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.
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.
Evidence #1
My philosophy of teaching is still in its infant stages. In spite of this, the activity of reworking and editing my credo has been life giving. Why? Because each time I visit, I rethink through those things that I value and cherish about the profession. My credo is linked below.
Iain's Murray's Philosophy of Teaching
Iain's Murray's Philosophy of Teaching
Reflection #1
The specific evidence that I have chosen for TRB Standard 7 is my credo, or my philosophy of teaching. Within the document, I speak to the things that I see as important in building a positive classroom environment. Specifically, my philosophy of teaching focuses on the need to foster an environment in which children are encouraged to ask questions, search for answers, make discoveries, and take the time to celebrate their successes. And that all of this leads to a joy of learning- not as an end result, but as a journey toward discovery.
Interestingly, when I was writing my philosophy of teaching, I was nervous. Part of me assumed that I needed to have these thoughts in perfect, non-changing order. That I needed my philosophy of teaching to be finished, and polished by the time I began to teach, post graduation.
However, through the process of writing (and through reflecting on TRB Standard 7), I have discovered that my aforementioned thoughts couldn't be further from the truth. That, like my (current) ideal classroom, this document is fluid; that ideas change, and that the purpose is not the finished product, but rather, the career long journey of discovery.
This is a refreshing thought, and this, I believe is the strength of this piece- that, as a whole, this document is a snapshot of a moment in time. But it is also a document that will change and grow as I continue to be a life long and career long learner. This is not only comforting, it's empowering. TRB Standard 7 is, in a sense, permission to move forward into uncharted waters, reminiscent of the following education trailblazer,
"Take chances, make mistakes, get messy!" - Ms. Frizzle
And that, as we do this, we give our students permission to do the same! This is an example of modelling a growth mindset to our students. That as they see us moving forward, they do the same; and this, I believe is the spirit of TRB Standard 7!
TRB Standard 7 is important because it gives us the green light to wonder, to think aloud, to ask questions, to be co-learners with our students, and to model a passion for knowledge and a lifestyle build upon the statement, "I don't know it...yet".
I want to teach within this learning context, built upon the foundation of TRB Standard 7. I want to build this joy of learning, and I know that it starts with me.
Interestingly, when I was writing my philosophy of teaching, I was nervous. Part of me assumed that I needed to have these thoughts in perfect, non-changing order. That I needed my philosophy of teaching to be finished, and polished by the time I began to teach, post graduation.
However, through the process of writing (and through reflecting on TRB Standard 7), I have discovered that my aforementioned thoughts couldn't be further from the truth. That, like my (current) ideal classroom, this document is fluid; that ideas change, and that the purpose is not the finished product, but rather, the career long journey of discovery.
This is a refreshing thought, and this, I believe is the strength of this piece- that, as a whole, this document is a snapshot of a moment in time. But it is also a document that will change and grow as I continue to be a life long and career long learner. This is not only comforting, it's empowering. TRB Standard 7 is, in a sense, permission to move forward into uncharted waters, reminiscent of the following education trailblazer,
"Take chances, make mistakes, get messy!" - Ms. Frizzle
And that, as we do this, we give our students permission to do the same! This is an example of modelling a growth mindset to our students. That as they see us moving forward, they do the same; and this, I believe is the spirit of TRB Standard 7!
TRB Standard 7 is important because it gives us the green light to wonder, to think aloud, to ask questions, to be co-learners with our students, and to model a passion for knowledge and a lifestyle build upon the statement, "I don't know it...yet".
I want to teach within this learning context, built upon the foundation of TRB Standard 7. I want to build this joy of learning, and I know that it starts with me.
evidence #2
I wrote a blog post about career long learning. Read it via the link, below!
Career Long Learning & Life Long Learning: Connected in Every Way
reflection #2
The evidence that I have chosen for this TRB Standard is a blog post. Specifically, it's a blog post written around (some of the reasons) why career long learning is important to those within the teaching profession. Additionally, the post connects the value of career long learning to that of life long learning, and suggests that the two cannot be separated.
Through reflecting on TRB standard 7, I was able to work through (in my own mind) some of why career long learning is so important, especially when it comes to the education of our children. Additionally, this evidence piece (these moments of writing, thinking and reflection) gave me the time that I needed in order to process my thoughts, the outcome of which is the following truism: that career long learning is crucial to one's physical, mental and emotional health. That it has the ability to propel us forward, drive us into new realms of thinking (and teaching), and bring us together- professionals with a purpose. Alternatively, a lack of continued learning can serve to stall us, or even stop us in our tracks.
This evidence piece helped me to work some of the finer points of career long learning, as mentioned within TRB Standard 7. Specifically, this evidence piece allowed me to reflect upon the fact that a major strength of the teaching profession (and one that is often forsaken) is the opportunity with which to collaborate; a point, I believe, that is made very clear within the blog post. TRB standard 7 stresses the need to come together within communities of learning, both for the students' growth, and for the growth of those within the teaching profession. This formation of this evidence piece helped me to see these truths with fresh eyes.
The strength of this evidence piece, very simply, rests in its transparency. I believe each word that was written, and will stand by each word, if need be.
TRB Standard 7 is important because it represents life and growth. If one is constantly learning, they are alive; they are growing! They are moving forward, and they are modelling this to the students within their midst. If one is not learning, they are stagnant- in a sense, dead to further knowledge and understanding; and it is this mindset that is then imparted to the students.
If we want students to grow, we must be growing, ourselves. As I teach, I want to grow- I see this happening through a hunger for knowledge, and a need to collaborate with others within the field; both of which I will strive to do as a teacher.
Through reflecting on TRB standard 7, I was able to work through (in my own mind) some of why career long learning is so important, especially when it comes to the education of our children. Additionally, this evidence piece (these moments of writing, thinking and reflection) gave me the time that I needed in order to process my thoughts, the outcome of which is the following truism: that career long learning is crucial to one's physical, mental and emotional health. That it has the ability to propel us forward, drive us into new realms of thinking (and teaching), and bring us together- professionals with a purpose. Alternatively, a lack of continued learning can serve to stall us, or even stop us in our tracks.
This evidence piece helped me to work some of the finer points of career long learning, as mentioned within TRB Standard 7. Specifically, this evidence piece allowed me to reflect upon the fact that a major strength of the teaching profession (and one that is often forsaken) is the opportunity with which to collaborate; a point, I believe, that is made very clear within the blog post. TRB standard 7 stresses the need to come together within communities of learning, both for the students' growth, and for the growth of those within the teaching profession. This formation of this evidence piece helped me to see these truths with fresh eyes.
The strength of this evidence piece, very simply, rests in its transparency. I believe each word that was written, and will stand by each word, if need be.
TRB Standard 7 is important because it represents life and growth. If one is constantly learning, they are alive; they are growing! They are moving forward, and they are modelling this to the students within their midst. If one is not learning, they are stagnant- in a sense, dead to further knowledge and understanding; and it is this mindset that is then imparted to the students.
If we want students to grow, we must be growing, ourselves. As I teach, I want to grow- I see this happening through a hunger for knowledge, and a need to collaborate with others within the field; both of which I will strive to do as a teacher.