trb Standard #8
Educators contribute to the profession.
Educators support, mentor or encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.
Educators support, mentor or encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.
Reflection #1
This is a picture of me, presenting at one of our cohort's resource fairs. During the fair, I presented the website, Historica Canada. This organization is best known for its Heritage Minutes series (video clips- 60 seconds in duration- that help to illuminate various moments of Canadian history).
Additionally, Historica has created, and continues to create, excellent teacher/classroom resources; some of which are connected to the Heritage Minutes series, and some of which act as stand alone resources. This was an excellent fair, and a valuable time with which to share social studies resources with those in my class.
This fair, and others like it, has helped to solidify, within my mind, the necessity for us as (future) classroom professionals to share resources, strategies and teaching tools, as well as acquired knowledge (expertise). Very simply, TRB Standard 8 helps to highlight the truth that we are not meant to be an island; and that, for the sake of the teaching profession and for the collective good of our students, it remains important that we make a continued effort to share that which we have gleaned.
Additionally, the experience of sharing resources, as encouraged by TRB Standard 8, has helped to shape my view regarding that which constitutes a quality teaching professional. Firstly, that we are meant to be lifelong learners. And secondly, that we are meant to share this learning with those around us. Both of these steps are important to the profession, because again, it's not about us; rather, it's about the growth and success of the students within our midst.
This evidence piece is the right one for this standard because it helps to show my commitment to sharing that which I have learned. This picture is meant to be a microcosm- a snapshot of a bigger commitment- a commitment to asking questions, to exploration, and to sharing discoveries.
TRB Standard 8 is important because it protects us, as educational professionals, from becoming stagnant in our teaching and practice. Additionally, TRB Standard 8 encourages us to move forward into new environments, and to share that which we've found with others. Finally, TRB Standard 8 binds us together as a community of learners, dependent on one another for support, wisdom and classroom "know how".
It is my desire to live and work in this way; to grow as an individual and as a teacher who values the "yet to be known", and who longs to add to the teaching tool belts of my colleagues.
Additionally, Historica has created, and continues to create, excellent teacher/classroom resources; some of which are connected to the Heritage Minutes series, and some of which act as stand alone resources. This was an excellent fair, and a valuable time with which to share social studies resources with those in my class.
This fair, and others like it, has helped to solidify, within my mind, the necessity for us as (future) classroom professionals to share resources, strategies and teaching tools, as well as acquired knowledge (expertise). Very simply, TRB Standard 8 helps to highlight the truth that we are not meant to be an island; and that, for the sake of the teaching profession and for the collective good of our students, it remains important that we make a continued effort to share that which we have gleaned.
Additionally, the experience of sharing resources, as encouraged by TRB Standard 8, has helped to shape my view regarding that which constitutes a quality teaching professional. Firstly, that we are meant to be lifelong learners. And secondly, that we are meant to share this learning with those around us. Both of these steps are important to the profession, because again, it's not about us; rather, it's about the growth and success of the students within our midst.
This evidence piece is the right one for this standard because it helps to show my commitment to sharing that which I have learned. This picture is meant to be a microcosm- a snapshot of a bigger commitment- a commitment to asking questions, to exploration, and to sharing discoveries.
TRB Standard 8 is important because it protects us, as educational professionals, from becoming stagnant in our teaching and practice. Additionally, TRB Standard 8 encourages us to move forward into new environments, and to share that which we've found with others. Finally, TRB Standard 8 binds us together as a community of learners, dependent on one another for support, wisdom and classroom "know how".
It is my desire to live and work in this way; to grow as an individual and as a teacher who values the "yet to be known", and who longs to add to the teaching tool belts of my colleagues.
EVIDENCE #2
I wrote a reflection/blog around the idea of learning with mentorship in mind. Find the link below!
"Thankful for the Contributing Professionals in Our Midst"
"Thankful for the Contributing Professionals in Our Midst"
reflection #2
For my second [TRB] Standard 8 evidence piece, I have chosen to write a blog post regarding my time, thus far, in the education program at Vancouver Island University. Specifically (and related to TRB Standard 8), I have chosen to reflect upon the following: that the instruction which we've received (and continue to receive) is helping us to grow as (future) mentors to pre-beginning and new teachers, and therefore, as contributors to the teaching profession.
It's dawning on me, ever so slowly, that the instructors within the education program at VIU are teaching us much more than how to put together lesson plans (though they are). And they're teaching us much more than strategies regarding classroom management and assessment (though they are). Each instructor is modelling what it means to share information in a timely way, to encourage others, to showcase and demonstrate new and exciting teaching strategies, and to be a sounding board for those who are unsure of themselves; all of these things, the marks of good mentorship. TRB Standard 8 calls us to mentor the next generation of teachers, and I believe that the instructors in our midst are modelling this standard for us, even now, as we prepare to begin our careers. A great example through which we stand to gain, immeasurably!
This evidence piece has helped me to understand that, when we enter into the teaching profession, the act of contributing in meaningful ways is not an optional piece of the puzzle; rather (as TRB Standard 8 suggests) it's an expectation, as it should be, that we come alongside other teaching professionals in order to further the profession: academically, practically, strategically, ethically and morally.
This evidence piece is the right one for TRB Standard 8 because it helps to showcase my process in arriving at the aforementioned conclusion (that our contributions to the field, matter). TRB Standard 8 implores us to lift others up, and this evidence piece helps to show that I am in full agreement!
TRB Standard 8 is important because it helps to set the tone of our teaching practice; that we are more than an island. Rather, that we are responsible to move the profession forward in meaningful ways.
It's my desire to work collaboratively; to help where I can, to speak where needed, to improve the system where it can be improved, and to pass along the meagre wisdom that I will have acquired to those who stand to gain from my teaching failures and successes. Finally, it is this attitude that I hope to maintain (and protect) throughout my years as a teacher.
It's dawning on me, ever so slowly, that the instructors within the education program at VIU are teaching us much more than how to put together lesson plans (though they are). And they're teaching us much more than strategies regarding classroom management and assessment (though they are). Each instructor is modelling what it means to share information in a timely way, to encourage others, to showcase and demonstrate new and exciting teaching strategies, and to be a sounding board for those who are unsure of themselves; all of these things, the marks of good mentorship. TRB Standard 8 calls us to mentor the next generation of teachers, and I believe that the instructors in our midst are modelling this standard for us, even now, as we prepare to begin our careers. A great example through which we stand to gain, immeasurably!
This evidence piece has helped me to understand that, when we enter into the teaching profession, the act of contributing in meaningful ways is not an optional piece of the puzzle; rather (as TRB Standard 8 suggests) it's an expectation, as it should be, that we come alongside other teaching professionals in order to further the profession: academically, practically, strategically, ethically and morally.
This evidence piece is the right one for TRB Standard 8 because it helps to showcase my process in arriving at the aforementioned conclusion (that our contributions to the field, matter). TRB Standard 8 implores us to lift others up, and this evidence piece helps to show that I am in full agreement!
TRB Standard 8 is important because it helps to set the tone of our teaching practice; that we are more than an island. Rather, that we are responsible to move the profession forward in meaningful ways.
It's my desire to work collaboratively; to help where I can, to speak where needed, to improve the system where it can be improved, and to pass along the meagre wisdom that I will have acquired to those who stand to gain from my teaching failures and successes. Finally, it is this attitude that I hope to maintain (and protect) throughout my years as a teacher.