Bethel School District Eugene OR

Engaging Instruction to Increase Equity in Education

Teachers can enhance the effectiveness of their instruction by incorporating explicit instruction, background knowledge, opportunities to respond, and performance feedback into their daily routines. These strategies can be used to create a positive classroom environment, both academically and behaviorally. Classrooms, schools, and districts that are organized around principles of deeper learning are well on their way toward being equitable learning environments.

So how do we start?

To learn more about enhancing the effectiveness of your instruction for all students, click here.  

Teacher Visitation and Collaboration (TVAC)

TVAC (Teacher Visitation and Collaboration) is a great way to enrich your professional practice and positively impact your students’ achievement. Take advantage of this great opportunity to obtain a one-time four-hour sub to cover your classroom while you visit the classroom of another outstanding Bethel educator. Your learning target is to observe exceptional teaching, collaborate with your host teacher, and reflect on your learning as you apply the skills into your own professional practice.

Please follow the link to apply:

Click here to apply for TVAC! 

On this site you will find a list of teachers from all grade levels, all buildings, and various specialties offering you a vast field of expertise. The TVAC scheduling window will close by spring break or when the opportunities are gone (whichever comes first). Don’t hesitate to sign up now.

If you have any questions about the process or anything else regarding TVAC please contact Kelly Leguizamon:


DOK Differentiation

Every classroom has a variety of learners and it takes strategic, intentional planning to meet the needs of all students. Webb’s Depth of Knowledge wheel provides a nice framework for teachers to use daily, in both their planning and teaching. Oregon’s state standards require all students to perform tasks across the four levels. Please see below:

In an effort to provide differentiation for students needing a challenge, it is common for teachers to assign more work through projects, book reports, and other extensions. However, teachers can differentiate daily, across all content areas, by focusing on questions at level 3 and level 4 for students performing at higher levels.

To learn more about Webb’s Depth of Knowledge wheel and how you can apply it to your teaching, click here.

Shifting Our Thinking About Students’ Behavior

Over the course of a day, we find ourselves interacting with students who clearly need our support in a variety of ways. Much of our professional development this year has focused on increasing our background knowledge in the areas of Culturally Responsive PBIS, Resilience Building, and Restorative Practices. As we shift our practices in how we interact with students who are struggling, sometimes it is helpful to unpack our beliefs about why students are behaving in a particular way.

Author and director of Sound Discipline, Jody McVittie, offers a different perspective. See this helpful grid to spur your thinking.

Purposeful Partnering

Teachers often need to create teams or partners for different assignments.There is a strong body of evidence that peer relationships have a powerful influence on academic achievement. Therefore setting up purposeful partners is a key to success in the classroom.  Conducting Purposeful Partnering means teachers deliberately assign or randomly choose teams, groups, or partners AND teach students how to cooperatively work together. Simply partnering students doesn’t guarantee success though. It takes instruction, practice, and monitoring. For now, let’s focus on different ways to partner students. Look for a future post on teaching students to work together once they are partnered.

Deliberate partners have been structured so students are as heterogeneous as possible. Creating a mix of different learning strengths, needs, and achievement levels increases equity and excellence for every student. Students do not know how you created these groups.



Below are some deliberate partner strategies you may want to try in your classroom:

  • Groups of FOUR-SIX:  
    • Jigsaw – teacher creates a diverse group of four to six students
      • Each student is assigned a number and a topic
      • After learning the topic students disperse to similar numbers/topics and discuss the topic in this new group so they become “experts”
      • Students go back to their original group and teaches their topic
  • Partners of TWO:
    • Reading – teacher creates partners who are a little below or a little above their reading level so students are not at “frustration” level

Random partners are selected by chance. Your students see it in action; they know they have not been “singled out.” In this low-risk setting they are more willing to participate. Randomly choosing groups can create a positive and cooperative classroom environment.  

Below are some random partnering strategies you may want to try in your classroom:

  • Groups of FOUR:  
    • Get a standard deck of playing cards for creating “four of a kind”   
  • Partners of TWO:
    • Use flashcards to partner up facts showing the commutative property
  • Click HERE for more ideas

 Try these strategies in any content area.  You will be surprised how quickly it becomes part of your regular classroom routine.