Running Head: REFLECT AND CONNECT

Reflect and Connect

Breanne Caldwell

Educ 556

Werklund School of Education

University of Calgary

January 28, 2018

REFLECT AND CONNECT

Although continued learning will improve all TQS areas, I feel like I have gaps in my

knowledge regarding two areas: a professional body of knowledge and legal frameworks and

policies (Alberta Education [ABED], 2016, p. 4-6). Regarding legal frameworks, the only

experience I have is in this after degree, so I know I have a lot to learn. Also, although I have a

good understanding of science, and growing understanding of teaching, both fields adapt through

time. As I continue my career, I am aware that how students learn will continuously change. There

are “emerging technologies” (ABED, 2016, p. 4) and “new teaching strategies” (Timperley, 2011,

p. 31) that I need consider to “enhance [my] teaching practice” (ABED, 2016, p. 4). Thus, I

relate holding a professional body of knowledge to lifelong learning because it will always adapt.

Further to grow my professional body of knowledge, and understanding of legal frameworks, I

need to continuously engage in career long learning. To accomplish this, it is important to

collaborate with my peers, like in this assignment, to increase “collective professional capacities

and expertise” (ABED, 2016, p. 4).

Regarding the other four TQS areas, I have a respectable understanding of them, although

it will continue to grow throughout my career. To me, these areas are all connected because they

are based around fairness, respect and integrity, empathy, self-reflection, collaboration,

kindness, and a growth mindset. Although “build[ing] student capacity [regarding] learning

outcomes is important, I feel that these soft skills are critical for students to learn and be

successful (ABED, 2016, p. 5). Further, these aspects of the teaching profession are essential to

empowering students, fostering resiliency, and increasing personal and professional success

(ABED, 2001, p. 6). My personal experience connects to these areas and soft skills because I grew

up with an explicit understanding of holistic Indigenous ways of knowing (Ermine, 1995, p. 103).

Due to my personal, and now my academic experience from Indigenous studies, I believe

relationships, lifelong learning and inclusive environments are explicitly tied to Indigenous

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“culture beliefs …and values” (ABED, 2016, p. 4). Further, the morals and values I gained

growing up knowing the “strength and diversity” (ABED, 2016, p. 6) of Indigenous people, not

only helps me treat all students with respect and kindness, but also fosters the belief that “all

students can learn and be successful” (ABED, 2016, p. 6). These soft skills consider the whole

child (Russell-Mayhew, 2018, slide 19) and are rooted firmly in my teaching philosophy because

they will not only help me succeed as a teacher but hopefully will help my students succeed as

well.

In my field experience I and II there were students who did not ‘buy into’ me as a teacher

until I developed a relationship with them. After being genuine, and building a rapport with them,

their mental health increased along with their academic success, due to my commitment to

fostering relationships. In field II, I tried to establish “inclusive, empathetic [and] safe

environments” (ABED, 2016, p. 4) where discussion and conversation are encouraged. The

reason for discussion is because I believe that all students can be successful and their “personal

and cultural strengths” (ABED, 2016, p. 6) bring a lot to class discussions. I learned this through

peer collaboration in this degree; learning is a collaborative effort. Overall, this aims to increase

classroom collaboration, student engagement and overall positivity. Also, to increase students

desire to learn and hopefully instill life-long learning, which is critical to being successful in all

aspects of life. My personal and professional experience have taught me that theses aspects of the

teaching practice are the key to fostering ethical citizens, who strive for life-long learning.

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References

Alberta Education. (2001). Framework for Student Learning. Retrieved from

https://open.alberta.ca/dataset/4c47d713-d1fc-4c94-bc97-

08998d93d3ad/resource/58e18175-5681-4543-b617-c8efe5b7b0e9/download/5365951-

2011-Framework-Student-Learning.pdf

Alberta Education. (2016). Government of Alberta, department of education, draft teaching

quality standard. Retrieved from http://www.lethsd.ab.ca/documents/general/Teaching

%20Quality%20Standard%20-%20Draft%202016%2003%2002.pdf

Ermine, W. (1995). Aboriginal epistemology. In J. Barman, J. & M. Battiste, (Eds.), First Nations

Education in Canada: The circle unfolds. Vancouver: UBC Press. Retrieved from

https://goo.gl/uAzEio

Russell-Mayhew, S. (2018). EDUC 551 - Block Week Plenary 1: Comprehensive School Health

and Wellness [PowerPoint slides]. Retrieved from

https://d2l.ucalgary.ca/d2l/le/content/215298/viewContent/2828863/View?ou=215298

Timperley, H. S. (2011). Realizing the power of professional learning. New York, NY: Open

University Press.