers within Through a Different Lens (TADL) inquiry teams, and effects on teacher practice and student outcomes. The focus of PD in this project was to empower teacher inquirers as inclusive educators developing their practice to make learning engaging and relevant for all students. Participating teachers engaged together in five to seven PD meetings over the course of the school year. TADL PD activities endeavoured to support teachers to remove barriers to success that many vulnerable students face; create strength-based classrooms where students can learn in alternative ways; and provide meaningful, relevant learning opportunities.

Authors

• Leyton Schnellert, The University of British Columbia - Okanagan Campus

• Shelley Moore, The University of British Columbia