Teaching Quality Standards

1. Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the school and local community to support student learning.

Evidence:

  • Partner Teacher Field III Narrative Assessment

  • Cards and parent notes

The narrative assessments highlight my ability to demonstrate empathy and a genuine caring for others (Alberta Education, 1 (b), 2018) in addition to honouring cultural diversity (Alberta Education, 1 (f), 2018) by addressing my conscientious choice to connect personally with students and use this information to inform my lesson plans. During my time in Field III, I made a point of greeting students at the start of each class and asking them about their lives outside of school, talking to students in the hallway and at lunch, in addition to participating in the school musical. All these experiences helped me to better understand my students along with the vast cultural diversity that exists in the school. Additionally, I made a point of learning the correct pronunciation of each student’s name. Due to the diverse population within the school, this demonstrates respect for both the students’ identity as well as their cultural backgrounds. I have also included pictures of a number of cards and notes received during my time as an ECE instructor as these are further proof of my ability to foster effective relationships with students and their parents.

Field Instructor Narrative Field III Hig

2. Engaging in Career Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and learning.

Evidence:

  • Partner Teacher Field II Narrative Assessment

  • ESA Professional Development Certificates

The collection of professional development certificates included here demonstrates a focus on supporting student success in inclusive, welcoming, caring, respectful and safe environment and enhancing understanding of First Nations, Métis and Inuit (FNMI) worldviews. (Alberta Education, 2 (e), 2018) Each of the professional development sessions I have attended this year were specifically chosen due to reflections from my experience in Field II. I noticed during my second field experience that I felt I needed more information in relation to trauma-informed practice and supporting student resiliency based on my experience with assessing students in guitar performance tests. I noticed that some students were extremely nervous about performance tests and would do everything they could to avoid the exams. Similarly, I had a number of experiences in Field III where students’ anxiety would prohibit their academic performance. Each of these workshops was very specifically chosen after experiences I had in the classroom demonstrating my ability to seek, critically review and apply educational research to improve practice (Alberta Education, 2 (e), 2018) and engaging in critical reflection to improve teaching and learning. (Alberta Education, 2, 2018).

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Field II Narrative Assessment Highlighte

3. Demonstrating a Professional

    Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student.

Evidence: 

Making a Monster is a project-based assignment developed for students to incorporate student interests into the New Media and Design class. The lesson is directly linked to the learning outcomes outlined in the program of studies. (Alberta Education, 3 (a), 2018) Additionally, the rubric is an outcome-based rubric making the link between the activity and the intended learning outcomes clear (Alberta Education, 3 (c), 2018) for students. The making a monster project demonstrates a range of instructional strategies (Alberta Education, 3 (a), 2018) demonstrating a knowledge of how students develop as learners (Alberta Education, 3 (b), 2018). It included written instructions for students to follow (for ESL students as well as those who missed class or needed more time to process the assignment), a youtube video (for visual learners and students who learned the program quickly) and verbal instruction in class (for auditory learners and those who like step by step instructions). In this project students had to re-create the monster in the tutorial and then apply critical and creative thinking to translate their understanding of the program and basic shape manipulation to create their own monster using similar techniques.

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4. Establishing Inclusive Learning
    Environments

A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.

Evidence: IPP Assignment and Guitar Class Lesson Plan

Inclusive learning environments are critical for all students. The IPP assignment that my group completed for our Individual Learning Class at the University of Calgary links to using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth. (Alberta Education, 4 (b), 2018) The IPP is designed to provide very specific, targeted approaches to individual learning needs while collaborating with service providers and other specialists to design and provide targeted and specialized supports to enable achievement of the learning outcomes (Alberta Education, 4 (d), 2018). During the assignment we were required to use a psychoeducational report as well as a profile of the student provided to us to create an Individual Program Plan (IPP) for the student. While working on the assignment I noticed that I kept wanting to talk to the student and hear their thoughts on the strategies being implemented. While the assignment itself was an exercise in finding evidence-based strategies, I have learned just how important it will be in the future to talk to students’ while developing their IPP’s and evaluating the strategies being used. I have also included a lesson plan for a guitar class that demonstrates my being aware of and facilitating responses to the emotional and mental health needs of students. (Alberta Education, 4 (d), 2018) I noticed that during the period after lunch students often have a difficult time regulating themselves and getting back into a mental state conducive to learning. So I decided to incorporate an active listening activity at the beginning of class to help students regulate and calm down.

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5. Applying Foundational Knowledge about First Nations, Métis and Inuit

A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

Evidence:

This resource evaluation assignment demonstrates my ability to support the learning experience of all students by using resources that accurately reflect and demonstrates the strength and diversity of First Nations, Métis and Inuit. (Alberta Education, 5 (d), 2018) This assignment required us to evaluate the authenticity of a resource centering Indigenous themes and characters. While evaluating the resource I realized that there are many things to take into consideration when choosing to use a resource in the classroom that go beyond whether or not it has Indigenous themes and characters in it. While doing the resource evaluation we researched the author and looked for additional notes of support from the community the book was from. In addition, the interdisciplinary project Teachers Ruin Gender contains an area that discusses Two-Spirit people and also uses Indigenous resources and pedagogy is the instructional method further demonstrating the use of the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit (Alberta Education, 5 (c), 2018).

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6. Adhering to Legal Frameworks
and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the foundations for the Alberta education system.

Evidence: Law and Ethics Paper "Off School Hours"

The Alberta Teacher’s Association’s Code of Conduct is one aspect of the legal frameworks that guide a teacher in their profession. While writing this paper I began to examine the potential conflicts that can arise between being following the ATA’s Code of Conduct and modelling ethical citizenship as a teacher. Due to the vast definitions that exist around behaving ethically, I discovered that it is important to understand all legal obligations that I hold as a teacher and the nuances that exist between them demonstrating an engagement in practices consistent with policies and procedures established by the school authority (Alberta Education, 6 (b), 2018). Similar to the conflict of behaving in an ethical way, recognizing that the professional practice of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students (Alberta Education, 6 (c), 2018) potentially has grey areas where teachers need to be careful of how they act. This paper has made me think more deeply about how I make my decisions as an educator.

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References

Alberta Education. (2018). Teaching Quality Standard. Retrieved from https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01-17.pdf

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