trb Standard #2
Educators are role models who act ethically and honestly.
Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that their individual conduct contributes to the perception of the profession as a whole. Educators are accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system. Educators have an understanding of the education system in BC and the law as it relates to their duties.
Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that their individual conduct contributes to the perception of the profession as a whole. Educators are accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system. Educators have an understanding of the education system in BC and the law as it relates to their duties.
EVIDENCE #1
REFLECTION #1
The first piece of evidence that I've chosen for TRB Standard 2 is a link to my personal Instagram feed. Instagram is a social media platform through which photos are shared/"liked"/commented on etc. Why have I done this? TRB Standard 2 requests that teachers are honest and ethical, and I can think of no better way to prove this, than by allowing those around me to gain insight into who I am when I'm away from school.
My desire, as a teacher, is to be beyond reproach, leaving parents and community members with nothing to wonder regarding me, my family, and my motives. And, if offering a closer look into my world (and my digital footprint) will help with this, I want to do it.
I've continued to learn, throughout this degree program, that our digital footprint matters. Why? Because these sites offer insight into who we are as people, and very simply, who we are as people, matters. Parents and guardians are leaving their sons and daughters in our care, and they want to know (as they should) that we have the very best in my mind for their children. This includes a certain level of transparency that isn't required in all career fields (but certainly is required within the teaching profession).
Additionally, and as TRB Standard 2 suggests- I've become very aware that we are role models on school grounds, as well as off school grounds. That our influence stretches far beyond the four walls of any classroom, that the eyes of the community are upon us, and because of this, we must be careful with what we present to the world.
I'm learning to embrace the reality that the role of teacher is a community position; one founded on trust and a certain standard of morality; and that as we enter in, we understand the potential for scrutiny. TRB Standard 2 makes this very clear; that as we become classroom professionals, we find ourselves in a privileged position- one that comes with certain responsibilities as well as expectations.
This evidence piece is the right one for TRB Standard 2 because it reveals who I am, what I love and
that which I value (all of which are important themes represented within TRB Standard 2); the hope being that anyone who peruses the feed will see that I am a decent, ethical, honest person with nothing to hide.
TRB Standard 2 is important because it stresses the need for all teachers to be moral human beings, (which, should be a minimum requirement for entering into the teaching profession).
We, as teachers, are placed into a position of public trust. Parents trust us with their children, administrators trust us with their classrooms, and community members trust us with the pride, dignity and reputation of their community. TRB Standard 2 states that this is a trust that we must take seriously, by being ethical, honest individuals.
The aspects of TRB Standard 2 (that of being ethical and honest) are important to my teaching practice because, by adhering to them, I will be protected from any and all situations where I could lose the trust of my school and community.
It's my intention to honour the spirit and wording of TRB Standard 2 by adhering to its call: to act ethically and honestly, both during school hours and while away from the classroom. Additionally, our attitude, when entering into the teaching profession, should be one in which we are focused on doing all we can do to benefit the students (and families) within our midst. Complying to TRB Standard 2 shows that we are taking this commitment to selflessness seriously.
My desire, as a teacher, is to be beyond reproach, leaving parents and community members with nothing to wonder regarding me, my family, and my motives. And, if offering a closer look into my world (and my digital footprint) will help with this, I want to do it.
I've continued to learn, throughout this degree program, that our digital footprint matters. Why? Because these sites offer insight into who we are as people, and very simply, who we are as people, matters. Parents and guardians are leaving their sons and daughters in our care, and they want to know (as they should) that we have the very best in my mind for their children. This includes a certain level of transparency that isn't required in all career fields (but certainly is required within the teaching profession).
Additionally, and as TRB Standard 2 suggests- I've become very aware that we are role models on school grounds, as well as off school grounds. That our influence stretches far beyond the four walls of any classroom, that the eyes of the community are upon us, and because of this, we must be careful with what we present to the world.
I'm learning to embrace the reality that the role of teacher is a community position; one founded on trust and a certain standard of morality; and that as we enter in, we understand the potential for scrutiny. TRB Standard 2 makes this very clear; that as we become classroom professionals, we find ourselves in a privileged position- one that comes with certain responsibilities as well as expectations.
This evidence piece is the right one for TRB Standard 2 because it reveals who I am, what I love and
that which I value (all of which are important themes represented within TRB Standard 2); the hope being that anyone who peruses the feed will see that I am a decent, ethical, honest person with nothing to hide.
TRB Standard 2 is important because it stresses the need for all teachers to be moral human beings, (which, should be a minimum requirement for entering into the teaching profession).
We, as teachers, are placed into a position of public trust. Parents trust us with their children, administrators trust us with their classrooms, and community members trust us with the pride, dignity and reputation of their community. TRB Standard 2 states that this is a trust that we must take seriously, by being ethical, honest individuals.
The aspects of TRB Standard 2 (that of being ethical and honest) are important to my teaching practice because, by adhering to them, I will be protected from any and all situations where I could lose the trust of my school and community.
It's my intention to honour the spirit and wording of TRB Standard 2 by adhering to its call: to act ethically and honestly, both during school hours and while away from the classroom. Additionally, our attitude, when entering into the teaching profession, should be one in which we are focused on doing all we can do to benefit the students (and families) within our midst. Complying to TRB Standard 2 shows that we are taking this commitment to selflessness seriously.
Evidence #2
The picture below is (part of) the summary RE: my final report- practicum #2. Don Lefleur (my supervisor) was very kind in his assessment of my teaching skills, but also of me as a person, as noted within the first bullet under "summary", "Positive role model with strong morals and ethics".
reflection #2
The evidence that I've chosen for TRB standard #2 [Evidence Piece #2] is a section of the field report from my second practicum. Within the summary (the first point), my supervisor lists one of my professional qualities as "having strong morals and ethics". This connects directly into TRB Standard #2.
My field supervisor listed "strong morals and ethics" as the first point in his summary. This reaffirms to me the truth that, to be moral and ethical, within the teaching profession (and in life) is of the utmost importance. Morals and ethics are funny things. for many people they're grounded in faith, and for many others, they're grounded in experience. Either way, it's clear that, in order to be a teacher of substance and quality, we must seek to anchor ourselves in good practice, which includes modelling upright, honest and ethical behaviour.
This evidence piece is the right one for this standard because it very clearly helps to reveal my character; that of someone who strives to be guided by positive morals and right ethics. Additionally, I think it's helpful that these words of affirmation were written by someone other than myself; someone who has had the opportunity to watch me work, interact with students and teachers, and who knows me on a (fairly) personal level.
Through interacting with TRB Standard #2, I've learned (and continue to learn) that the act of being an upright individual is a choice that we must make and the beginning of each day. Often, we're confronted with the opportunity to be less than an ideal version of ourselves; to become morally or ethically "loose". And in light of this, we must choose to be the best version of ourselves.
The truth remains, for many things in this world, there is a moral standard: a right and a wrong; a good and a bad; a kind response and an unkind response; a wise word and also word of ignorance. In light of this, TRB #2 implores us to act according to right ethics and morals, both for the sake of ourselves, and for the sake of the teachers and children around us. And herein lies the importance of the standard:
We must act ethically for ourselves.
The truth is, our gainful employment as teachers rests (partly) in our ability to conduct ourselves with integrity. Fail to maintain the standard, as noted in TRB #2, and we could find ourselves looking for alternative forms of work. (Not to mention, nobody wants to be around a sneaky, underhanded, devious, nasty person!)
We must act ethically for the teachers around us.
TRB #2 is clear that we represent the profession wherever we go. Because of this, if our conduct is unbecoming, it reflects poorly, not just on us, but also on our colleagues, the administration and all of those who vouched for us.
We must act ethically for the students.
Whether we like it or not, we are an example to the community at large, and also to the students within our midst. If our actions are unbecoming, they have a trickle down effect. That is not to say that we must be consistently perfect (clearly impossible). Rather, as TRB #2 suggests, we go through life with the knowledge that we have more influence than, perhaps, we know.
Because of these things, we must seek to grow in this area- in being individuals (teachers) who are beyond reproach; who choose the high road; who walk with integrity. This, again for the sake of ourselves and for those around us (those whom we are teaching and those with whom we are working).
My field supervisor listed "strong morals and ethics" as the first point in his summary. This reaffirms to me the truth that, to be moral and ethical, within the teaching profession (and in life) is of the utmost importance. Morals and ethics are funny things. for many people they're grounded in faith, and for many others, they're grounded in experience. Either way, it's clear that, in order to be a teacher of substance and quality, we must seek to anchor ourselves in good practice, which includes modelling upright, honest and ethical behaviour.
This evidence piece is the right one for this standard because it very clearly helps to reveal my character; that of someone who strives to be guided by positive morals and right ethics. Additionally, I think it's helpful that these words of affirmation were written by someone other than myself; someone who has had the opportunity to watch me work, interact with students and teachers, and who knows me on a (fairly) personal level.
Through interacting with TRB Standard #2, I've learned (and continue to learn) that the act of being an upright individual is a choice that we must make and the beginning of each day. Often, we're confronted with the opportunity to be less than an ideal version of ourselves; to become morally or ethically "loose". And in light of this, we must choose to be the best version of ourselves.
The truth remains, for many things in this world, there is a moral standard: a right and a wrong; a good and a bad; a kind response and an unkind response; a wise word and also word of ignorance. In light of this, TRB #2 implores us to act according to right ethics and morals, both for the sake of ourselves, and for the sake of the teachers and children around us. And herein lies the importance of the standard:
We must act ethically for ourselves.
The truth is, our gainful employment as teachers rests (partly) in our ability to conduct ourselves with integrity. Fail to maintain the standard, as noted in TRB #2, and we could find ourselves looking for alternative forms of work. (Not to mention, nobody wants to be around a sneaky, underhanded, devious, nasty person!)
We must act ethically for the teachers around us.
TRB #2 is clear that we represent the profession wherever we go. Because of this, if our conduct is unbecoming, it reflects poorly, not just on us, but also on our colleagues, the administration and all of those who vouched for us.
We must act ethically for the students.
Whether we like it or not, we are an example to the community at large, and also to the students within our midst. If our actions are unbecoming, they have a trickle down effect. That is not to say that we must be consistently perfect (clearly impossible). Rather, as TRB #2 suggests, we go through life with the knowledge that we have more influence than, perhaps, we know.
Because of these things, we must seek to grow in this area- in being individuals (teachers) who are beyond reproach; who choose the high road; who walk with integrity. This, again for the sake of ourselves and for those around us (those whom we are teaching and those with whom we are working).