TRB Standard 2Exemplars by
Top: Manisha Singh Middle: Josh Nicol Below: Nikki Webber (With permission) |
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. |
Manisha Singh |
Evidence 1:To demonstrate my commitment to TRB standard 2, I have chosen to share the comments by my field experience supervisor noting my professionalism while on practicum. These comments demonstrate that as an educator, I, “act with integrity, maintaining the dignity and credibility of the profession”, thus indicating my competence for TRB standard 2.
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Rationale/Reflection
TRB standard 2 is an incredibly important standard that accentuates the professional obligations of educators. It asks educators to conduct themselves as role models who act ethically and honestly, while maintaining the dignity and credibility of the profession. As mentioned in my guiding principles, I believe teaching is not just a job, it is a way of life. As a teacher it is my responsibility to upkeep the professionalism that is associated with an educator. Teachers influence their students’ life in myriad ways and for many students’ teachers are their role model. Children, as noted by Bandura in his social development theory, learn a lot by watching the actions of an adult model (Crain, 2016). Thus, to be a role model in a true sense, it is imperative for me to take this into account as I go about my duties; I must be mindful of my words and actions in school and beyond. I believe the evidence I have chosen strongly supports my understanding and commitment to TRB standard 2.
For my spring 2018 practicum, I had the opportunity to teach a kindergarten classroom. During the practicum I demonstrated an extremely high level of professionalism that was noticed by my sponsor teacher, colleagues and my field experience supervisor. I undertook my responsibility as a ‘teacher’ wholeheartedly and arrived early each morning, prepped and organized my lesson plans. Emulating my sponsor teacher’s approach, I greeted the students (by their names) and their parents/caregivers at the door each morning and eventually developed strong mutually respectful connections with them by demonstrating a genuine interest in the lives of my students. I learned more about the strengths and needs of each student from my sponsor teacher and educated myself on how to best accommodate my teaching to meet these unique needs. I also maintained confidentiality with regards to information about students’ IEP’s and personal situations and participated in the school-based IEP meetings to best serve these students. I further exhibited my professionalism and showed an interest in school activities beyond the classroom by participating in the bi-monthly staff meetings, attending the available professional development activities, and availing opportunities to observe other teachers at work.
As a teacher in training, I discharged my duties with utmost sincerity and ensured that all students felt safe and appreciated in my classroom. I believe by executing my responsibilities honestly and in morally accountable ways, I impacted the impressionable minds of these young students in a positive way. This became apparent during a discussion session I conducted with the students during the ‘Community Helpers’ unit. The sentence prompt for this discussion was ‘When I grow up I want to be……’. I was overwhelmed with joy and pride when one of the student's completed the sentence as ‘When I grow up I want to be a teacher just like you, Mrs. Singh.’ This statement was in line with Bandura’s social development theory that suggests that observation and modeling play a major part in the learning process (Crain, 2016). Through this experience, I learned that by conducting myself in a manner becoming of the profession I was able to present myself as an ethical role model, whom the students would like to emulate.
I feel very honoured to have my professionalism noted by my sponsor teacher, colleagues and my field experience supervisor and to have honed it further under their guidance. TRB Standard 2 is about having character traits that “contribute to the perception of the profession as a whole”. As I continue to grow as a teacher I hope to continue to inspire my students and upholding TRB standard 2 by being a positive role model. I will discharge my duties with honesty and conduct myself in morally responsible manner both on and off duty, thereby pledging to maintain the credibility and dignity of associated with the noble profession of teaching.
Works Cited:
Crain, William C. Theories of Development: Concepts and Applications. Routledge, Taylor & Francis Group, 2016.
TRB standard 2 is an incredibly important standard that accentuates the professional obligations of educators. It asks educators to conduct themselves as role models who act ethically and honestly, while maintaining the dignity and credibility of the profession. As mentioned in my guiding principles, I believe teaching is not just a job, it is a way of life. As a teacher it is my responsibility to upkeep the professionalism that is associated with an educator. Teachers influence their students’ life in myriad ways and for many students’ teachers are their role model. Children, as noted by Bandura in his social development theory, learn a lot by watching the actions of an adult model (Crain, 2016). Thus, to be a role model in a true sense, it is imperative for me to take this into account as I go about my duties; I must be mindful of my words and actions in school and beyond. I believe the evidence I have chosen strongly supports my understanding and commitment to TRB standard 2.
For my spring 2018 practicum, I had the opportunity to teach a kindergarten classroom. During the practicum I demonstrated an extremely high level of professionalism that was noticed by my sponsor teacher, colleagues and my field experience supervisor. I undertook my responsibility as a ‘teacher’ wholeheartedly and arrived early each morning, prepped and organized my lesson plans. Emulating my sponsor teacher’s approach, I greeted the students (by their names) and their parents/caregivers at the door each morning and eventually developed strong mutually respectful connections with them by demonstrating a genuine interest in the lives of my students. I learned more about the strengths and needs of each student from my sponsor teacher and educated myself on how to best accommodate my teaching to meet these unique needs. I also maintained confidentiality with regards to information about students’ IEP’s and personal situations and participated in the school-based IEP meetings to best serve these students. I further exhibited my professionalism and showed an interest in school activities beyond the classroom by participating in the bi-monthly staff meetings, attending the available professional development activities, and availing opportunities to observe other teachers at work.
As a teacher in training, I discharged my duties with utmost sincerity and ensured that all students felt safe and appreciated in my classroom. I believe by executing my responsibilities honestly and in morally accountable ways, I impacted the impressionable minds of these young students in a positive way. This became apparent during a discussion session I conducted with the students during the ‘Community Helpers’ unit. The sentence prompt for this discussion was ‘When I grow up I want to be……’. I was overwhelmed with joy and pride when one of the student's completed the sentence as ‘When I grow up I want to be a teacher just like you, Mrs. Singh.’ This statement was in line with Bandura’s social development theory that suggests that observation and modeling play a major part in the learning process (Crain, 2016). Through this experience, I learned that by conducting myself in a manner becoming of the profession I was able to present myself as an ethical role model, whom the students would like to emulate.
I feel very honoured to have my professionalism noted by my sponsor teacher, colleagues and my field experience supervisor and to have honed it further under their guidance. TRB Standard 2 is about having character traits that “contribute to the perception of the profession as a whole”. As I continue to grow as a teacher I hope to continue to inspire my students and upholding TRB standard 2 by being a positive role model. I will discharge my duties with honesty and conduct myself in morally responsible manner both on and off duty, thereby pledging to maintain the credibility and dignity of associated with the noble profession of teaching.
Works Cited:
Crain, William C. Theories of Development: Concepts and Applications. Routledge, Taylor & Francis Group, 2016.
Josh NicolMy University Basketball Career
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Image taken by Brian Calkins. No attribution required.
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Image taken by Aum Nicol
Being a student-athlete at the collegiate level is a privilege, but it is far from easy. Student-athletes are held to an incredibly high standard. Life is a constant balancing act between academics and an intense training regimen. Athletes are expected to practice four to five times a week, workout at least twice a week, attend morning individual skill sessions, game film analysis, and perform at an elite level for weekend games. On top of that, they must fulfill the student aspect of the job and maintain a high GPA by attending classes and completing the assigned readings, labs, and homework. It often seems like there is never enough time in the day to meet these demands, but it all seems worth it when you put on the jersey on game day.
Wearing your team’s colours is an honour, but it comes with more expectations. You are now representing your team, your coach, and your institution. On the court, you must exhibit composure, professionalism, and sportsmanship. The way you treat your opponents and the officials is a reflection of your program. These expectations also extend off the court, as you are in the public eye and regularly viewed under a microscope. Many younger individuals will look up to you as a role model. You must be responsible for your actions as you are now associated with your institution. This includes maintaining an ethical or private social media profile.
My experience as a post-secondary student-athlete has taught me leadership, integrity and discipline. I learned to find a balance between my academics and athletics, achieving accolades such as an Academic All-Canadian, National Scholar Awards and All-Conference Athlete Awards. Additionally, for the majority of my five year career, I was the team captain of my program, which meant that I was held to an even higher standard. I understood that my actions were a representation of my team and my university. As team captain, it was also part of my job to hold my teammates accountable, both on and off the court. There were a number of instances where I needed to calm down outraged players on the court, or urge teammates to rethink an insensitive social media post. Additionally, I was able to use my platform as an elite athlete to get involved in the community. As a role model in the community, I was able to help out with local sports programs, create and participate in worthy fundraisers, speak to students about smoking and the benefits of healthy living through the D.A.R.E program, and more. All of these experiences contributed to a very rewarding career as student-athlete, which I feel has prepared me for the profession of teaching.
Many pressures associated with being a student-athlete align with the expectations of being a teacher. For example, TRB Standard 2 states that “educators are role models who act ethically and honestly”. Both positions require individual conduct to be professional at all times. Now, instead of representing my team, I will be representing my school, colleagues, and the profession. I will still be in the public eye, but this time it will be parents and students putting me under the microscope instead of fans. I will continue to be virtuous when I am not at school, as well as adhere to ethical social media norms. My career as a university basketball player has taught me many valuable lessons, which will help me develop as an educator.
Wearing your team’s colours is an honour, but it comes with more expectations. You are now representing your team, your coach, and your institution. On the court, you must exhibit composure, professionalism, and sportsmanship. The way you treat your opponents and the officials is a reflection of your program. These expectations also extend off the court, as you are in the public eye and regularly viewed under a microscope. Many younger individuals will look up to you as a role model. You must be responsible for your actions as you are now associated with your institution. This includes maintaining an ethical or private social media profile.
My experience as a post-secondary student-athlete has taught me leadership, integrity and discipline. I learned to find a balance between my academics and athletics, achieving accolades such as an Academic All-Canadian, National Scholar Awards and All-Conference Athlete Awards. Additionally, for the majority of my five year career, I was the team captain of my program, which meant that I was held to an even higher standard. I understood that my actions were a representation of my team and my university. As team captain, it was also part of my job to hold my teammates accountable, both on and off the court. There were a number of instances where I needed to calm down outraged players on the court, or urge teammates to rethink an insensitive social media post. Additionally, I was able to use my platform as an elite athlete to get involved in the community. As a role model in the community, I was able to help out with local sports programs, create and participate in worthy fundraisers, speak to students about smoking and the benefits of healthy living through the D.A.R.E program, and more. All of these experiences contributed to a very rewarding career as student-athlete, which I feel has prepared me for the profession of teaching.
Many pressures associated with being a student-athlete align with the expectations of being a teacher. For example, TRB Standard 2 states that “educators are role models who act ethically and honestly”. Both positions require individual conduct to be professional at all times. Now, instead of representing my team, I will be representing my school, colleagues, and the profession. I will still be in the public eye, but this time it will be parents and students putting me under the microscope instead of fans. I will continue to be virtuous when I am not at school, as well as adhere to ethical social media norms. My career as a university basketball player has taught me many valuable lessons, which will help me develop as an educator.
Evidence 1: Demonstrated Professionalism while on Practicum
During my autumn 2017 initial practicum, I had the pleasure of teaching Mr. Raymond Andrews’ Humanities 8 class. During the fourteen weeks I spent with this wonderful group of students, I demonstrated an extremely high level of professionalism that was noticed by my colleagues, sponsor teacher, and professors. I arrived early each morning, greeted my students by name, organized and executed the minute details of my lesson plans, and demonstrated an authentic interest in the lives of my students. I also demonstrated this professionalism by keeping the IEP’s and personal situations of my students confidential, discussing
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with my sponsor teacher how I could best serve these students, and by earning their trust and respect. During this time, I was also chosen as a Master of Ceremonies for my high school’s Yes2Know drug and alcohol awareness summit. One of my professors commented that he had nominated me for this position based on the keenness and enthusiasm I had demonstrated in the classroom.
Through this experience, I have learned how essential it is to develop a professional and authentic rapport with my students, create a culture of contagious enthusiasm in the classroom, and conduct myself as an ethical role model in a manner becoming of the profession. I believe that this professionalism and rapport synthesizes Vygotsky’s Zone of Proximal Development, a theory which suggests that young people learn and thrive when surrounded by strong peers, adults, and role models that they can emulate (Crain, 2000). Being an ethical and principled role model not only maintains the dignity and credibility of the profession, but, as John Locke suggests, gives students the opportunity to come in direct proximity of people who model the traits and characteristics we wish for them to emulate (Crain, 2000).
I am truly honoured to have my professionalism noted by my sponsor teacher, and to have developed these qualities under his guidance. As I continue to grow as a teacher, I believe I will continue to meet challenging students, encounter new colleagues, and have a myriad of my own “teachable moments” in which I will have opportunities to practice my ethics, credo, and professionalism in unique and complex ways. These experiences will also give me further opportunity for personal reflection, and to further examine the education system in BC and the law as it relates to my duties.
Works Cited
Crain, W. C. (2000). Theories of Development: Concepts and Applications. Upper Saddle River, NJ: Prentice Hall.
Through this experience, I have learned how essential it is to develop a professional and authentic rapport with my students, create a culture of contagious enthusiasm in the classroom, and conduct myself as an ethical role model in a manner becoming of the profession. I believe that this professionalism and rapport synthesizes Vygotsky’s Zone of Proximal Development, a theory which suggests that young people learn and thrive when surrounded by strong peers, adults, and role models that they can emulate (Crain, 2000). Being an ethical and principled role model not only maintains the dignity and credibility of the profession, but, as John Locke suggests, gives students the opportunity to come in direct proximity of people who model the traits and characteristics we wish for them to emulate (Crain, 2000).
I am truly honoured to have my professionalism noted by my sponsor teacher, and to have developed these qualities under his guidance. As I continue to grow as a teacher, I believe I will continue to meet challenging students, encounter new colleagues, and have a myriad of my own “teachable moments” in which I will have opportunities to practice my ethics, credo, and professionalism in unique and complex ways. These experiences will also give me further opportunity for personal reflection, and to further examine the education system in BC and the law as it relates to my duties.
Works Cited
Crain, W. C. (2000). Theories of Development: Concepts and Applications. Upper Saddle River, NJ: Prentice Hall.