TEACHING QUALITY STANDARD

FOSTERING EFFECTIVE RELATIONSHIPS

On my last day of Field III at Saddle Ridge School, the students in my grade 4 classroom were very sad to see me leave and had compiled many gifts and cards to say goodbye. See a small selection of the cards (right) that demonstrate the positive and productive relationships I made with the students, and how these relationships helped me to support student learning. These cards and kind words from my students reinforced how I taught fairly, with respect and integrity, while showing genuine care for others.

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My narrative assessments from Field II and III demonstrate how I was able to make positive connections with other members of staff at the school and collaborate to support students learning.

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The development of an Interdisciplinary Study: ‘How we shape the future of our national parks?’ demonstrates an opportunity to invite First Nations people and Elders to support learning, and to collaborate with service professionals through communications with Canadian Government - Parks Canada.

ENGAGING IN CAREER-LONG LEARNING

In my Professional Learning class, I developed a design for my own professional learning. My design supports the idea that learning is never done and is cyclical. My images represent the cycle of admitting mistakes, critical reflection, and iteration to improve future teaching and learning. The importance of collaborating with and learning from colleagues through feedback is crucial to help improve and enhance my teaching practice. It is also very important know student needs so that I can design future professional learning around supporting my students.

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I have completed an additional online course in Mental Health Literacy for Educators from the University of British Columbia to help develop an inclusive, welcoming, caring, respectful, and safe learning environment in my future classroom.

DEMONSTRATING A PROFESSIONAL BODY OF KNOWLEDGE

I collaborated with other pre-service teachers to create an Interdisciplinary Unit surrounding the relevant issue of national parks in Canada. This plan demonstrates design thinking that addresses Program of Studies outcomes and involves a variety of instructional strategies to engage students and encourage research, critical thinking, and collaboration. This unit also includes a balance of assessment as, of, and for learning to help facilitate student learning, guide teacher instruction and provide students with constructive feedback.

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Please see my annotated Unit Plan designing physical education for Division 1 or 2 students on preparing to participate in obstacle course racing. This unit offers a way outside of the sports model to achieve many Program of Studies outcomes for physical education, providing a variety of ways to engage and assess students of multiple skill levels and abilities.

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My Field Experience Report demonstrates the importance of incorporating digital technology to help students acquire, apply, and create new knowledge; specifically, in the context of literacy development. It also stresses the importance of providing students with multiple means of representation and expression of their learning. This report is focused on multimodal literacy, but I believe these concepts can be applied to any subject to strengthen student communication, ability to work in a group and independently, and critical thinking.

ESTABLISHING INCLUSIVE LEARNING ENVIRONMENTS

The experience of applying Universal Design for Learning principles to a specific task strengthened my ability to promote an inclusive learning environment that embraces diversity. This strategy includes addressing multiple means of representation, expression, and engagement to plan a lesson that promotes a positive and engaging classroom.

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Another lesson plan, with associated teacher notes, incorporated students’ personal and cultural strengths into teaching and learning which celebrates cultural diversity. This lesson was planned for a Grade 1 classroom, but there are many possible extensions and uses for higher grades as well.

It is important to recognize that every student is unique, and that their differences should be celebrated!

APPLYING FOUNDATIONAL KNOWLEDGE ABOUT FIRST NATIONS, METIS AND INUIT

Our Interdisciplinary study encouraged students to develop an understanding of historical, economic, and political implication related to treaties and agreements with First Nations people through the exploration of the history of land that is now part of Parks Canada. This project also encouraged students to study the implications National Parks have had, and will continue to have on the land, people, and country.  

Through the creation of a teacher resource website providing and celebrating resources for primary school, secondary, and professional learning and development, I found many ways to use the Program of Studies to develop a knowledge and understanding of, a respect for, the histories, cultures, languagues, contributions, and perspectives of First Nations, Métis, and Inuit peoples.

ADHERING TO LEGAL FRAMEWORKS AND POLICIES

Through studying and providing a solution for a hypothetical legal and ethical dilemma, I was informed greatly of the link between Law, Ethics, and the Alberta Professional Code of Conduct for teachers. As my group discussed and applied different ethical frameworks to our issue, we also were constantly referring to the laws surrounding our ethical dilemma. This provided an interesting ‘back and forth’ conversation while we compared what was legally ‘right’, and what we felt ethically obliged to do. We were able to strike a balance, adhering to the legal framework of the code of conduct, while still upholding our integrity and acting in, what I believe, was in the best interest of the student.