Andrew Kroon

Outcome

Outcome 3 — Safe, equitable, and inclusive learning environments

Evidence and reflections demonstrating inclusive, safe learning environments, pro-social management strategies, and support for student well-being.

Outcome 3 indicators

  1. 3.1Indicator

    The ability to create equitable, diverse, and safe learning environments

  2. 3.2Indicator

    Knowledge of safe-school policies at the school, board, and provincial level

  3. 3.3Indicator

    The ability to organize safe and constructive learning environments based on educational principles of open-mindedness in communities of inquiry

  4. 3.4Indicator

    The ability to foster inclusive pedagogy and practices that are responsive to, and inclusive of, a variety of student identities (e.g., cultural, language, gender, class, sexuality, ability, etc.)

  5. 3.5Indicator

    Knowledge and skills to assist students to improve their resilience, social/emotional well-being, and mental wellness

  6. 3.6Indicator

    Knowledge and skills in applying pro-social classroom management strategies (e.g., cooperative learning, restorative approaches, relational approaches) for building and maintaining positive classroom communities

  7. 3.7Indicator

    Knowledge of theories of behavior management and the ability to apply behavior management strategies in the classroom

Artifacts & Captions

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1. Bias Evaluation of Children's Literature — Slide Deck

On February 24th, 2026, my colleagues and I presented a piece of children's literature that we had examined using the context of the Nova Scotia Bias Evaluation Instrument. This tool is used to detect forms of bias towards various cultures, races, sexes, sexual orientations, languages, socio-economic statuses, and abilities/disabilities. We chose to make a presentation to express our use of the tool with our class in an interactive way. Within the book we found multiple examples bias towards girls, physical disabilities, and appearances. The bias evaluation instrument will be a most useful tool in the future when deciding what literature to use or cite in my teaching.

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2. Mental Health Literacy — Certificate

On March 1st, 2026, I completed the LEARN online Mental Health course modules as a component of my elective course Mental Health in Education. The online course covers important mental health topics, including mental health literacy and its importance, differences between mental distress, mental health problems, and mental illnesses/disorders, stigma, signs symptoms and types of mental illnesses, treatments, and our role as educators in supporting our students mental wellbeing, as well as our own. As a preservice teacher in the secondary stream, the importance of mental health literacy is very apparent due to the commonality of mental illness and problems in adolescents and I believe that this online course has provided me with many tools for helping/educating my students and fellow educators.

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3. Supporting Students in Care — Certificate

On February 20th, 2026, I attended a professional development session on supporting students in care through education. The session was filled with information to bring awareness to students in the foster care system. There was much shared with attendees about how common it is that children are put in the system, common reason for this, and the difficulties children in the care system often face. We were taught best practices for how we can support these children as their educators, and the crucial role we can play in their lives. While it is important to ensure we support all students, its even more important to acknowledge and be aware that some students may need more support or support in different ways than others.

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