Being a First Year Teacher Candidate
Timperley’s “Adaptive Expert”
Author Helen Timperley refers to an adaptive expert model where educators continuously seek opportunities to gain knowledge and understanding, are open to new or different ideas and perspectives, learn and grow through a variety of experiences, respond to the needs of their students, and can think outside the box.
While I have always considered myself to be the type of person who learns through experience and who collaborates well with others, teaching has been humbling for me. Regardless of how prepared I think I am for a lesson or a class, I always end up learning something new.
My Associate Teacher has been incredibly supportive – one thing she does after the delivery of each lesson is ask me how I feel it went. Once I tell her how I feel, she provides me with feedback orally and in writing. This provides an opportunity for me to self-reflect and consider not only what went well, but what I could have done differently to possibly achieve a different outcome. This is all part of the learning process.
One area where I struggle is with confidence. Increasing my confidence while teaching is one of my biggest goals right now, and my Associate Teacher has been very supportive with this. She has provided strategies that have helped me remain calm and always reminds me to have a backup plan.
Being able to take the feedback I am provided and consider how others view me in addition to how I view myself has allowed me to gain a deeper understanding of what I need to do to make sure I am communicating effectively and providing a positive and effective learning experience to my students.
Teacher Education “Communities of Inquiry” Frameworks
I have had the opportunity to be part of multiple communities during my time in the Bachelor of Education program.
As a student within the Comprehensive Health School cohort, I have made many connections with other students who share my interests and goals. We have had the opportunity to work together, share ideas, and discuss our thoughts on the program and our experiences. Our cohort is also part of two Facebook groups – one for our entire class and another for our cohort – where we share ideas and items of interest as well. This is beneficial because we support and encourage each other and feel that we are not alone in our journey to becoming teachers.
We have also been asked to create a digital hub, which serves as a community for me as well. Through my digital hub, I have taken the time to reflect my thoughts on various topics that include education, physical and mental health, and emotional well-being. Not only do these relate to the Comprehensive Health School cohort, but they also connect with my passions, interests, goals, and lifestyle.
As a Teacher Candidate in Practicum, my Associate Teacher has welcomed me in the extra-curricular groups she facilitates – the dance club and the social justice committee. She also introduces me to other faculty members, invites me to professional learning activities on professional development days, and encourages me to ask questions.
My experience thus far has been positive and encouraging thanks to those who are part of the communities I am grateful to be part of.
The Ontario College of Teachers (OCT) Standards of Practice
Prior to the Bachelor of Education program, I knew very little about the Ontario College of Teachers (OCT) Standards of Practice. I have learned about the Standards of Practice for the Teaching Profession through self-study, during professional learning opportunities that have been organized for the teacher Candidates by the University of Ottawa, and from my Associate Teacher. The Standards relate to a commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning.
My Associate Teacher, who has served as my mentor throughout my Practicum, consistently models effective teaching practices and professional conduct, and has provided me with opportunities to advance my development and deepen my understanding of what it means to be a teacher. Observing her dedication to the Standards combined with her commitment to her students and the profession has been transformative for me. I have learned that teaching is more than just delivery of information. It is about making connections, bridging gaps, providing support, exercising patience, understanding, building relationships, emotional well-being, and so much more.
In addition to teaching two classes, my Associate Teacher facilitates a dance club, a social justice committee, and other initiatives within the school community. For Christmas, she organized a Christmas performance for all Kindergarten students, and I was lucky enough to be included. My Associate Teacher provided me with the opportunity to participate in the concert with our classes, as well as assist in putting together the final video which was shown to the students, parents, teachers, principals, and superintendent. It took a bit of time and effort, but I feel that we had a successful outcome, and I was proud to have been part of it.
My Associate Teacher provides me with useful feedback on a regular basis and has taught me lessons that include to always speak with purpose, stay calm, always have a backup plan, and focus on what is important. She is a wonderful role model and I feel that working within the Standards has become very natural given that it has all I have come to know.
Moving Forward
As I continue to move forward on my chosen direction, I anticipate there will be many more lessons to come. Each path includes bumps, and this path has been no exception, but navigating those bumps builds resilience and comes with a reminder that we always come out on the other side.