Het vieren van diversiteit in de schoolpraktijk

2.4 Canada, Edmonton Public Schools
Edmonton Public Schools is recognized internationally for offering curriculum in ways that
complement the unique backgrounds and talents of its students, and is committed to expanding
programs wherever it will support and foster student achievement. The Board of Trustees is
committed to inclusive education. The Board of Trustees expects the District to be an inclusive
education system with its values reflected in District programs, operations and practices. The
attendance area school is the guaranteed point of entry for all students, and the regular classroom
shall be the first placement option considered.
An inclusive education system is a way of thinking and acting that demonstrates universal acceptance
of, and belonging for, all students. Inclusive education is a values-based approach to accepting
responsibility for all learners, whether registered in District Early Years or school age learning
environments. It is founded on the belief that all students can learn and reach their full potential given
opportunity, effective teaching, and appropriate resources. An inclusive education system supports
every student to be included in their greater school community. The success of an inclusive education
system relies on the engagement, collaboration and involvement of students, parents/guardians, staff
and community.
The Board of Trustees believes all students can learn and is committed to meeting the schooling
needs of all students in Edmonton Public Schools through the provision of a range of programs and
instructional options to accommodate their differing needs and interests. The Board of Trustees
believes that program implementation should provide continuity and flexibility for student
learning. Eight schools that have demonstrated exemplary inclusive learning practices were invited to
participate in a project to build a model reflecting each school’s unique programs and resources for
diverse learners. Each school-based team was led by a consultant. Consultants were guided by
Edmonton Public Schools’ vision for enhancing staff skills; ensuring high-quality teaching practices
and supports for diverse learners; and highlighting skills, practices and supports in a new professional
learning model.
Each school designed a protocol. Skilled teacher leaders, supported by administration, facilitated the
project’s goal of highlighting best practices of inclusive learning. At each demonstration site, video was
taken of classroom instruction and school culture, and students and staff were interviewed. The videos
focus on professional learning that highlights collaborative inquiry and reflection, and will be housed
on the Edmonton Public Schools website: www.epsb.ca
As a professional learning model, the demonstration site experience is designed to immerse teachers
in a learning cycle of peer observation, collaborative inquiry, reflection and action planning. This
process allows for the personalization of teachers’ learning. Teachers, accompanied by a facilitator
(an instructional coach), visited other teachers’ classrooms to observe inclusive learning practices.
The visits and the collaboration that followed were integral to the visiting teachers’ learning. Teachers
improved their practice and developed methods for observing and analyzing teaching practices for
inclusive learning. Supporting innovation is truly the work of job-embedded professional development.
Creating a shared and ongoing process that is school-focused and that makes a direct connection
between professional learning and application requires nurturing. We believe we’ve prepared the
groundwork to make demonstration site visits an initiative that will continue to find its home in
Edmonton Public Schools’ inclusive learning as valuable professional development.
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