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The Educator:
From Philosophical And Curricular Issues
To Ongoing Professional Learning
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Reflective Practice And Responding To Change
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The Nature of Change
Change can be external, (e.g., changing the furniture), or internal,
(e.g., changing a behaviour).
External change can be uncomfortable until we get used to it.
Internal change usually hurts. We have to re-examine our values and
our responses to those values. It takes time to make an internal change.
There are many doubts and discouragements along the way.
Change can be voluntary or imposed.
Change can be welcomed or resented.
Change can result in feelings of success or feelings of failure.
Coping with change is essential to our wellness of both body and spirit.
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Reaching Out, Responsibility And Reflection
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• Teachers routinely plan and develop program together.
• Teachers share responsibility for the work of the school.
• Ongoing sustained dialogue about teaching practices and procedures
across the grades and departments is commonplace.
• Teachers teach each other about what they know and have experienced
about teaching, learning and leading.
• Sharing and reflecting on data and observations from the classrooms
is commonplace.
• Educators work hard to accept and support one another in the learning
process.
• Teachers turn to each other as resources for solving problems.
• Teachers actively seek opportunities to observe each other and to
teach.
• Experienced teachers willingly share effective practices with new
colleagues.
• Teachers take risks together.
• Teachers are confident in reaching out and involving the community
in their work.
• Teachers work together to build a vision for their school that is
grounded in the needs of their students.
| Dr. Paul Shaw, a co-ordinator of OTF's Creating
a Culture of Change project, reported in FWTAO Newsletter, (Nov/Dec),
1994. |
Reflecting On Personal And Student Learning
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"Just as we ask our students to reflect
and respond to a piece of literature, we too can reflect and respond to
the information that we gather from our classrooms. This reflective practice
helps to create a clearer picture of the students and their growth and
will provide a sound basis for decision-making regarding future actions." |
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Dr. Paul Shaw, a co-ordinator
of OTF's Creating a Culture of Change project,
reported in FWTAO Newsletter, (Nov/Dec) 1994. |
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Applying Cambourne's Conditions of Learning to our professional development
| Immersion |
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Understanding the theory (professional reading, discussion, reflection) |
| Demonstration |
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Visiting other classrooms, watching videotapes to develop understanding
of how the theory looks in practice |
| Responsibility |
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Teacher-driven |
| Use |
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time to practise |
| Approximation |
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Recognition that proficiency results from time and practice |
| Expectation |
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Proficiency the goal; understanding that refinements are constant because
of constant changes in the context |
| Feedback |
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Authentic, clear acknowledgement of what aspects of a particular strategy
have been acquired and what aspects are still in need of further effort |
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