Ongoing Professional Learning refers to the continuous learning journey that educators take part in to act as adaptive experts that maintain best practice to support students development. Continuous Professional Learning is a necessary practice for myself as an educator to keep up to date on current research and pedagogies that inform my practice.
Literacy Learning – Reflecting with a Professional Learning Community
In the 2023-2024 school year, I received training to implement the UFLI literacy foundations in the primary classroom. Throughout training and implementation, I had the opportunity to reflect with educators on what I still needed to learn to effectively implement this program such as the phonics of “-ed” and “ing.” These opportunities to reflect have allowed me to connect my previous knowledge with evidence-based best practices and identify future learning experiences that can enhance my literacy program so it is meaningful for all students.
Reflective Blog Post – Engaging in a Book Study
Book Study – Is Everyone Really Equal?
“Antiracist education recognizes racism as embedded in all aspects of society and the socialization process; no one who is born into and raised in Western culture can escape being socialized to participate in racist relations. Antiracist education seeks to interrupt these relations by educating people to identify, name, and challenge the norms, patterns, traditions, ideologies, structures, and institutions that keep racism in place” ~Özlem Sensoy and Robin DiAngelo…
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As part of the Teacher Education program at the University of Ottawa, I took part in a Book Study of Is Everyone Really Equal by Özlem Sensoy and Robin DiAngelo. This book study, and the reflective Blog post I created, is an example of my engagement in self-directed learning to expand my knowledge and understand best practices that will support student achievement. Engaging in the book study allowed me to understand the importance of recognizing students’ intersectionality as an integral part of their developing personal identity. Through reflective practice, I recognize that the intersectionality of a students’ identity influences their experiences inside and outside of school and it is necessary to build relationships and responsive environments with a critical and holistic lens to build equitable learning spaces and advocate for inclusive systems.
Peer Review Practices
In one of my curriculum classes I had the opportunity to take part in the peer review process to develop my own feelings and attitudes towards it. By taking part in the peer review process, I could experience this practice from the student perspective and develop and inside view on how students may feel sharing their work, analyzing the work of their peers, and exercising independence and autonomy in their own learning. This professional learning opportunity informs my own practice and reminds me to approach peer review sensitively, recognizing that some students may prefer keeping their work private and students may be best scaffolded when taking part in purposeful and strategic partnerships.
Reflective Practices that Promote Professional Growth
Continuing to Explore Adaptive Expertise
As a year 2 Teacher Candidate I have taken part in professional learning, reflective practice, and communities of learning to strive towards best practices as an educator. This learning supports me in my practicum experiences and my work with school-age children to support their ongoing growth and development. Ongoing professional learning is critical for educators…
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As I moved through the Bachelor of Education program at the University of Ottawa, I took time to reflect at specific moments in the program on my development as an educator. Reflective practice is a necessary component of Continuous Professional Learning to recognize my own strengths, needs, and weaknesses while identifying what I need to do to support my students. I have included my reflective blog post on how I continue to develop adaptive expertise to continue learning and growing as an educator.
Math Proficiency
After my first year of the Bachelor of Education program with the University of Ottawa, I successfully attempted the Math Proficiency Test offered by the EQAO in Ontario as a test to demonstrate my knowledge and understanding of mathematics content and appropriate pedagogy in math instruction. Taking part in the Math Proficiency Test encouraged me to acquire a deep understanding of High Impact Instructional Strategies in Mathematics, and flexibility in learning mathematics including the connections between math strands and the importance of a growth mindset.
Miss Izabel - Educator, Advocate, and Learner 