Professional Learning Record

Name: Casey Lo

Part of your development as a professional is to engage in learning beyond your coursework and your CSL/practicum experiences. One of the Standards of Practice is the
“Commitment to Ongoing Professional Learning”. After attending a professional learning community session at the Faculty or in your schools and the community, take a moment
to reflect on the learning that took place.

Date Title Location/Presenter Description* Learning: Key points

Sept Positive Gerry Mikalauskas & Content of this session will cover the - Help & listen to all students
. 15 Classroom Christopher Mes (part- physical environment, classroom climate, - Creating a welcoming atmosphere sets
Learning time professors & delivering positive instruction, keys to the tone
Environments: retired principals) success ( classroom management ), - Democratic (discussing, student input)
Class meeting student needs , the power of five - Preventative planning
Management questions, and Safe School Policy as it - Establish/follow rules &
for OTs pertains to classroom. procedures/routines
- As an OT, you’re an outsider  how to
build rapport?  BE WELCOMING,
calm cool and collective
Sept Using Data to Lindsay Duwyn EQAO's School Support and Outreach team - Four agreements of learning: stay
. 22 Inform Practice supports stakeholders in the province to engaged, experience discomfort, speak
EQAO understand the role and examine the data of your truth, expect & accept non-
Ontario's large-scale assessments. Lindsay closure
Duwyn, are Education Officers with the School - Classroom assessment vs large
Support and Outreach team.  They bring diverse assessment:
experiences as school administrators in both the - Types of data: contextual
secondary and elementary panels. In this (demographic), attitudinal (student
session, we will examine the format and questionnaire), achievement (Ontario
components of the newly digitalized format of
curriculum)
EQAO’s Grade 9 Assessment of Mathematics
- Accessible, equitable & inclusive
and the Ontario Secondary School Literacy
questions (ie. price of medication vs
Test 
toothpaste)
The 4 Seasons Bruce Hoey, author of Different parts of the school year - Sept – Oct  know your students (ask
of Behaviour Creating Positive present different challenges. Many other teachers, administrators,
Behaviour – 1 Tip at a times, these challenges force Educators EA/ECE, OSRs)
Time to work from behind when controlling - First day  intro, talking piece, get to
 student behaviour. During this know each other – looking forward to
Behaviourstrategies.com workshop, various challenges facing & something that scares you,
Educators throughout the school year expectations, build community
Email: creating. will be discussed. What you do in - Building relationship with students
positive. September will be different from what - Building clear expectations
Behaviour you do in April. Strategies will be - Transitions  treat as a separate
@gmail.com provided to help Educators stay ahead of activity (give warnings & clear
negative behaviour. All strategies focus expectations, follow through, give
on relationship building and promoting feedback)
positive behaviour. - Nov – Dec
- Physical environment  organization
of desks, bulletin boards
- Display students work
- Mantras  refer to them often
- Avoid clutter, visual aids (as long as
you’re using them)
- What drives behaviour?  hungry,
sleeping, sick, don’t understanding
content
- Holidays  for some students, school
is their safe place, not necessarily a
happy time for everyone
- Post-holidays
- Back to basics, practice transitions &
expectations
- Noisy classroom  your classroom is
your turf  clear expectations
- Week before March break  toughest
week of year
- April – June  spring cleaning, new
beginnings
- May  start planting seeds for Sept 
look for students & build relationships
- June  don’t stop with routine
Oct. Presentation to Ryan Reyes, OCT & - College’s duty as a regulator
6 Graduating Debbie - Standards of practice describes the
 Teacher ethical standards that educators
Candidates embody
- Boundaries define professionalism
Workshop: Ministry of Education - Advice/guidance from other teachers
Voices of - How to foster inclusive culture 
Experience establish connections, understanding
students’ perspectives and where
they’re coming from, finding culturally
responsive pedagogy
- Have an emergency lesson plan, think
on your feet
- Tips for interviewing for OT 
research the board and look at their
values, teach with equity in mind,
preparation is key, have good
examples
- Permanent position  “Tell me about
a teacher that inspired, and what are
you going to bring from them to the
job?”, questions relating to classroom
management, what if there’s no lesson
plan
Oct. Trauma Jessica Whitley In today's PLC you are asked to examine - Why should we talk about trauma? 
20th Informed the role of trauma informed practice in 50% of children have experienced ACE
Practice teaching and in your responsibilities (adverse childhood experiences),
required under the Standards of trauma affects behaviour & learning
Practice; commitment to student - Role as educators  not to treat
learning. - UDL
- Three E’s of trauma  Event that is
Experienced as harmful and has lasting
Effects
- Responses to trauma  fight (yelling),
flight (running away, refusing to talk)
or freeze (spacing out)
- From judgement to curiosity  “what
is wrong with them” vs “what
 happened to them
- What can we do?  create safety,
regulate nervous system, build
connections, ractice “power with”
strategies (come up with strategies
together)
Supporting Ministry of Education - Responsibility of the teacher
Students with (slides) - Who gets an IEP  student goes
Special Needs through IPRC process (identification,
placement, review committee)
- Tier 1, 2 & 3 interventions
Nov. AQs and ABQs Benoit Laberge, PDP, Definition of AQ and ABQ, Relationship of - Submit AQ/ABQ certification to your
24th University of Ottawa the PDP program with OCT, How to school board & QUECO
register for a course. - One session-AQ (e.g. 7/8 math)
- Three part session (e.g. spec.ed 1,2,3)
-
Feb. Echoes of the Brittany Mathews - The words we use (indigenous vs
24th Past: Achieving aboriginal vs metis vs inuit vs first
Reconciliation in nations)
Canada - Brief history of residential schools
- Key barrier to reconciliation: not doing
better when we know better
(government paying for reports but
not doing anything about them after)
- Jordon’s Principle (making sure all
children have the same services as
everyone in Canada)
- Shannen’s Dream
Mar. People of Afroza Mohammed, We would like to invite teacher candidates of - $500 every 2 year from ETFO to take a
1st Colour Educator Natasha Benoit, Anuka colour to a virtual open house event to learn course (AQs or ABQs)
Network: Teach Dey more about the POCEN for TCs who are - 4 year honours & B.Ed  A4 (second
Candidate Open considering applying to and working at the highest pay scale)
House OCDSB. - ESL interviews  lots of questions on
equity and diversity, know ministry
documents
- QECO info https://qeco.ca/wp-
 content/uploads/2022/01/2021-2022-
Faculty-Presentation-1.pdf
- Interview  why me? My racial
identity
Mar Parent Jeffrey Barber Working with parents is one of - Help parents understand that being
/ 9th Engagement responsibilities of teachers. As the supportive and positive with their
primary educator in their children’s lives children at reporting times, will help
and as partners in education, parents their children remain confidence and
contribute to a holistic understanding of resilient learners
our students. - Invite parents’ contributions to school
life
- Engage parents in wellbeing and safety
issues
- Managing conflict “I can
see/appreciate that you’re upset
about…can you help me understand
what..”
Supporting Jan Coomber, Daniel Students experience multiple transition - What we know about transitions
Student Denomme, Patricia points throughout their academic - Transition planning
Transitions K-12 Marino journey. The transition back to school - Policies & Programs
and Beyond after a particularly disruptive year will - Ask students who do they want to
require focused support.  Sessions will become, not what do they want to be
highlight points of transitions that (job may not exist after they graduate)
students face, possible challenges faced
by students during periods of transition,
and support available for students who
may not be meeting with success.
Mar. Emily Creech Information Sessions on Employment with - How to apply to be an OT and LTO
22nd OCDSB (for Teacher Candidates)
Mar. About Your David Mastin Introduction to ETFO - The role of ETFO
23rd Union - History of ETFO
Mar. OSSTF We all know the term “professional”, but - Professional Standards of Practice are
23rd Professional what does that mean in an education outlined by OCT
Practice in context? What does it look like to be a - Also have ethical standards – care,
Education professional educator, and how does that respect, trust & integrity
impact your practice? What are your - Standards drive 2 main areas
rights and responsibilities as a
professional in a school setting? We’ll use
concrete, real world issues to help frame
the issue of professionalism in an
education specific context, and help you
understand how your training and
experience support your practice as an
educator. 
o Your practice as an instructor &
relationship with students
- Reviewing ethical case studies
- Responding to challenging situations
o Check yourself, listen,
acknowledge, inquire, move
forward, seek assistance
-