Creating Equitable and Inclusive Classrooms with Roy Fernandes

Creating Equitable and Inclusive Classrooms with Roy Fernandes

Workshop Description:
Led by Roy Fernandes, Superintendent of Indigenous Education and Equity at TCDSB, this workshop focused on creating equitable, inclusive, and student-centered classrooms. Drawing on the Toronto Catholic District School Board's Equity Action Plan, Fernandes highlighted key areas of focus including Indigenous education, dismantling anti-Black racism, and supporting the 2SLGBTQ+ community. He emphasized the role of Culturally Relevant and Responsive Education (CRRP) and the need to prioritize student voice, safety, and experiential learning in all educational environments.

I learned that equity and inclusion are not standalone lessons or isolated goals—they must be embedded in every aspect of classroom culture, instruction, and assessment. This means examining my own biases, using diverse and representative resources, and building learning environments where all students feel safe, valued, and seen. I also learned how the TCDSB Equity Action Plan provides a practical framework for implementing CRRP, including active strategies for Indigenous inclusion, anti-racist education, and affirming 2SLGBTQ+ identities. Fernandes's message was clear: inclusive education is proactive, intentional, and always evolving. Roy Fernandes presented in a highly engaging and personal way, sharing not only strategies and system-level practices but also classroom examples from his years of experience as a principal and teacher. He used real scenarios and practical tips, making the content relatable and immediately actionable. Hearing the perspectives of students—through the stories he shared—was especially powerful. It reminded me that behind every equity initiative are real learners who either benefit or are harmed depending on how intentionally we design our classrooms. This workshop resonated with me deeply because it connected equity work to everyday classroom decisions—what texts we choose, how we manage behavior, and whose voices are centered in our discussions. It emphasized that equitable teaching is about systemic awareness and everyday actions.

As a future educator, I feel a strong responsibility to create space for every student to feel that they belong, particularly those from marginalized communities. This session helped me realize that equity work is not just a moral imperative but a professional one. I will apply this learning by incorporating culturally relevant content into my lessons and being intentional about whose voices and stories are represented. I will seek out resources and texts created by Indigenous, Black, and 2SLGBTQ+ authors, and I will establish classroom norms that reflect respect, inclusion, and safety for all identities. I will also work to foster student-centered learning by giving learners more agency and choice in how they demonstrate their understanding. Lastly, I will regularly reflect on my teaching practices through an equity lens, asking, "Who is this for?" and "Who is missing?" as I plan and deliver instruction.

                                                                     GianfrancoM@NUO