week 5

1. Narrative
Inquiry
&
Commonplaces
Week 5

2. Agenda
• Concerns??????
• Oral Chronicle Presentations
• Break
• Study Ethical Standards of Practice and their implication to
theory and practice
• Review Schwab commonplaces
• Review Connelly and Clandinin’s 3 commonplaces of
narrative inquiry
• Review field placement report
• Exit Card

3. Oral Chronicle Presentations
•S04 Hannah and Avery
•S02 Lindsay, Hannah,
Paulina

5. Dewey’s Discussion of Social Control
• Rather than rules being imposed by the teacher, the community
has a set of rules that everyone abides by because they want to
participate in the learning community (baseball example)
• Teacher is a part of that community – a leader – not separate
• Create a sense of community that shares a common goal: Learning
• OCT Standards of Practices: Learning Communities; Commitment
to Students

6. Dewey’s Social Control

7. Relationship As Moral Agency
•TRUST
•RESPECT
•INTEGRITY
•CARE
• The Ethical Standards address the emotional and social side of the
teacher-learner relationship. They establish our moral agency and
enable us to be better teachers! 

8. From Literacy Leadership and the Administrator:
Relationship as Moral Agency From Within (Darlene Ciuffetelli
Parker 2008)Trust The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.
Respect The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: Intrinsic to the ethical standard of Respect is trust and fair-mindedness. Members
honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.
Integrity The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: Honesty, reliability and moral action are embodied in the ethical standard of
Integrity. Continual reflection assists members in exercising integrity in their professional
commitments and responsibilities.
Care The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-being
and learning through positive influence, professional judgment and empathy in practice.

9. Maslow’s Hierarchy of Needs
The Ethical Standards for the Teaching Profession are:
Care Trust
Integrity Respect

10. Care
The ethical standard of Care includes
compassion, acceptance, interest and insight for
developing students' potential. Members express
their commitment to students' well-being and
learning through positive influence, professional
judgment and empathy in practice.
Where does ‘care’ fit into
Maslow’s hierarchy of
needs?

11. Trust
The ethical standard of Trust embodies fairness,
openness and honesty. Members' professional
relationships with students, colleagues, parents,
guardians and the public are based on trust.
Where does ‘trust’ fit into Maslow’s
hierarchy of needs?

12. Integrity
Honesty, reliability and moral action are
embodied in the ethical standard of Integrity.
Continual reflection assists members in
exercising integrity in their professional
commitments and responsibilities.
Where does ‘integrity’ fit into
Maslow’s hierarchy of needs?

13. Respect
Intrinsic to the ethical standard of Respect are
trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive
development. In their professional practice, they
model respect for spiritual and cultural values,
social justice, confidentiality, freedom, democracy
and the environment.
Where does ‘respect’ fit into
Maslow’s hierarchy of needs?

14. TRICS
* Trust: when trust is broken what are the potential outcomes? Can
it be restored once broken?
* Respect: is respect earned or a given? How do teachers go about
this?
* Integrity: who in your life might you share/have learned the
values of integrity from/with?
• Care: share an experience where someone in the w
• Workplace/school showed caring to you. What was the impact?
• Get into 4 groups. One person come up and choose a card. In
your group plan a short drama exemplifying relationship as moral
agency through the ethical standards of Trust, Respect, Integrity
and Care.
• There will be a prize for the best production !!!!!!

15. Ethic of Care
Nel Noddings: “The caring person needs to know
what way the cared for person (learner) needs to be
cared for.”
This essentially builds the relationship of trust and growth (learning)!

16. Schwab’s Four
Commonplaces
• Teacher
• Learner
• Subject Matter/Curriculum
• Milieu/Classroom Environment
Think-Pair-Share: How do you see these commonplaces and
their connection to the Standards of Practice?
TRUST, RESPECT, INTEGRITY, CARE

17. 3 Commonplaces* of Narrative Inquiry
(Connelly & Clandinin)
• Temporality
• Sociality
• Place
* The study of one or a combination of these
might find its place in other forms of qualitative
research, but what makes a narrative inquiry is
the simultaneous exploration of all 3.

18. 3 R’s
•This week’s reading develops this approach –
Reveal, Revelation and Reformation!
These R’s as shared in literacy narratives help us
interpret the commonplaces and demonstrate
their value in understanding learners!
•Ciufetelli-Parker (2014) Literacy Narratives The
3R’s

19. Literacy Narratives 3Rs (Darlene Ciuffetelli Parker)

20. Literacy Narratives for 21st
Century Curriculum Making: The 3Rs
to Excavate Diverse Issues in Education (Darlene Ciuffetelli Parker )

21. Theoretical Grounding

22. Context Literacy Narratives (Ciuffetelli Parker (2010, 2011)

23. What Literacy Narratives Offer

24. Objectives, going forward
• To elaborate on the Ethical Standards of Practice and their
relationship to student and teacher success
• To process educational theories examined to date and their
relevance to our own personal philosophy of education

25. Looking Ahead to Next Week:
• Presenters for next week:
• S4: Jessica
• S2: Sophie, Teeshk, Alexander
• Practice in School and Communities
• How can we use theory to help us with practice?
• How can we use practice to help us with theory?
• Readings: Dewey (1938), Chapters 6-7; Equity & Inclusive Education

26. Next Week’s Readings
• Dewey, J. (1938). Experience & education. New York: Collier Macmillan
Publishers. – Chapters 6-7
• Equity & Inclusive Education ministry document
• http://edu.gov.on.ca/eng/policyfunding/equity.pdf