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Conceptual Framework

Erin Burnside reflects on how their time in practicum and reference to models like Timperley's adaptive expert model has helped them identify biases they held about teaching and learning. They have learned that student success depends on community, trust, meaning, safety and diversity rather than just memorization. Erin recognizes the importance of educating themselves on diversity and inclusion through resources like Start Here, Start Now and Teaching to Diversity before teaching students. Erin has found the Ontario College of Teachers' Standards of Practice relevant to integrating into the school community and gaining experience and confidence in areas like teaching English language learners and responding to behaviours. Their overall experience has shown learning involves finding meaning and application beyond memorization, and

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69 views2 pages

Conceptual Framework

Erin Burnside reflects on how their time in practicum and reference to models like Timperley's adaptive expert model has helped them identify biases they held about teaching and learning. They have learned that student success depends on community, trust, meaning, safety and diversity rather than just memorization. Erin recognizes the importance of educating themselves on diversity and inclusion through resources like Start Here, Start Now and Teaching to Diversity before teaching students. Erin has found the Ontario College of Teachers' Standards of Practice relevant to integrating into the school community and gaining experience and confidence in areas like teaching English language learners and responding to behaviours. Their overall experience has shown learning involves finding meaning and application beyond memorization, and

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Conceptual Framework – Section AA

Erin Burnside, 300110379


The adaptive expert model has provided numerous opportunities to identify and uncover the
biases and assumptions I held before beginning this professional journey. I look forward to
referencing and reflecting with it throughout my development as a teacher candidate.
Considering my time in practicum thus far, and following the steps of Timperley’s model, I have
found myself questioning the assumptions that each child has only one “style” of learning and
memorization is the best way to learn and most indicative sign of knowledge. My experience
has proven that student success is dependent on so many other factors than merely their ability
to memorize or what methods they might enjoy. Instead, it is so much more about community,
trust, meaning, safety and diversity. To encourage that success as an educator, I too have to set
myself up for success by identifying my biases and ignorance and holding myself accountable. I
have gathered from several PLCs, readings and lectures that it is absolutely crucial I educate
myself before I try to educate my students. I have found resources such as Start Here, Start
Now and Teaching to Diversity by Jennifer Katz to be incredibly valuable in my professional
development. Understanding that it is my duty as an educator to integrate ABAR work is to
understand the privilege I hold and to recognize that my apprehension in discussing certain
topics is not worth losing an opportunity to build a better future for my students. Each of these
books provide practical suggestions and solutions that I will be sure to exercise in my
classrooms. One of the most important take-aways of that learning and my experience in
practicum is that I must get comfortable saying I don’t know, but let’s find out.
I have also found the OCT Standards of Practice to be extremely relevant throughout my time at
D. Roy Kennedy and working in aftercare. My biggest goal when starting placement was to
follow the advice of fully integrating myself in the school community – becoming an asset to
more than just my AT. I took that very seriously and have taken every opportunity to learn from
multiple teachers, attend field trips, coach Borden ball, attend staff meetings, meet parents and
truly get to know my students. I believe that this effort reflects leadership in learning
communities and is something I am very proud of. Otherwise, in working with my class, I have
come to understand the importance of professional knowledge as I have struggled to feel
confident in how I approach teaching my ESL students. I plan to pursue additional qualifications
in special education and teaching English as a second language once I receive my certification
so I can provide equitable learning experiences for everyone in my prospective classrooms.
Additionally, I am still struggling with knowing the correct way to respond to negative
behaviours or conflicts. I feel that this understanding will only be strengthened by speaking
with more experienced teachers and gaining experience myself, but it is something I am making
a mindful effort to learn. Another challenge I have faced in my teaching experience is adapting
my ideas and content to meet the needs and abilities a diverse set of students, while ensuring
no one or group is singled out in the process. My goal is to gain insight from my AT and other
teachers to improve this skill throughout my professional development.
Ultimately, my experience has confirmed that learning is not just the memorization and
regurgitation I experienced in school but is something that happens when students find
meaning in their work and are able to apply what they know across various contexts in the real
world. Most importantly, my lectures and practicum have solidified my belief that it is my duty
to provide safe and inclusive spaces for students to thrive and learn in.

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