This document outlines the agenda and content for a teacher education session. It includes reviewing attendance, student chronicles, an introduction to teaching standards, and connecting the standards to Schwab's four commonplaces of education. It discusses each of the commonplaces - teacher, learner, milieu/environment, and subject matter/curriculum. For next week, students are asked to read about using narrative inquiry and literacy narratives when observing field placements and focusing on the commonplaces through a narrative lens.

1. What Does It Mean To Be A
Teacher

2. Session 4 Lesson Plan
• Attendance/Questions/concerns
• Chronicles: 04- Victoria
02 – Abbey, Samantha, Megan
• 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 have on
students!
• Think Pair Share
Share an experience where you had one or the other! Were they connected? 
How will this impact your teaching?

7. Learner
• Understanding learners and their backpacks is paramount to
what it means to be a teacher!!!
• Understanding their needs (developmental, psychological,
emotional, physical)
Share a time when a teacher understood you or when they did not!

8. Continuity

9. Interaction & Situation

10. 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

11. 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

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

14. 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

15. 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

16. 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.

17. 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.

18. 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.

19. 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.

20. Evaluation
• Do you see how Schwab connects to the standards of practice?
• Do you have insight into all of the standards?

21. 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.