The general goal of my SRV Theory Implementation Plan is to influence and encourage more respect for diversity at the classroom level, by implementing the Respecting Diversity Program (Katz, 2012), a program which focuses on Howard Garner’s multiple intelligences theory as a way to build respect for diversity in classrooms and schools. My hope is that this will encourage Social Role Valorization (SRV) for all, and allow all students to achieve ‘the good things in life’ (Race, 1999) by being contributing and valued members of the classroom and school community.

Specific goal statement

To encourage more respect for diversity within the classroom, and to value each student’s role within the classroom, I will implement the Respecting Diversity Program (Katz, 2012) in two classes in my school (Class A and Class B). Lessons will occur 3 times per cycle, will follow the outlined lessons of the program, and will be adapted to be age appropriate. The program will be covered over a period of four school cycles in Class A, and over a period of three school cycles in Class B.

Implementation steps

  1. Share details of the Respecting Diversity Program with the teachers in Class B, as well as with the administrative team at my school. Class A teacher is already familiar with the program, but has yet to implement it.
  2. Plan the implementation schedule with teachers. Allow for three lessons per cycle.
  3. Prepare lessons ahead of time. This will include collecting and creating necessary materials and finding appropriate visuals to support teaching, especially for Class A, which is made up of much younger students. This may also involve creating visuals for the interactive white board for specific lessons as deemed necessary.
  4. Allow for self-reflection time, as well as time with the teachers to discuss the process and results together.
  5. Consult with the administrative team throughout the process to share feedback on how the program is going.
  6. Document the process (in writing, video, photos) to be able to share the details with other staff.

Materials and resources

  • Book Teaching to Diversity – The Three-Block Model of Universal Design for Learning
  • Visuals for display board (to be created)
  • Age appropriate student journals (to be created)
  • Chart paper
  • Coloured markers
  • Age appropriate multiple intelligences survey, plus parent version
  • Readers and scribes to provide support where necessary
  • Plasticine
  • Paper flags
  • Photos or props of public figures and people in various areas of work
  • Collection of books for the lesson on the brain and disabilities

Personal support plan

The following adults will be able to provide me support in implementing my proposed plan:

  • Class A classroom teacher – Mme M and I will co-teach the program to her class. We will reflect on the process and results together and make adjustments accordingly.
  • Class B classroom teachers – Mme L and Mme E will mostly observe the lessons shared with their students. They will support relevant activities in the classroom and provide feedback on the process and program.
  • Class A & B – various educational assistants (EAs) will provide both support in class with the relevant activities, and feedback on the process and program.
  • The administrative team – Mme M and M. M will participate in reflective discussions and future steps during and after the process.


An important part of this implementation plan will be to reflect on and share the process and results with others, more specifically with other teachers in the school and division, as well as with the administrative team, but also with my online professional learning network. Reflection will be shared throughout the process, either through discussion in person, or in blog format. If the program is successful, it would also be important to more formally share the details and process of the program with my staff during a professional development day or a lunch-and-learn.