1. How contextual Variables Affect Teaching and Learning
Environmental factors
- Geographic location - cities, small communities, and remote locations play a role in student learning as well as style of teaching necessary
- Socioeconomic status of community - poverty and poor health have a direct correlation to student achievement due to prior knowledge, etc.
- Political climate - studies that show the political economy realities affect the prospects for effective intervention in education
- Community support - studies show that community involvement affects achievement through influences on student self-concept and behaviors.
Classroom factors
- Physical features - size, sound, light, temperature, furniture placement all affect the students' ability to learn
- Access to technology - not all students have the same access to technology, which can affect research as well as types of assessments necessary
- Parental involvement - it is important to make parents partners in learning as much as possible and this differs in intensity from student to student
Student characteristics
- Skill and prior knowledge - pre-assessment and continued formative as well as summative assessments aid in mastery of pre-requisite skills
- Learning styles / processing inclination - styles inventory and student reporting aid in knowing how students learn best
- Physiological characteristics - auditory, oral, vision, and motor skills can all affect students learning and demonstration of learning
- Sociological preferences - some students prefer to learn in groups while some prefer to do individual tasks
- Emotionality - emotions drive attention and reasoning capability as well as memory and outward behavior
- Coding, IPPs, special considerations - inclusive education makes it necessary for planning to have accommodations for a wide variety of students
- Cultural background - different learning and studying approaches are exhibited by different cultures and individuals from those cultures
2. The Structure of the Alberta Education System - Key Players
Minister of Education - Develops curriculum and sets standards, evaluates curriculum and assesses outcomes, teacher development and certification, supports special needs students, funds and supports school boards, aboriginal and francophone education, oversees basic education policy and regulations.
2Learn.ca Education Society - An educational alliance that provides inservice, opportunities for telecollaboration, online tools and resources, and mentorship for Alberta teachers through a provincial cascade model.
Alberta Assessment Consortium - The Alberta Assessment Consortium is a not-for-profit partnership of education organizations dedicated to enhancing student learning through classroom assessments.
Alberta Catholic Schools Trustee Association - The Alberta Catholic School Trustees' Association represents 24 school boards and 151 trustees, who in turn serve more than 104,000 students in 286 schools.
Alberta School Councils' Association - AHSCA provides the structures and processes for members to actively influence provincial-level decisions about education.
Alberta Online Consortium - The Alberta Online Consortium seeks ways to ensure all Alberta students have access to high quality online education using existing and new technologies to enhance and optimize student learning.
Alberta School Boards Association - The Alberta School Boards Association's web site keeps you informed of all the latest news and issues affecting Education in Alberta. Access the current issues of ASBA's publications or travel to the different jurisdictions in Alberta.
Alberta Teachers' Association - The Alberta Teachers' Association (ATA) is Alberta's professional teacher organization.
Association of School Business Officials of Alberta - The Association of School Business Officials of Alberta (ASBOA) is a professional association dedicated to promoting the highest standards of school business management in all aspects, and the status, competency, leadership qualities, and ethical standards of school business officials at all levels.
Canadian Education Association - An organization dedicated to the improvement of education
College of Alberta School Superintendents - The members of the College of Alberta School Superintendents have created a collegial organization of certified professionals to meet broad common interests and goals.
Computers for Schools - Computers for Schools provides used computers, computer equipment, and software to Canadian schools and libraries at no cost to recipients.
Council on Alberta Teaching Standards (COATS) - Find information about teacher professionalism, teacher preparation and certification, teaching quality, standards for teaching practice, teacher professional knowledge, and competencies (knowledge, skills and attributes) for quality teaching. The website also has information for individuals concerned about a teacher's teaching practices or conduct.
Council of Ministers of Education, Canada - This website is sponsored by the Council of Ministers of Education, Canada on behalf of all the provincial and territorial departments / ministries of education, and serves as an international portal to education information for all jurisdictions in Canada.
Galileo Educational Network Association - An education-business partnership that provides onsite and online supports for teachers, administrators and school jurisdiction personnel in implementing ICT and that contributes to current research.
Public School Boards Association of Alberta - The PSBAA's mission is to ensure the continuation and constant improvement of a universally accessible system of public education, which is locally governed, student centered and challenging.
Regional Consortia - Links to websites of Regional Consortia.
The Association of Alberta Public Charter Schools (TAAPCS) - The Association of Alberta Public Charter Schools (TAAPCS) is an association comprised of the Minster of Education approved charter schools that choose to be members and support TAAPCS objectives. The Association is governed by a Board of Directors appointed by the membership.
The Teacher Development and Practice Advisory Committee (TDPAC) - The TDPAC will help ensure students continue to benefit from well-supported and well-trained teachers. The TDPAC will provide advice and recommendations to the Minister of Education that will help define and support the role of teachers and the profession.
Western and Northern Canadian Protocol Partners - Western Canadian Protocol for Collaboration in Basic Education Common Curriculum Framework.
2Learn.ca Education Society - An educational alliance that provides inservice, opportunities for telecollaboration, online tools and resources, and mentorship for Alberta teachers through a provincial cascade model.
Alberta Assessment Consortium - The Alberta Assessment Consortium is a not-for-profit partnership of education organizations dedicated to enhancing student learning through classroom assessments.
Alberta Catholic Schools Trustee Association - The Alberta Catholic School Trustees' Association represents 24 school boards and 151 trustees, who in turn serve more than 104,000 students in 286 schools.
Alberta School Councils' Association - AHSCA provides the structures and processes for members to actively influence provincial-level decisions about education.
Alberta Online Consortium - The Alberta Online Consortium seeks ways to ensure all Alberta students have access to high quality online education using existing and new technologies to enhance and optimize student learning.
Alberta School Boards Association - The Alberta School Boards Association's web site keeps you informed of all the latest news and issues affecting Education in Alberta. Access the current issues of ASBA's publications or travel to the different jurisdictions in Alberta.
Alberta Teachers' Association - The Alberta Teachers' Association (ATA) is Alberta's professional teacher organization.
Association of School Business Officials of Alberta - The Association of School Business Officials of Alberta (ASBOA) is a professional association dedicated to promoting the highest standards of school business management in all aspects, and the status, competency, leadership qualities, and ethical standards of school business officials at all levels.
Canadian Education Association - An organization dedicated to the improvement of education
College of Alberta School Superintendents - The members of the College of Alberta School Superintendents have created a collegial organization of certified professionals to meet broad common interests and goals.
Computers for Schools - Computers for Schools provides used computers, computer equipment, and software to Canadian schools and libraries at no cost to recipients.
Council on Alberta Teaching Standards (COATS) - Find information about teacher professionalism, teacher preparation and certification, teaching quality, standards for teaching practice, teacher professional knowledge, and competencies (knowledge, skills and attributes) for quality teaching. The website also has information for individuals concerned about a teacher's teaching practices or conduct.
Council of Ministers of Education, Canada - This website is sponsored by the Council of Ministers of Education, Canada on behalf of all the provincial and territorial departments / ministries of education, and serves as an international portal to education information for all jurisdictions in Canada.
Galileo Educational Network Association - An education-business partnership that provides onsite and online supports for teachers, administrators and school jurisdiction personnel in implementing ICT and that contributes to current research.
Public School Boards Association of Alberta - The PSBAA's mission is to ensure the continuation and constant improvement of a universally accessible system of public education, which is locally governed, student centered and challenging.
Regional Consortia - Links to websites of Regional Consortia.
The Association of Alberta Public Charter Schools (TAAPCS) - The Association of Alberta Public Charter Schools (TAAPCS) is an association comprised of the Minster of Education approved charter schools that choose to be members and support TAAPCS objectives. The Association is governed by a Board of Directors appointed by the membership.
The Teacher Development and Practice Advisory Committee (TDPAC) - The TDPAC will help ensure students continue to benefit from well-supported and well-trained teachers. The TDPAC will provide advice and recommendations to the Minister of Education that will help define and support the role of teachers and the profession.
Western and Northern Canadian Protocol Partners - Western Canadian Protocol for Collaboration in Basic Education Common Curriculum Framework.
3. Using the Programs of Study and Guides to Implementation
The purpose of the programs of study: assist the teacher in knowing what the student are expected to know in any discipline and at any grade level. Outcome should guide teaching and learning and be directly linked to assessments.
Knowing how to use the programs of study: The general and specific outcomes should be explicitly taught or addressed, and any front matter should be integrated throughout the teaching of these outcomes. My own preference is to use backward planning in order to ensure all outcomes are met.
Knowing how to use the programs of study: The general and specific outcomes should be explicitly taught or addressed, and any front matter should be integrated throughout the teaching of these outcomes. My own preference is to use backward planning in order to ensure all outcomes are met.
4. Knowledge of Subject Disciplines
Current subject disciplines include French language arts 8 and 9, French Immersion Sciences 7 and 9, and English Language Arts 9 as well as a variety of options, including Scrapbooking, Travel and Tourism, and Film Studies. In previous years, courses taught have included all core subjects in grades 4 and 5 including Français and Phys Ed, French as a Second Language 6, 7, 8, 9, 10 and 30, Mathematics 7 & 20-2, Science 7, Drama 7 and Art 7, 8, & 9. Knowledge of these subject areas is well-understood and has been studied through post-secondary education courses. Additional PD is avidly sought-out in order to increase knowledge and methodology as well as remain current in best practices according to research.
5. All Students Can Learn
Students learn at different rates and in different ways. It is important that I, as a teacher, identify the students' various learning styles and needs in order to ensure that all student have an equal opportunity to learn in the way they learn best. It is important that I am able to offer various pathways for student to attain mastery and to demonstrate their mastery of subject matter. In an inclusive classroom, the spectrum of learning needs can be broad and I feel challenged to ensure that all students have to opportunity to not only do, but also show their best.
6. The Purpose of Planning
Year plans give an overview of the time frame that is permitted for the teacher to assist students in learning the goals outlined in a given program of studies. Unit plans ensure that leaning is progressive and meets prerequisite knowledge prior to introducing new material. Lesson plans are the instructor's road map of what students need to learn and how they will gain given knowledge in any given lesson/day. Plans should include accommodations for the variety of students in a classroom as well as timelines for individual activities, especially in early years of teaching. All learning activities should be curricular in that they should ensure that there is a purpose to the assigned tasks.
7. Students Need Security
Students are always involved in creating a list of rules and responsibilities in my classroom at the beginning of the school year. I need to work on having the students assist in ensuring that all responsibilities are met in order to ensure a successful learning environment. Classroom management is sufficient but would also benefit from application of a wider variety of management strategies and increased parent communication. I work hard to foster an environment of mutual respect with the students and disrespect is not tolerated in my classroom. I hope to be able to increasingly involve students in monitoring peer behaviors.
8. Respecting Human Dignity
I have striven to foster relationship with students that are characterized by mutual respect, trust, and harmony. I am working hard to maintain and build strong and caring professional relationships.
9. Instructional Strategies
I know and have used the following range of instructional strategies throughout my years teaching, and I am implementing them and several others more fully into my lesson planning in order for instruction to be balanced.
- Direct instruction - lecture, drill and practice, guided and shared reading and listening
- Indirect instruction - problem solving, reading for meaning, concept mapping, and inquiry
- Independent study - journals, reports, homework, learning centres, activity packages, and research projects
- Interactive instruction - debates, brainstorming, think-pair-share, cooperative learning games, discussion, and conferencing
- Experiential learning - field trips, role playing, games, and model building
10. Traditional and Electronic Learning
I understand that both traditional and electronic teaching and learning have their place in the classroom. I know how to use these technologies for engagement and use them to help me deliver content and communicate with both students and families. I ask students to use technology to both enhance their learning and to demonstrate their learning as well. I love to use the Socrative app, the Smartboard, and QR codes!
11. The Purpose of Assessment
I understand the importance of assessing for learning as well as assessing mastery. I use formative feedback continuously in order to drive instruction and involve students in assuming responsibility for their own learning. All outcomes outlined in the curriculum are assessed in all classes. I further use my own assessment and student self-assessments to drive my instruction.
12. Engaging Parents
I do my best to contact parents in regards to their children in order to build partnerships that will benefit all of my students. I would like to increase contact in order to ensure the greatest success each student can achieve. I know the importance of discussing the whole child rather than focusing on academic achievement and love to meet with parents and hear about their children on a more personal level.
13. Home and Community Resources
In terms of community resources, I have spent much time at the French Resource Centre at the Grande Prairie public library in order to better teach and assess my students in French class. In addition, I continuously seek out religious sources in order to integrate religious studies into my course content. I have also looked at the resources available through the school board, though I intend to explore these more in depth in the next few months.
My personal and classroom libraries are extensive, and I use online resources a great deal. As a French Immersion teacher, it can be difficult to find a wide variety of the things I need. When I can't find it, I build it!
My personal and classroom libraries are extensive, and I use online resources a great deal. As a French Immersion teacher, it can be difficult to find a wide variety of the things I need. When I can't find it, I build it!
14. Contributing to the Quality of the School
A few years ago, working with a Catholic School Division, I was involved in Faith Leadership, basketball, and putting into works a French trip to eastern Canada. I helped coordinate volunteer activities in order to raise funds for this trip as well as having participated in fundraising activities. I also helped with our school's Student Convention. In addition, I took charge of implementing the computer-based program of Mathletics within the school as a way to enhance mathematics instruction.
This year, I have not led any extra-curricular activities as I was learning several new curriculum and striving to implement them well. I have, however, assisted where I could across the board.
This year, I have not led any extra-curricular activities as I was learning several new curriculum and striving to implement them well. I have, however, assisted where I could across the board.
15. Career-long Learning
I am an enthusiastic learner and am always seeking input from colleagues as well as researching effective strategies to implement in my classroom. I continuously evaluate my teaching and select PD activities accordingly. I am hoping to take additionnal mathematics courses in oreder to more effectively teach in the area that is my passion.
16. Having a Vision and Purpose
I believe that a teacher's primary goal is as a tour-guide through the knowledge that is necessary for students to become an effective and responsible citizen of today's global society. As such, I believe in inquiry-based education, where students take charge of their own learning and often fulfill the role of teacher to their peers. I know that this is not always easy, and sometimes borders on seeming impossible, but I continue to try. As such, I try to facilitate rather than lecture, with sporadic success. I believe that a good teacher teaches students not only what to know according to curriculum standards but also how to think, discover, and make good decisions for themselves. I believe that every student can succeed, and that my role as teacher is to help all students reach this goal to the best of my ability.
17. Achieving the TQS
Though I am not as good as I hope to be, I am better than I was and am improving my craft every day.