TRB Standard 7
Educators engage in career-long learning.
Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively.
REFLECTION
I have chosen to include a summary I wrote on Harvard Business Review’s publication, Mindfulness, to demonstrate how reading has helped shape my philosophies and contributed to my growth as a teacher. In creating this piece of evidence, I learned that reading academic publications is a great way to ensure that I am growing, inspired, and learning. There are so many areas to study that are helpful in the classroom, and being a mindful teacher as well as promoting mindfulness in the classroom is a great example.
Fulfilling this TRB standard through reading this book really gave me insight into how to use mindfulness to promote a positive, supportive, productive, creative, and low-stress classroom and work environment. The book also gave me some practical tools I can apply to avoid teacher burnout.
Research says that mindful practices create chemical changes in the anterior cingulate cortex of the the brain and improve self-regulation skills as well as one’s ability to learn from past experiences. Mindfulness affects brain areas related to perception, body awareness, pain tolerance, emotion regulation, introspection, complex thinking, and sense of self. This research suggests that mindfulness skills could help students not only on an academic level but on a socially and emotionally as well.
A strength of my evidence is that the book is something I purchased and will continue to revisit and pass along to my colleagues throughout my teaching career. This book is one of a four-part series, and I have already purchased a second one titled Happiness, which I am eagerly waiting to read.
This TRB standard is important to me because it is our duty as educators to keep growing, learning, and adapting our teaching practices based on collective knowledge. In order to form our own informed philosophies, we must build off the theories of the experts, which involves an eagerness and openness to information and perspectives.
I will hold this TRB standard true and be an example to my students by continuing to challenge myself as well as through demonstrating a healthy, curious hunger for learning. I will continue to be inspired by the work of others across disciplines - through readings, discussions, films, and other means - that will enhance my teaching and philosophies. As I nurture and follow my passions and interests, grow my teacher identity, and better understand my students and their needs, I will grow and adapt my teaching philosophies and become a stronger and more knowledgeable teacher.
The Newsletter
Created with Canva
REFLECTION
For this TRB standard, I have chosen to include a newsletter I created (with help from Canva.com) that demonstrates my research around my inquiry question: what are some obstacles for newcomers in the classroom and how can teachers help them and their families overcome these obstacles? Some of the newsletter’s main objectives outline ways to improve parental involvement, strategies to overcome language barriers, and how to create a welcoming environment.
In creating this evidence piece, I learned strategies that will help me in my practicum and in my career as a teacher. I was passionate about learning more about how to support English language learners and families since the vast majority of the students in my practicum placements are first generation Canadians. As per this TRB standard, it’s integral that teachers identify their own professional needs, so this is an area I prioritized. Some of these strategies outlined include encouraging parental participation in school events and student learning, creating clear communication with the use of visuals, building a relationship of trust, providing space and choices, and introducing families to others who have overcome similar obstacles.
Relative to this TRB standard, this evidence piece has helped give me insight into how, just like our students, our professional learning must be differentiated to suit our needs. There are areas of BC where the immigrant population is practically non-existent, so my inquiry question may not be considered valuable to explore. It’s important to consider where, what, and who we are teaching when we think about our individual learning priorities as teachers.
This evidence piece encourages a reflection on learning and teaching styles that vary on a basis of culture. When approaching immigrant students, it’s important to consider language barriers, and that what can appear as incompetency in science, for example, may actually be reflection of English deficiency. We should develop various and authentic ways of assessing learning for all of our students, but especially those that are ELL, so that cultural differences or language barriers are not mistaken as inability.
A strength of my chosen evidence is that not only did I research my topic for my own learning, but my pod and I exchanged what we learned. Through sharing my newsletter I was able to help my colleagues and contribute to the profession, and in listening to their inquiry findings, I learned about various other important topics as well.
This TRB standard is important to me as a new teacher because we are role models. How on Earth can we expect our students to learn if we are not also learning? I love learning new things, and continuing to grow both personally and professionally is important to me. I have always valued and appreciated post-secondary for helping me continue to grow, and now that I am closing the chapter of my education degree, it will be my responsibility to continue my learning.
I will hold this TRB standard true as I grow as a teacher because as I go into the field it will become more apparent where the gaps in my learning are. I will continue to look for answers and feedback from various people, resources, and reflection.
Maybe it will be a particular student who inspires me to take a workshop on ODD, or an especially artistic class who inspires me to take some painting lessons, or something else entirely. The key is to continue to grow and learn, and to truly understand that it is our responsibility to do everything we can to support our students.
This TRB standard explicitly connects to improving knowledge and skills, as we engage in career-long learning. What we choose to learn about will partly be dictated by our students and experiences, but it will also reflect who we are. With the new curriculum we are now, more than ever, able to bring our passions and various areas of expertise into the classroom. Maybe there will be room to practice my knitting skills and teach the class that, or I will learn how to tie ropes in various knots, which we will practice out on our field trip. Maybe I will learn everything there is to know about turtles for when we get the first class pet, or maybe after a student expresses a love for apples I will become an expert on apple varieties before we go to the orchard. The possibilities are endless.