The first semester within the Urban Communities Cohort has been such a rich, engaging experience and I am incredibly appreciative to be a part of a group committed to social justice, diversity and inclusion. I’m not sure what I was expecting at the beginning of entering this teacher’s education program; writing this reflection now, that person seems so far away. In just ten short weeks, I feel like I have fully immersed myself into thinking critically about society as a whole, and how schools function within and reflect that society - and perhaps most importantly, how schools can be used to change society. Schools should be used as tools for social mobility and classrooms should be designed for the success of all students, but so often fall short of this delivery. Inequalities within the schooling system have been brought into the forefront in this pandemic, and we must address and deconstruct these issues so that we can rebuild.
I have struggled myself with these new platforms for learning and the less-than-desirable learning conditions, but know in my heart that from this struggle comes growth. It is important for me to remind myself that I am in a constant state of learning and will forever remain a student - even upon completion of this program and achievement of a teaching certification. I will be able to empathize with my students and their challenges because I too am a student, and I too can share in this lived experience. Teacher’s college has taught me that this role I aspire to take on is not the authoritarian, be-all and end-all source of knowledge, but that I will be a member of a community of learners. I have just as much to learn from my future students as they do from me, and the diverse lived experiences found within urban schools will only serve to enrich the global citizenship I strive for.
As a portrait painter in my spare time, I am absolutely fascinated by people. Principal Sherwyn Soloman from Le Phare Elementary School delivered some powerful words in one of our initial PLC meetings that have stuck with me all semester; “we are teaching kids, not subjects.” These meetings held throughout the term have been valuable for our growth as teacher candidates, and the “Hard Conversations” group talk was especially impactful. The work and passion of Principals Sherwyn, Geordie Walker and Kristin Kopra have been infectious for me and have helped to inspire my “why” for teaching on the days that I struggle to keep up. Notes from that presentation have been some of the most valuable words I have written down all semester - and we have done A LOT of writing. I value all the self-reflection and purposeful observation incorporated into the design of this course. The program definitely practices what it preaches, and I’ve been able to incorporate so much of myself as an artist and as an individual into assignments.
The Ontario College of Teachers (OCT) Standards of Practice and Ethical Standards are care, respect, integrity and trust. In my commitment to students and their learning, I aim to prioritize the relationships I foster with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public. The value of community and responsible global citizenship has been so meaningful within our online classrooms throughout the semester and I can’t wait to make further connections with my students in the first practicum. While I have always considered myself a people person and hold my own honesty and compassion to a high standard, I hope to develop better planning skills and familiarize myself with the various Ontario Learning Curriculums - and how exactly these large, intimidating documents look in real-world practice. My previous instructional and coaching experiences have been within private sector business in the fields of art and fitness, I am determined to take on the new challenge moving into the public sector. I will strive to hold myself accountable to the Ontario standards of education in the classroom setting.