My philosophy statement on education
- I believe every student is important and needs to be shown that they are capable of success.
- I believe teachers should acknowledge and accommodate students of all skills, abilities, and learning styles by providing them with various methods to demonstrate what they know.
- I believe my classroom is a place where students should feel cared about and safe, especially since sometimes teachers are the adults that students count on the most. I believe every student deserves a secure, caring, and stimulating atmosphere that supports risk-taking and invites the sharing of ideas. I strive to create a classroom where students express their individuality, and the abilities and talents unique to each student are recognized.
- I believe in integrating technology and assistive technology to support students’ innovation and discovery.
- I believe in working with the end in mind, including identifying learning outcomes before choosing instructional methods and forms of assessment.
- Assessment is a conversation between teachers, students, and parents. My classroom incorporates clear learning targets and then assessment reflects students’ mastery of those targets. Unrelated factors, such as participation and behaviour, are not assessed so that the final grade reflects students’ knowledge, skills and attitudes. Students are involved in the assessment process. Each unit opens with a discussion about the end learning goal(s). Exemplars show students what success looks like, and there are opportunities to self- and peer-assess work prior to it being graded.
- I believe students should be involved in the assessment process, including opportunities to examine exemplars to see what success looks like, as well as time to self- and peer-assess work prior to it being graded. Assessment celebrates learning. Positive and meaningful feedback notes what students master. A “+2” on a test instead of “18 wrong” or “2/20” shows students what they can do, instead of focusing on what they cannot, while encouraging them to improve. Assessment takes many forms. A variety of formative evidence of student learning is collected and documented prior to summative assessment. The formative assessment is ongoing and constant because it monitors student learning to provide ongoing feedback to help instructors improve their teaching and help students improve their learning.
- I believe the purpose of education is to create individuals who are lifelong, continuous learners outside of classrooms. This is achieved by considering students’ interests, talents, and passions, and incorporating those in classroom learning. I aim to give my classroom community members a stake in the curriculum so they are motivated to work hard and master the skills necessary to reach their own goals. I believe students should have the opportunity to generate ideas and set goals. When teachers act as guides to information, rather than gatekeepers, students learn to find answers to their own questions. I strive to give them the space and materials to help them in their journey to self-discovery.
- I believe that effective teachers show students how the information and skills they learn are relevant to real-life situations. As a result, I strive to seek avenues to connect classroom lessons to the world outside of school. Real-world applications set up lifelong learners who can transfer and apply knowledge in their daily lives while willingly expanding their own knowledge base.
- I believe that tapping into community experts allows students to experience a variety of perspectives and explore future career possibilities. Effective teachers help students develop the ability to use knowledge in real-world settings. I aim to give students the basic tools, such as the ability to read and write. Then, I show them how to use those tools to wonder, question, and critically think about the world around them.
- I strive to create a classroom that consists of a community of learners. I believe that collaborative learning should be used in the classroom and collaborative planning with other teachers benefits all involved.
- I believe that teachers lead by their actions, and should serve as examples to students, colleagues, and the community at large inside and outside of school.
- Through a commitment to achieving the Teaching Quality Standard, I continually strive to meet the KSAs for interim certification within the province of Alberta. I acknowledge that the standards set as minimum expectations, and I dedicate myself to ensuring I work toward, and beyond, what is minimally required.
- I believe in embracing continuous learning and growth through regular professional development and self-reflection to help me excel in my profession. One of my hopes as an educator is to instill a love of learning in my students, as I share with them my own love for learning.