This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.

1. What Does It Mean To Be A
Teacher

2. SESSION 4 LESSON PLAN
• ATTENDANCE/QUESTIONS/CONCERNS
• REVIEW OF SCHWAB
• INTRODUCTION TO OCT PROFESSIONAL STANDARDS OF
PRACTICE
• CONNECT STANDARDS TO SCHWAB FOUR
COMMONPLACES
• CHRONICLE PRESENTATIONS
• TRIAD WORK SESSION
• LOOKING AHEAD TO WEEK 5

3. SCHWAB COMMONPLACES
• QUICK REVIEW
TEACHER
LEARNER
MILIEU
SUBJECT MATTER/CURRICULUM

4. SCHWAB LESSON PLAN
• TAKE THE NEXT 10 MINUTES TO DESIGN YOUR LESSON AND
BE READY TO PRESENT TO THE CLASS

5. SCHWAB COMMONPLACES
TEACHER: CONSIDER THE LONG- AND SHORT-TERM IMPACT TEACHERS
CAN HAVE ON STUDENTS.
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.
• 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
SUBJECT MATTER/CURRICULUM: CURRICULUM: WHAT A STUDENT
LEARNS IN SCHOOL (HIDDEN AND FORMAL )

6. CONTINUITY

7. INTERACTION & SITUATION

8. 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?

9. HOW WE WORK TOGETHER
Challenge 1
Untangle
Challenge 2
Untangle in silence

10. 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

11. 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

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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

18. 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?

19. 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

20. 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

21. 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

22. 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.

24. ORAL CHRONICLE
TAYLOR CRIPPS
ASHLEY SUKHDEO
NICOLE LUM

25. TRIAD WORK TIME