Professional Practice refers to the knowledge and experience educators apply to inform their practice and respond to the diverse and changing needs of students, families, and the community. Having an eclectic theoretical learning approach, using observation and assessment to inform curriculum planning, and interacting with other professionals are some of the ways I uphold Professional Practice.
Profile Observations
Attached above is an example of a profile observation I completed during my second week of practicum. This profile observation demonstrates the Ontario College of Teachers Standard of Practice relating to Professional Practice because anecdotal observations are used to make decisions that will promote student learning, including instructional strategies and motivational interests. The summary, curriculum ideas, and next steps at the end of the observations recognize the pedagogies that inform my curriculum planning, as well as my professional reflection which is used to inform strategies and learning experiences that will be meaningful to students and support the learning of each individual while considering the needs of the group.
Starting with a Sense of Belonging – A Learning Story
Included above is a learning story I created after engaging students in a lesson on the first day of school. To create this lesson, I drew on my knowledge of learning theories, including the importance of developing a sense of belonging for social, emotional, cognitive and physical learning to take place. I also recognized the importance of community and building connections in the midst of the COVID-19 pandemic as children learn best through responsive relationships with peers and adults. By engaging students in this lesson, students drew on past experiences and used their skills to contribute their ideas to a large group display, and introduce themselves to their new classroom community. Students were given the opportunity to contribute their skills and strengths to share their ideas and experiences with the classroom community and participated in a large group discussion to identify and celebrate how we share similarities and differences while contributing our strengths to group goals.
Responsive and Equitable Assessment Practices
I have included an assessment toolkit I created in my Curriculum Planning, Implementation and Assessment II class because creating this series of the descriptions, strengths, weaknesses, and uses of diverse assessment tools allowed me to reflect on the many assessment tools that are used in education and how effective they are at supporting the overall growth and learning of students. It is necessary to consider how assessment, evaluation, and ongoing feedback can support and/or hinder how students experience a sense of belonging and development of positive attitudes towards learning in the early grades, particularly students with exceptionalities and students from marginalized and/or racialized backgrounds. This document highlights how I can use assessment tools to support students continued growth, address requirements of Growing Success and support natural learning and engagement through anecdotal observations, including student voice, and active reflection. Using diverse assessment tools allows me to identify where students are at in their learning, how I can support next steps, and allows me to provide ongoing feedback to develop a partnership through responsive relationships where all stakeholders, including students, are engaged in supporting their ongoing learning.
Making Learning Visible While Exploring Patterns
During the first term of the 2021-2022 school year, I guided my students through exploring repeating, growing, and shrinking patterns. Students were eager to create patterns using various tools and materials and extend visual patterns that were presented, as well as predict missing terms in patterns and I created this documentation panel as a living form of assessment that students could revisit throughout their learning and past their learning on patterns. Students explores assessment as learning as they reflected on their contributions throughout the patterning unit, investigated patterns created by their peers, and built on their knowledge and previous understandings. Pedagogical Documentation effectively acts as assessment in the Early Years because it demonstrates where students have been in their learning, where they have gone in their learning, and where they are going, making learning visible for both children and educators.
Miss Izabel - Educator, Advocate, and Learner 