Strongly disagree

disagree

agree

Strongly recommended

agree

1. I understand how my own background (e.g., gender, race, religion, family) and personal experiences are similar and different from those of my students.

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3

4

2. I take time to reflect on my own biases, assumptions, and knowledge and how they impact my expectations of and interactions with students.

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4

3. I reflect on how my interests and values ​​impact my interactions with students.

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4

4. I reflect on how my emotions impact my interactions with students.

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3

4

5. I recognize that when accidents and mistakes happen

Teaching is what I continue

Growth as an educator.

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4

6. I reflect on how I create meaningful learning

Provide experiences for every student.

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4

7. I realize how my perceptions of student behavior and my reactions (positive and negative) impact my interactions with students.

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3

4

Strongly disagree

disagree

agree

Strongly recommended

agree

1. When I have strong emotional reactions (e.g., stress, anger) in class, I am able to calm down (e.g., stop, think, act) or remain calm.

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2. When I have strong emotional reactions (e.g., stress, anger) in class, I effectively use stress reduction strategies (e.g., breathing techniques, mindfulness) to stay calm.

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3. I organize materials and interactions with students to create a learning environment that is welcoming and inclusive of all students.

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4. I set, monitor and evaluate my career goals and develop clear steps to achieve them.

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5. I revise instructional plans and the way I organize interactions based on new information (e.g., how students experience instructional content, student engagement and interest, peer dynamics).

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6. I persevere when challenges arise in the classroom.

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7. I practice self-care regularly.

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4

Strongly disagree

disagree

agree

Strongly recommended

agree

1. I care about and pay attention to students’ feelings.

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4

2. I utilize the perspectives and experiences students bring to the learning process.

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4

3. I pay attention to and value the impact of my words and deeds on students.

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4. I understand that each student brings his or her own unique experiences (based on gender, race, religion, family, etc.) to social interactions in the learning environment.

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5. I work with students individually and collectively to ensure that each student feels included in the learning environment.

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6. I leverage the strengths and assets students bring from their families and communities to support the learning environment.

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4

7. I investigate potential drivers of student behavior.

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4

Strongly disagree

disagree

agree

Strongly recommended

agree

1. I strive to build supportive relationships with all students, even when students are challenging or relationships seem difficult.

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4

2. I communicate my ideas, opinions, and guidance effectively and actively listen to students’ perspectives and experiences.

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4

3. I use what I know about my students (e.g., who they are and what their needs are) to build meaningful relationships with them.

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4. When I make a mistake, I admit it to my students.

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5. When problems arise in the learning environment, I work with students to resolve them.

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6. I strive to showcase the unique contributions of each student.

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7. I build and leverage relationships with all students’ families to better understand my students.

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8. I seek the support of my colleagues when I have questions or concerns.

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4

Strongly disagree

disagree

agree

Strongly recommended

agree

1. I consider student strengths and developmental needs when making decisions and build on the assets of the youth and family.

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4

2. I reflect on my own assumptions/biases as well as external factors when making decisions that impact students.

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4

3. I work with students and adult colleagues when making decisions that may affect them.

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4. I find practical solutions to problems that arise, including how to balance and meet the needs of individuals and the group as a whole.

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5. I reflect on the decisions I and my colleagues make, including the intended and unintended consequences for myself, my students, and the school community.

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6. I consider multiple forms of evidence when making decisions.

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7. I find ways to solve both academic and

Students’ social and emotional needs

When making a decision.

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4

Strongly disagree

disagree

agree

Strongly recommended

agree

1. I support students’ social and emotional development throughout the teaching cycle.

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4

2. During the teaching process, I identify social and emotional goals as well as academic goals.

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While teaching, I teach social and emotional skills to my students.

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4. I provide feedback and coaching support for students using social and emotional skills.

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5. I let students know that there is more than one correct way to use social and emotional skills in different social and cultural contexts.

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6. I encourage my students to understand how their families and communities express themselves socially and emotionally.

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7. I help students use their social and emotional skills in a variety of situations in ways that are meaningful to them.

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I refer to students' cultural references and assets when nurturing their social and emotional development.

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4