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Portfolio Beginning Screen

Portfolio Beginning Screen

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Published by David MacLean
This document is part of an educational portfolio, compiling a personal assortment of my own documents, exercises, and belief statements as they pertain to the question, "How does an educator relate his teaching practice to five professional standards mandated by the Education Ministry and Ontario College of Teachers?"
This document is part of an educational portfolio, compiling a personal assortment of my own documents, exercises, and belief statements as they pertain to the question, "How does an educator relate his teaching practice to five professional standards mandated by the Education Ministry and Ontario College of Teachers?"

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Published by: David MacLean on Aug 03, 2012
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05/13/2014

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PROFILE
of LEARNING andBELIEFS as an
ONTARIO EDUCATOR
Queen’s University Online Faculty of EducationJunior Teacher’s Qualification Course,
 A Reflection of the Learning Experience of David MacLean
 As it Pertains to the Ontario Teachers’ Standards of Practice mandate
 David MacLean3 August 2012
What does it mean to be a good teacher?
 
Recognition that I set the learning pace for many students
 
Actively supporting all students and families with integrity, care, honesty, fullcommunication, and ready availability
 
Delivering equitable and accessible lessons to all of my students, appropriately assessingthe needs and abilities of each person
 
Remaining knowledgeable and involved in my field of interest at the same time asdeveloping my educational philosophy, training, and practicesThis portfolio is one way to practice the above commitments. It outlines my reflective learningprocess, hosts some of my documents which serve as indicators of these experiences, and allowsme to comment on the meaning of these in relation to my own philosophy of education andintentions for further growth as a teacher. The Standards of Practice for Ontario teachersprovides an excellent framework by which to explore my beliefs as an educator, specifically inrelation to my experience during this Junior Qualifications course.
There are many aspects which contribute to the skill set, assumptions, and practicalaccomplishments of a good teacher.
 
Every teacher must make their number one priority the students whom they teach. These arepeople who are eager to gain valuable skill sets, not just heads in seats, or statistics associated
with dollar amounts. As an individual student’s desire to learn remains the assumption and
personal mark of success for the educator, student learning will remain the priority for everyone,and student learning will occur. When these priorities
those of the student and student learning
 
are made secondary to any other aspects of his career, the teacher’s focus is distorted and his
efforts made ineffective.
Teaching is a profession which demands standards, a lack of bias, constant focus and reflection,clear communication, sensitivity and respect of all persons, and a willingness to represent a
respectable system beyond one’s own habits and interests and for the sake of rendering a fair
and standardized service.
 
Educators inspire, guide, facilitate, and assess student learning for the purpose of upholding a
commitment to meaningful, educational disciplines in every student’s career. Those who educate
command authority as experts in a field not in theory but in practice, serving students, parents,and communities through the practice of teaching and through leadership in a specialized field.For this reason, teachers should never consider themselves to be no longer in the field of theirexpertise simply because they are teachers; they are also doers.
Teachers and Administrators are knowledgeable go-to people whose leadership depends on theirknowledge and familiarity with their various roles. Such roles include: demonstrating acommand of the content prescribed by specific curriculum documents; setting appropriateexpectations and habits for the purpose of developing relevant skill sets amongst students;gaining increasing expertise in assessing and evaluating student learning with a commitment tothe various student learning modes and affiliated thinking behaviours; accepting and supportingexceptional students; and, using appropriate habits of communication with parents, students,and staff for the mutual benefit of all.
 
Professional educators can only expect a commitment and respect for the learning process fromtheir students if and when they themselves demonstrate an active commitment to personal andprofessional growth by participating in a variety of courses, professional reading selections,conferences and workshops, and peer dialogue and reflection routines. Such endeavours arenecessary to help a teacher rehearse her skills and reflect on both the meaning and success of herhabitual teaching practices. The particulars of these dialogues must continually link theory withpractical results in order to refine the goals being set at each level of an educational system.

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