The document summarizes a teacher education session that discusses key concepts related to teaching, including Schwab's four commonplaces of learning and the standards of practice from the Ontario College of Teachers. The session models activities for future teachers, focusing on understanding learners, curriculum planning, classroom environment, and reflection. Key topics are connecting Schwab's commonplaces to the OCT standards, building trust and care in the classroom, and leveraging narrative inquiry in teacher training field placements.

1. What Does It Mean To Be A
Teacher

2. Session 4 Lesson Plan
• Attendance/Questions/concerns
• Chronicles: 04- Victoria
02 – Abbey, Samantha, Megan
• Break
• Review of Schwab
• Introduction to OCT Professional Standards of Practice
• Connect Standards to Schwab four commonplaces
• Review handout on Final Paper Expectations

3. Oral Chronicle
•04 Victoria
•02 Abbey, Samantha, Megan

5. Schwab Commonplaces
• Quick review
TEACHER
LEARNER
MILIEU
SUBJECT MATTER/CURRICULUM

6. Teacher
• Consider the long- and short-term impact teachers can have on students.
• Think Pair Share – 3 min
 Share an experience when a teacher’s influence had a short-term impact on you.
 Have any of your teachers had a long-term influence on your life?
 Were these experiences connected?
 How will these Experiences impact your future teaching practice?

7. Learner
• Understanding learners and their invisible backpacks is
paramount to what it means to be a teacher
• Understanding (and striving to meet) the developmental,
psychological, emotional, and physical needs of your students is
your first goal, as an educator
• Once these needs have been met, learning can begin
• Think-pair-share – 2 min
Share a time when a teacher understood you or, when they did not.

8. Continuity

9. Interaction & Situation

10. Silent reflection – 1 min
• Think of an experience that has helped to shape you.
• How has that experience coloured how you see things today?
• How will the influence of that experience colour the way you see
things, going forward?

11. Subject Matter/Curriculum
• Curriculum: what a student learns in school (hidden and formal
)
• A course of study ie. Ministry guidelines
• Dewey – “curriculum is to live a “course of study””
How might you go about planning a unit of study? What factors would be
important to consider? Quick debrief on our “Schwab” experience from last
week. Go to Google doc to share
https://goo.gl/v7N72V 04
https://goo.gl/QyHZM7 02

12. Milieu
• Involves other worldviews/requirements vis a vis –
Ministry, school board (local initiatives), parents,
society and media
• Consider other settings other than classrooms where
students and teachers learn
• School is a community!
• Impact of gender, ethnicity, race, social economics,
media
• Students need to feel safe – ask questions, take risks,
to be critical thinkers

13. How we work together
Challenge 1
Untangle
Challenge 2
Untangle in silence

14. reflection
• What was challenging about that activity?
• What made it easier?
• collaborating to reach a common goal and Effective problem solving
are valuable life skills to foster in your students
• Incorporating cooperative games into your classroom will help to
facilitate the connections on which friendships can be built –
cultivating an inclusive classroom environment

16. Standards of Practice
Professional Expectations of the
Ontario College of Teachers
• Commitment to Students and Student Learning
• Professional Knowledge
• Professional Practice
• Leadership in Learning Communities
• Ongoing Professional Learning

17. Commitment to students and
student learning
Members are dedicated in their care and commitment to students.
They treat students equitably and with respect and are sensitive to
factors that influence individual student learning. Members facilitate
the development of students as contributing citizens of Canadian
society

18. Professional Knowledge
Members strive to be current in their professional knowledge and
recognize its relationship to practice. They understand and reflect
on student development, learning theory, pedagogy, curriculum,
ethics, educational research and related policies and legislation
to inform professional judgment in practice.

19. Professional Practice
Members apply professional knowledge and experience to
promote student learning. They use appropriate pedagogy,
assessment and evaluation, resources and technology in
planning for and responding to the needs of individual students
and learning communities. Members refine their professional
practice through ongoing inquiry, dialogue and reflection.

20. Leadership and Learning
Communities
Members promote and participate in the creation of collaborative,
safe and supportive learning communities. They recognize their
shared responsibilities and their leadership roles in order to
facilitate student success. Members maintain and uphold the
principles of the ethical standards in these learning communities.

21. Ongoing Professional Learning
Members recognize that a commitment to ongoing professional
learning is integral to effective practice and to student learning.
Professional practice and self-directed learning are informed by
experience, research, collaboration and knowledge.

22. Connecting the dots
• Schwab’s commonplaces of learning include:
• Teacher Learner Subject matter milieu
• Oct’s Standards of professional practice focus on:
• Commitment to Students and Student Learning
• Professional Knowledge
• Professional Practice
• Leadership in Learning Communities
• Ongoing Professional Learning

23. What’s your TRIC
for fostering success in
literacy leadership?
• DCP – Relationship as moral agency from within, through
the standards of:
• Trust Integrity
• Respect Care
• What is meant by moral agency, and why is it important?

24. Cultivating an inclusive classroom
community
• Include your students in developing the policies and priorities that
will affect them- People will support that which they have helped
to create
• Foster a sense of belonging, defined by citizenship Canada
(2000) as being connected to others; being loved,
unconditionally; being welcomed and accepted in a safe
environment.
• Being’ left out’ or ‘unwelcomed’, at any age, inhibits our growth
and well-being
• Be present and responsive & understand your students’ interests
and concerns

25. Creating a caring classroom
• Dialogue – listening is a key factor – if you with hold judgement
and allow for more than a single, correct answer, thoughts and ideas
will be encouraged to “Play freely”, allowing for deeper meanings to
be discovered
• ‘You have 2 ears and one mouth for a reason; Use them
proportionately.’
• Practice Affirmation – You can’t make someone do better by
making them feel worse. Build your students up with genuine
validations and appreciations.
• It’s Critically important that everyone feel safe in taking learning
risks and being open to vulnerability, as they identify their own areas
that are in need of improvement

26. The tric method &
the OCT’s Foundations of
Professional Practice
• The essential determinants for leadership as moral agency from
within are:
• Trust – embodies fairness, openness and honesty; instrumental in
building the type of commitment needed for teacher development
and collaboration
• Respect – embodies trust and fairmindedness, honouring human
dignity, emotional wellness and cognitive development; In
professional practice, model respect for spiritual and cultural values,
social justice, confidentiality, freedom, democracy and the
environment

27. The tric method &
the OCT’s Foundations of
Professional Practice
• Integrity – embodies honesty, reliability and moral action;
continued reflection assists members in exercising their integrity
in their professional responsibilities and commitments.
• Care – embodies compassion acceptance, interest and insight
for developing students’ potential by being a positive influence,
exercising professional judgement and incorporating empathy
into your practice.

28. Next week’s readings
While reading this week think about how your field placement observations
should focus on commonplaces and a narrative lens
• **Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L.
Green, G. C. Camilli, & P.B. Elmore (Eds.), Handbook of complementary
methods in education research (pp. 477–488). Washington: AERA
• **repeated reading from Session 1, as both sessions take up topic
• Ciuffetelli Parker, D. (2014). Literacy Narratives for 21st
Century
Curriculum Making: The 3Rs to Excavate Diverse Issues in Education.
Emerald Publishing, UK.