Q: Why have professional standards?
– a good question.
We are human, and we thrive within an imagined order. We have roots and we do our best to plant them as deeply as possible without disturbing the rest of the ecosystem. Our impact can be infinite, as our students will go on to become the next generation of educators. If we want healthy, open, and happy communities, we need to foster the same qualities in our educators.
#1. Educators value the success of all students. Educators care for students and act in their best interests.
This is such an important aspect not just of teaching, but of life. Lifting each other up is a core part of my personal philosophy when it comes to friends, family, and really, anyone. I don’t believe we ever need to put others down to elevate ourselves. When the people around me succeed, I feel successful too.
As a professional musician, building a community by supporting others and contributing to their success through healthy, positive connections is one of the most practical things you can do. I apply this approach to teaching and my broader life as well. When people feel valued, they tend to give that value back to the world.
EVIDENCE
Some in-school actionables on this account would be my attendance at the PLC, staff, and school culture meetings, as well as my attendance at the impact club meetings during my practicums at Dover Bay. Outside of class, I embody this when I privately teach guitar lessons and song-writing skills, and in my relationships with all of my friends and peers. An easy example to demonstrate this would be in the music community. Everyone is at their own point on the journey.
Many people believe that to be on top, means there must be others below you. I really disagree with this and music offers a prime example of why that philosophy doesn’t always pan out. Music is such a thing where someone could be “technically” less or more talented than you, but more / less publicly liked / famous. A plethora of factors contribute to it, and that’s why it vital to foster communities where people understand the inherent value in bringing people up. Communities where folks can recognize the different stages of development and styles, and appreciate people and their skills for who and what they are, will create a more inclusive environment that will in turn foster happier and healthier generations.
When we start thinking about education as working towards a goal of understanding a common thread, or obtaining critical reading or thinking skill / level, and less about teaching to one audience or the mean, we can see personalized learning that acts on the best interests of all students.
#2. Educators act ethically and maintain the integrity, credibility, and reputation of the profession.
In this age of digital democracy and social media, our public and online presence is less private than ever. As educators who adhere to professional standards and a code of ethics, we hold ourselves to a higher standard, not only in the immediate public eye but also within the global community.
Acting ethically means making decisions and behaving in ways that align with accepted moral principles such as honesty, fairness, respect, and responsibility. It involves considering the impact of one’s actions on others and choosing to do what is right, even when it’s difficult or may not bring personal gain. Ethical behavior requires individuals to follow guidelines set by society, their profession, or personal beliefs to promote trust, justice, and well-being.
In one class, I had two students who were dating and then broke up. I had developed a relationship with both of them. I had previously encountered the female student with her parent, which helped establish rapport. I connected with the male student by listening and encouraging him to consider other perspectives. When the breakup occurred, rumors circulated online through social media platforms like TikTok and Instagram, where both parties shared damaging accusations. Both students confided in me, and despite my recommendations to seek professional help, they continued sharing personal matters with me.
It was a challenging situation because I needed to support both students while maintaining trust and confidentiality. Both were aware that each was talking to me and tried to glean information, but I successfully set boundaries. I encouraged one student to meet with the counselor and gave them time to take walks when needed, providing breaks from the classroom. For the other student, I asked questions that provoked self-reflection, and I witnessed personal growth, despite the challenging circumstances they faced outside of school.
By acting with honesty, empathy, and ethical integrity, I maintained a good relationship with both students, and the issue saw a peaceful resolution. This experience demonstrated to students that teachers are committed to their safety and well-being while creating opportunities for growth and learning. This also contributed to a healthy classroom dynamic, leading to rich discussions on topics like gender identity, sexual identity, and race.
#3. Educators understand and apply knowledge of student growth and development.
Students and teachers alike, are always learning. In order to be a successful teacher, you have to always be improving and always be looking for ways to dig deeper and reach those students. I have applied my knowledge of student growth and development in many ways. Most notably, adjusting my lessons plans to accommodate those who are excelling, or those who may need extra support.
It’s important that we as teachers have an understanding of the factors that contribute to student growth and development. A lot of these have nothing to do with the teacher, and everything to do with homelife, diet, friends, and mental health. If a teacher is aware of ulterior stressors, they will be more successful in class as they will be able to navigate those students easier, offering temporary solutions / extensions when needed, or even extra help 1 on 1. Knowledge of RTI and other support mechanisms are paramount!
Evidence of this professional standard
During practicum, I observed a student stressing out and struggling with their assignment. This student is an ESL learner and was in a core French 8 class (a mandatory class).
They lacked the english language skills to find an appropriate partner, and the french skills to complete the assignment alone.
I asked if I could help find them a partner who wanted to work with them and help them out, and I modified the criteria to something that was a lot more manageable and attainable; something that they could reasonably succeed at.
That student really lit up after that and it felt as if they were a lot more engaged, even if the content was still very difficult, and frustrated them often.
Fun fact: I trained Karate from the age of 4. My favourite rule was the last one we would recite: Karate-do is a lifetime study.
#4. Educators value the involvement and support of parents, guardians, families and communities in schools.
Schools are an extension of the community. In elementary schools, teachers arguable spend more time with the children than their parents get to (during the week). Therefore, we all need to be working together.
I worked in before and after school care for 6 years prior to this. I worked in many roles ranging from team leader, camp manager, to 1 on 1 support worker. Teachers, leaders, guardians, friends; we all play an integral role in the development and success of our students. It’s all connected and as such, a common goal should be to be on the same page as much as possible. While recognizing that this is not always possible, it should be the goal of every educator to foster good relationships with everyone their students are involved with. A holistic approach is truly lifesaving in a lot of circumstances, and children trust you more if their trusted ones also trust you. Likewise, if the parent doesn’t respect you as an educator, it’s likely their children will echo this.
The connections I have made with families through brainstorming approaches and ways to handle behaviours have made me a better educator, person, and friend too. Involving the community can be powerful in that it expands our understanding and knowledge to encompass views and positions we might never have been able to hold space for, or begin thinking about; the sum of our shared experiences trumps any one person’s experience.
In my practicum, as previously mentioned, I made a connection with a student and their parent in the grocery store. These type of interactions really help to secure your roll and establish trust within a community.
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#5. Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
During my most recent practicum, I taught a diverse Humanities 9 class. The students had a wide range of needs, including one student who rarely attended, several who struggled with participation, and others who displayed anti-gay rhetoric or were caught up in social conflicts. At the same time, there were students who were highly engaged and eager to dive deeper into the coursework. Teaching to any singular audience simply wasn’t going to work.
To address this diversity, I developed lesson plans and projects that met students where they were. I offered options and provided guided inquiry for those who needed structure. For students with their own ideas, I gave them the freedom to explore independently. I took time to connect with students individually, establishing mutual expectations.
The result was that the student who rarely attended began showing up almost every day. Students who were not submitting work started teaming up with peers who had stronger literacy and writing skills. I made it clear that everyone had to participate, regularly checking with groups to ensure accountability and balance.
One of the most valuable experiences was helping students overcome their fear of public speaking. While I never made it mandatory, I encouraged students to develop these skills by starting small. We began with a class debate, which morphed into more discussions, roundtable dialogues, and group presentations. By scaffolding the commitment, students gradually built confidence.
Some students who were initially uncomfortable speaking eventually delivered profound points during debates. Others, while still nervous, were able to read prepared statements. This gradual progression created an environment where students felt more comfortable expressing themselves.
These experiences demonstrate my ability to observe, recognize, plan, and act on each student’s individual and social context to guide them toward personal success. I strive for equity, understanding that each student’s needs are unique, and creating opportunities for growth based on those needs is crucial.
Take a look at a couple lesson plans I designed for our community action plan (CAP) project.
#6. Educators demonstrate a broad knowledge base and an understanding of the areas they teach.
Despite being raised by anglophones, I’ve developed my French skills since kindergarten. As a fluent French speaker, I have a broad understanding of the complexities of the language, evidenced by the songs, poems, and academic essays I’ve created over the years. In addition to language, I am a professional multi-instrumentalist musician, songwriter, composer, producer, sound engineer, and more.
From a young age, I trained in Karate, achieving my black belt at 14, reigning as provincial Kumite (sparring) champion for four consecutive years, and placing 3rd at Nationals before stepping away to focus on school and music.
These three examples—Karate, music, and French—demonstrate my commitment, drive, and passion for deep learning. Karate taught me discipline and the importance of lifelong study, which I’ve carried into my music and teaching. Music, a language in its own right, has been a lifelong journey. I began by singing, then picked up guitar, and eventually trained my ear to play multiple instruments, continuously striving to improve.
Similarly, my knowledge of French has opened doors and provided me with access to a world of nuance and literary genius. Whether through language, music, or martial arts, I believe the journey of learning is always moving forward. As an educator, I aim to inspire my students to embrace this same passion for lifelong growth and mastery.
#7. Educators engage in professional learning.
I firmly believe that learning is a lifelong process. My experience has shown that the more I know, the more I realize how much there is to learn. In-person connection and collaboration are crucial for learning, and the people you surround yourself with, such as administrators and classroom dynamics, greatly influence this experience.
As a young athlete I mentored other students in Karate. I took the NCCP level 1 and used those skills as a community leader at the University of Victoria. While employed for UVic, we would attend a week of workshops before the start of semester aimed to educate us on topics like group dynamics and duty to report.
Before entering this program, I worked in childcare at a community center. We had bi-weekly briefings to discuss behaviors and strategies. These meetings allowed for valuable insights from different perspectives, and they normalized reaching out to other professionals for support. I also attended workshops on trauma-informed practice and one-on-one support, which equipped me with the skills to take on the role of a one-on-one support worker within the same association.
In September 2024, I attended a land-based professional development day on Thetis Island. During this experience, my pod created a land-based pottery field trip, complete with resources and lesson plans. We also provided alternate lesson plans for students less interested in the pottery experience, focusing on the local ecosystem and Indigenous species.
These developmental experiences along with countless others have equipped me with tools and strategies that inform my classroom practice, allowing me to create meaningful, inclusive lessons and foster student engagement.
#8. Educators contribute to the profession.
During my second practicum, I attended a Pro-D day session where we were invited to share ideas. I was given the opportunity to present to a group of future colleagues and peers on how ChatGPT can be utilized professionally, its future implications, and what educators can expect from students.
The presentation was a success, and I conducted a live demonstration of ChatGPT’s capabilities. I also learned an important lesson: when presenting new technology, it’s essential to recognize the audience’s unfamiliarity with the system. I quickly shifted my presentation to create specific examples that showed the practical benefits of the tool for different subjects.
This experience allowed me to contribute to my profession while also growing in my ability to present new ideas and technologies in a way that resonates with educators.
Download the presentation below to view it for yourself!
#9. Educators respect and value the history of First Nations, Inuit and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis.
As a white settler or Norwegian descent. I feel a pronounced responsibility to make amends and restore equilibrium to this land and it’s peoples. Living on Vancouver Island, we are so lucky to have many indigenous communities around us, most of whom are happy to share and teach their ways of knowing.
While at VIU, my classmates and I engaged in a cedar weaving presentation that attempted to highlight the importance of cedar both spiritually and as a material. My team was able to speak with friends who were indigenous and who gave permission for their cedar weaved hats to be brought it as an example.
This type of collaboration is what I want to see more of as I move into this profession. It does not always have to be sage on the stage, and as often as we can get real representatives to come in and teach their knowledge, we should. When there isn’t that option, I feel grateful for the connections I have made; and my ability to seek out and foster new connections within the community.
You do not have permission to use this lesson plan without explicit consent from it’s creator. The colleague who supplied our group with this document obtained permission for us to use it in our educational journeys.
Learning is never ending. The journey is much like this woman’s dress, weaving, transforming, swirling and changing, becoming, morphing, chaotic and serenely magnificent, all at once.
Thanks for reading through my philosophies on teaching and how I believe I exemplify the BC Professional standards for educators.
My favourite fruit is an apple. But I could never eat enough oranges.
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