"Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that their individual conduct contributes to the perception of the profession as a whole. Educators are accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system. Educators have an understanding of the education system in BC and the law as it relates to their duties."
Evidence 1: 2017 Spring Practicum Final Report (+Reflection)
The first piece of evidence that I have chosen for TRB Standard 1, is a passage derived from the final report of my 2017 Spring practicum experience. This section on "Professional Qualities" was written by my previous practicum supervisor. Part of this standard's description states that, "educators are accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system." Within my first piece of evidence, my former supervisor mentions my ability to understand the importance of educators acting professional in and outside of the classroom, and how I acted as a professional over my practicum experience. My commitment to this standard of acting as a professional and role model for my students will be made clear through this reflection.
Even before entering the Education program, I have always known how vital it is for teachers to act as positive role models for students. As teachers, we spend a large portion of a year with our students - meaning that what we say and do will certainly have an impact on our students' thoughts and actions. It is vital that we act professionally and be the role models that our students need in and outside of the classroom. Growing up, I had several teachers that took on this role for me as a student. I looked up to different elementary and secondary school teachers that taught me in their classes. A large reason as to why I have chosen to follow their lead and become a teacher, is because of their leadership and ability to be strong role models - I feel that it is not only my responsibility to pay it forward, but I also believe that I contain the necessary skillset that it takes to be a tremendous leader. Throughout this five-week practicum experience, I learned firsthand what it is like to be on the other end of things - to be a teacher that is "accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system." It is vital for educators to act in a certain manner that will not have a negative effect on the education system. By acting as a positive role model for my students, I witnessed how this plays a significant role on their learning experience. I had my principal giving me constant praise for the way that I interacted with the students - as she received e-mails from parents that informed my principal on the "great job" that I was doing at building relationships with their children, and how they are hoping that I stay with the school full-time. This was extremely flattering for me as a young educator, and really made me feel like I was acting professionally and being a strong role model for my students.
This first piece of evidence that I have chosen clearly demonstrates my commitment to this standard. My practicum supervisor speaks on my ability to be a role model: "[Tyler] treats his students with respect and is a positive role model (male, athlete, mature, kind)." He then goes on to compliment me on my understanding and ability to act as a professional in and outside of the classroom: "[Tyler] understands his professional role both inside and outside the classroom and has a very high standard of professional integrity." The strength of this evidence piece is how it was written by a professional in the field who has seen me teach firsthand on several occasions. This supervisor has a strong understanding of my character and how I present myself as a professional in this field - ultimately proving that he knows that I do have a strong understanding and ability to conduct myself professionally in and outside of the workplace.
The importance of this standard cannot be stressed enough. As educators, we have the important role of acting as positive role models that teach and interact with our students in a professional manner. We are responsible for our own actions while in the classroom or at school, and our words and actions may have a strong influence on the way that out students conduct themselves as well. As I continue to progress throughout my career as an educator, I plan to hold this standard true by always acting as a professional. I am well aware of the importance of my role as someone that works with kids, and as a representative of the education field. I have plenty of past experiences working with children of different ages through my work with the Boys & Girls Club of Central Vancouver Island (BGCCVI) - as a Program Leader, Child Youth & Family Services Worker, and Jays Care Coordinator. This work experience, along with my extensive coaching and coordinating experience, has provided me with an early understanding of the importance of how I will need to conduct myself in and outside of the classroom. I have had plenty of experience being a role model, and I plan to continue acting in a professional manner that will allow others to follow my lead. By continuing to be a professional and a positive role model for my students, my ability to gain and maintain my students' respect will come much easier - ultimately allowing my learners to have a more optimal classroom experience with a strong leader facilitating their learning.
Even before entering the Education program, I have always known how vital it is for teachers to act as positive role models for students. As teachers, we spend a large portion of a year with our students - meaning that what we say and do will certainly have an impact on our students' thoughts and actions. It is vital that we act professionally and be the role models that our students need in and outside of the classroom. Growing up, I had several teachers that took on this role for me as a student. I looked up to different elementary and secondary school teachers that taught me in their classes. A large reason as to why I have chosen to follow their lead and become a teacher, is because of their leadership and ability to be strong role models - I feel that it is not only my responsibility to pay it forward, but I also believe that I contain the necessary skillset that it takes to be a tremendous leader. Throughout this five-week practicum experience, I learned firsthand what it is like to be on the other end of things - to be a teacher that is "accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system." It is vital for educators to act in a certain manner that will not have a negative effect on the education system. By acting as a positive role model for my students, I witnessed how this plays a significant role on their learning experience. I had my principal giving me constant praise for the way that I interacted with the students - as she received e-mails from parents that informed my principal on the "great job" that I was doing at building relationships with their children, and how they are hoping that I stay with the school full-time. This was extremely flattering for me as a young educator, and really made me feel like I was acting professionally and being a strong role model for my students.
This first piece of evidence that I have chosen clearly demonstrates my commitment to this standard. My practicum supervisor speaks on my ability to be a role model: "[Tyler] treats his students with respect and is a positive role model (male, athlete, mature, kind)." He then goes on to compliment me on my understanding and ability to act as a professional in and outside of the classroom: "[Tyler] understands his professional role both inside and outside the classroom and has a very high standard of professional integrity." The strength of this evidence piece is how it was written by a professional in the field who has seen me teach firsthand on several occasions. This supervisor has a strong understanding of my character and how I present myself as a professional in this field - ultimately proving that he knows that I do have a strong understanding and ability to conduct myself professionally in and outside of the workplace.
The importance of this standard cannot be stressed enough. As educators, we have the important role of acting as positive role models that teach and interact with our students in a professional manner. We are responsible for our own actions while in the classroom or at school, and our words and actions may have a strong influence on the way that out students conduct themselves as well. As I continue to progress throughout my career as an educator, I plan to hold this standard true by always acting as a professional. I am well aware of the importance of my role as someone that works with kids, and as a representative of the education field. I have plenty of past experiences working with children of different ages through my work with the Boys & Girls Club of Central Vancouver Island (BGCCVI) - as a Program Leader, Child Youth & Family Services Worker, and Jays Care Coordinator. This work experience, along with my extensive coaching and coordinating experience, has provided me with an early understanding of the importance of how I will need to conduct myself in and outside of the classroom. I have had plenty of experience being a role model, and I plan to continue acting in a professional manner that will allow others to follow my lead. By continuing to be a professional and a positive role model for my students, my ability to gain and maintain my students' respect will come much easier - ultimately allowing my learners to have a more optimal classroom experience with a strong leader facilitating their learning.
References
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Evidence 2: Chemainus Elementary Assistant Soccer Coach Responsibilities
Tournament Permission Form (+Reflection)
The second piece of evidence that I have chosen for TRB Standard 2, is a copy of the field trip permission form that we, as coaches, sent to our players' families. This form asked for parents and/or guardians to grant their child(ren) permission to attend our end of the year soccer tournament. This permission form also asked for parent volunteers to drive our players to and from the district tournament which was located in Duncan, BC. After a month and a half of practicing once a week and learning how to play together as a team, we were able to represent our school and community at this tournament and have a tremendous time doing so.
Throughout my first experience as a school coach, I learned very quickly that I had an opportunity to further act as a role model for our school's students outside of the classroom. Coaching allowed me to continue forming positive and professional relationships with students and families at Chemainus Elementary Community School. During this coaching experience, I also got to build rapports with parents and families of our players through communicating with them via email, and face to face during the day of the tournament. It was extremely rewarding to talk to the parents and families of our players, and hear firsthand from them how appreciative they were for our roles as coaches, and providing their children with experiences to play school sports. Having these conversations allowed me to further "understand that [my] individual conduct contributes to the perception of the profession as a whole." Volunteering our time as teachers to provide these school activities is an important aspect of our roles as educators - as not only do the students appreciate these opportunities, but families do as well.
This permission form demonstrates the hard work that the two other coaches and I put in towards providing a quality experience for our students to enjoy their first soccer tournament as a team. This tournament concluded our soccer season, and was a tremendous experience for all of us involved. Throughout the year, the three of us coaches worked diligently at holding fun, productive practices that allowed for growth as athletes and citizens as well. Coaching youth sports is a great opportunity to not only help children become better athletes, but also strengthening their life skills as well. Being involved in sports or other activities provides learning experiences that allows for growth and the learning of many important life skills, such as: Leadership, teamwork, persevering through challenges, building social skills, etc. Being a coach for this soccer team gave me the chance to act as a role model for our players - which relates directly to the description of this standard: "Educators are role models who act ethically and honesty."
This permission form clearly illustrates my role as a coach and coordinator for our soccer team. My duties as a coach included helping out at practices and leading drills and activities that helped us grow as a team and as individual players. As coordinators, the three of us coaches helped orchestrate parent volunteers and made sure that all players had rides to and from the field on the day of the tournament. The strength of this evidence piece is how the permission form proves my role of a coach, and how Chemainus Elementary trusted me with this job and to be an "educator [that] act[s] with integrity, maintaining the the dignity and credibility of the profession."
With respect to the description of this standard, "[educators] understand that their individual conduct contributes to the perception of the profession as a whole," I learned firsthand that my role as a school coach allows me to build relationships with other students, teachers, and families involved within the school. This coaching opportunity allowed me to connect with parents and guardians on the day of the tournament - as I had the chance to introduce myself and build rapports with these parents in person. This also gave the parents and guardians a chance to meet me and get to know me better as well. This experience allowed me to learn how my conduct as an individual relates directly to how the public views teachers as professionals, and as someone that they can trust their children will learn from and enjoy quality experiences with.
As I mentioned previously in the first piece of evidence for this TRB Standard, the importance of teachers being responsible for their conduct on and off-duty contributes directly to how the education system will be perceived by the public. It is our responsibility as educators to be professional and act as positive role models for our students. Coaching or leading school sports/activities is a great opportunity for teachers to continue acting as role models for students - as the children will have the chance to see their teacher(s) outside of the classroom, and how they continue to act in a professional manner that will certainly have an impact on our youth. As I move forward in my career, I will continue to search for opportunities to act as a leader or coach for school activities. By holding this standard true and continuing to play a role in my school's community and culture, I will continuously have more opportunities to build relationships and rapports with students and families involved in the schools in which I am working in. By doing so, I will continue acting as a role model for my students while my conduct and behaviour as an educator will make a positive effect on the education system.
Throughout my first experience as a school coach, I learned very quickly that I had an opportunity to further act as a role model for our school's students outside of the classroom. Coaching allowed me to continue forming positive and professional relationships with students and families at Chemainus Elementary Community School. During this coaching experience, I also got to build rapports with parents and families of our players through communicating with them via email, and face to face during the day of the tournament. It was extremely rewarding to talk to the parents and families of our players, and hear firsthand from them how appreciative they were for our roles as coaches, and providing their children with experiences to play school sports. Having these conversations allowed me to further "understand that [my] individual conduct contributes to the perception of the profession as a whole." Volunteering our time as teachers to provide these school activities is an important aspect of our roles as educators - as not only do the students appreciate these opportunities, but families do as well.
This permission form demonstrates the hard work that the two other coaches and I put in towards providing a quality experience for our students to enjoy their first soccer tournament as a team. This tournament concluded our soccer season, and was a tremendous experience for all of us involved. Throughout the year, the three of us coaches worked diligently at holding fun, productive practices that allowed for growth as athletes and citizens as well. Coaching youth sports is a great opportunity to not only help children become better athletes, but also strengthening their life skills as well. Being involved in sports or other activities provides learning experiences that allows for growth and the learning of many important life skills, such as: Leadership, teamwork, persevering through challenges, building social skills, etc. Being a coach for this soccer team gave me the chance to act as a role model for our players - which relates directly to the description of this standard: "Educators are role models who act ethically and honesty."
This permission form clearly illustrates my role as a coach and coordinator for our soccer team. My duties as a coach included helping out at practices and leading drills and activities that helped us grow as a team and as individual players. As coordinators, the three of us coaches helped orchestrate parent volunteers and made sure that all players had rides to and from the field on the day of the tournament. The strength of this evidence piece is how the permission form proves my role of a coach, and how Chemainus Elementary trusted me with this job and to be an "educator [that] act[s] with integrity, maintaining the the dignity and credibility of the profession."
With respect to the description of this standard, "[educators] understand that their individual conduct contributes to the perception of the profession as a whole," I learned firsthand that my role as a school coach allows me to build relationships with other students, teachers, and families involved within the school. This coaching opportunity allowed me to connect with parents and guardians on the day of the tournament - as I had the chance to introduce myself and build rapports with these parents in person. This also gave the parents and guardians a chance to meet me and get to know me better as well. This experience allowed me to learn how my conduct as an individual relates directly to how the public views teachers as professionals, and as someone that they can trust their children will learn from and enjoy quality experiences with.
As I mentioned previously in the first piece of evidence for this TRB Standard, the importance of teachers being responsible for their conduct on and off-duty contributes directly to how the education system will be perceived by the public. It is our responsibility as educators to be professional and act as positive role models for our students. Coaching or leading school sports/activities is a great opportunity for teachers to continue acting as role models for students - as the children will have the chance to see their teacher(s) outside of the classroom, and how they continue to act in a professional manner that will certainly have an impact on our youth. As I move forward in my career, I will continue to search for opportunities to act as a leader or coach for school activities. By holding this standard true and continuing to play a role in my school's community and culture, I will continuously have more opportunities to build relationships and rapports with students and families involved in the schools in which I am working in. By doing so, I will continue acting as a role model for my students while my conduct and behaviour as an educator will make a positive effect on the education system.
References
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
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