Educators are role models who act ethically and honestly.
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.
For this evidence piece, I have chosen a reference letter that my summer employer wrote. Over the summer, I worked for the Regional District of Nanaimo (RDN) as a Summer Camp Leader. I feel this reference is relevant to teaching because it speaks to my ability to plan and implement a program, my classroom management, my capacity to work with children, and my professionalism.While working at the RDN this summer, I was aware that my conduct (on and off duty) contributed to the perception of the RDN as a whole and I conducted myself in a professional, ethical manner. This speaks to my capacity to act ethically, honestly, and professionally as an educator, maintaining the dignity and credibility of the profession. This letter speaks to my conduct and professionalism (“She always conducted herself in a professional manner and treated everyone with dignity and respect.”) with children, families, coworkers, and members of the community.
My responsibilities in this role as well as the connections to the standard and the evidence as outlined in the letter are as follows:
In this role, I was and needed to be aware of how I was conducting myself in public. As a teacher, your conduct and behaviour on and off duty matter and not only reflect back on you but on the profession as a whole. In my role over the summer as well as in my future role as an educator, I was/will be known by parents, family members, and members of the community and it is important that I conduct myself in a way that does not make them question my suitability to be in that position. I believe that conduct plays a big role in relationship; in order to build and strengthen positive relationships with students, families, coworkers, and community members, they need to be able to trust you. In order for trust to be gained, acting with integrity and in an honest and ethical manner is of the utmost importance.
I believe this evidence addresses a modelling approach to teaching and learning. There is research that states that “behavior is strengthened, weakened, or maintained by the modeling of behavior by others.” (CEHD, 2017) By modelling the core competencies we are trying to teach and instill in our students, as well as conveying the values, beliefs, and knowledge of our democratic society (TRB 6), we are better able to strengthen and maintain these skills and values into our students. In order to teach students how to communicate, think creatively and critically, be personally and socially aware and responsible, and have a positive personal and cultural identity (BC Curriculum - Core Competencies), it is important for us as educators to be modelling those competencies and behaviours. “Students watch how you behave, and what they observe shapes their understanding of what is and is not acceptable. They observe how you interact with others, how you deal with conflict, and how you deal with making mistakes and apologies.” (CEHD, 2017) Teaching is about more than delivering content, it is also largely about fostering and developing the socio-emotional development of their students, making modelling positive, ethical, and honest behaviour a key aspect of our role. I believe this evidence addresses all learning styles because being a positive role model may look different for each child depending on the relationship and their learning style, however it is something that is essential for all learning. This is a strong evidence piece because it is in reference to a role that was similar to teaching in many aspects (outlined above) and had direct connections to the aspects of the standard (outlined above). It is also a strong evidence piece because it is coming from an employer as well as a parent (who left their child in my care) that I “[possess] all of the characteristics that [she] would expect from an education professional.”
The aspects of the standard are important to my practice because, as I stated above, I believe they have an impact on relationship - both with my students and their families. I believe that gaining the respect and trust of families, colleagues, supervisors, and students is not only essential for learning and in the best interests of the students, but is essential in becoming an effective teacher. As I grow as a teacher, I plan to hold this standard true by continuing to act honestly, ethically, and with integrity, and modelling those traits to my students through my words and actions both in and out of the classroom.
College of Education and Human Development (CEHD). “Modeling Behavior: A Proactive Intervention for Teachers in the Classroom”. (2017, September 20). Retrieved October 23, 2018, from https://cehdvision2020.umn.edu/blog/modeling-behavior/
Evidence 2: EDFE summary of professional qualities & Reflection
For this evidence piece I have chosen the summary of my professional qualities taken from my EDFE 520 practicum report written by my Field Experience Supervisor. I completed my 5-week practicum in a grade 3 class at École Pauline Haarer in Nanaimo, BC. During this practicum, I demonstrated ethical and honest behaviour both in and out of the classroom. I paid great attention to the way I conducted myself in front of the students, parents, and staff, ensuring I kept a positive and professional demeanour so as to maintain the dignity and credibility of the profession.I learned that in order to be an effective role model for the students, I need to build a relationship of trust and respect with each student while modelling the qualities of honesty, respect, and ethical behaviour.
This evidence piece has impacted my insights about my own teaching and learning by highlighting the importance of relationship and how this standard speaks to relationship in the classroom. In order for students to learn, they first need to trust the adult trying to teach them and believe that that adult has their best interests at heart. By acting ethically, honestly, and with integrity in classroom routines, management, and relationship building, it allows for a foundation of trust to build between student and teacher. One of my focuses during this practicum, as stated in the summary, was to build stronger relationships with the hard-to-reach students in my class. For me, it was important that I remained ethical and honest, continually modelling respect and integrity when building these relationships. I did this to ensure the students knew I respected and valued them and that they trusted that I have their best interests at heart. This evidence addresses Albert Bandura’s theory that children learn through environmental observation and the importance he places on demonstrating positive qualities for children to emulate. (Crain, 2016) Being a role model who is ethical and honest also goes beyond individual reputation and public perception, it is essential in teaching students appropriate behaviour and conduct. The BC Curriculum Core Competencies include Communication, Personal Awareness and Responsibility, and Social Responsibility. These competencies manifest differently in each subject area but all require a certain degree of honesty and ethics that need to be taught both explicitly through direct instruction and reflection as well as implicitly through the teachers behaviour, conduct, and treatment of students. This evidence piece addresses all learning styles because relationship benefits and is essential for all learners. This is a strong evidence piece because it not only speaks to my conduct in the classroom and with the students, but also to my professional conduct in interactions with parents, families, and staff members. During this practicum I interacted with parents and community members in a variety of capacities (classroom volunteers, field trip organization, and the school track and field event) and demonstrated professional, honest, and ethical behaviour throughout.
The aspects of the standard are important to my practice because, as I stated above, I believe they have an impact on relationship - both with my students and their families. I believe that gaining the respect and trust of families, colleagues, supervisors, and students is not only essential for learning and in the best interests of the students, but is essential in becoming an effective teacher. As I grow as a teacher, I plan to hold this standard true by continuing to act honestly, ethically, and with integrity, and modelling those traits to my students through my words and actions both in and out of the classroom.
Works Cited BC Ministry of Education. “Core Competencies”. Retrieved October 23, 2018, from https://curriculum.gov.bc.ca/competencies Crain, W. C. (2016). Theories of Development: Concepts and Applications. Routledge, Taylor & Francis Group.