Portfolio: Theoretical Foundations: Standards & Ethics Plan

I am taking the Teacher Leadership Part 1 AQ. Our culminating task involves creating a leadership portfolio by choosing items from each module of the course to share and reflecting on its contribution to my growth as a leader. I have chosen to share my portfolio as part of my blog.

This entry is from the module entitled Theoretical Foundations where we looked at the importance of a first impression, theories of leadership, the OCT standards, transformational leadership, and the Teacher Leadership and Learning Program.

I am including my plan for leading staff through professional learning around the Ontario College of Teachers (OCT) Standards and Ethical Standards. I think the ideal audience for a plan like this would be an NTIP group (new teachers and their mentors) but could also be used for a school wide professional learning.

I feel that this assignment was the one that I benefited from the most because it forced me to think about how to make a seemingly dry topic into meaningful, relevant learning. These standards are what we agree to adhere to when we apply to be an Ontario Certified Teacher and the standards and ethics are the roots we should never forget as teachers.

I found that reviewing the standards and ethics also reminded me of Ontario's assessment policy document, Growing Success.

Here is the plan that I came up with:

Standards Plan (35 minutes)

Format	Action	Consolidation
Group (15 + 5 minutes)	Give an envelope with the 5 standards and their descriptions (separated). Groups have to pair the titles and descriptions. Clarify the standards for any groups that need it. Then groups choose from one of the following options: “Most Important to Least Important” protocol – try to prioritize the 5 principles from  most to least important. Share your thinking and try to agree on the order. Is it possible to rank them? OR “Name it, Explain it” protocol – give each principle a ONE word name explain why you think it is the best choice.	Groups work together to brainstorm ways that they use/show the standards in their daily practices (both in and out of the classroom).
Individual (10 + 5 minutes)	Staff reflection (supply a graphic organizer for anyone who would like) to analyze personal practices as ways that they think they best exemplify each standard and one area of their practice they could work on to better exemplify each standard.	Staff anonymously share one best and one are of improvement via a padlet (padlet.com) for whole group debrief.

Ethical Dilemma Plan (25 minutes)

(This plan could be used at the same professional learning session or at a future session)

Format	Action	Consolidation
Group (5 minutes)	Review the Ethical Standards via OCT website as a whole group.	Time to discuss points that are not clear.
Individual & Group (5 + 5 + 10 minutes)	Case studies – give each group an ethical dilemma (dilemmas collected from known education stories) – 1 copy per person. Have staff use the “3-2-1” protocol (identify 3 things you think are key to the situation, 2 things you want more information about, and 1 suggested solution you have). Present the following as a resource for ethical dilemmas: 1.      Refer to the Ethical Standards at http://www.oct.ca/public/professional-standards/ethical-standards to help determine which option fits within the standards 2.      Bounce ideas off of a colleague with reference to the Ethical Standards 3.      Consult your department head 4.      Discuss with your union Branch President 5.      Consult with your principal or vice-principal	Group discussion about solutions – can you agree on a solution? Which resources would you choose to use? Which would you skip? Why?

Links to Daily School Routines

The following will be released as a resource after the above activities are complete for staff reference.

Standard	Description and Links to Daily School Routines
Commitment to Students and Student Learning	Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
	-        Differentiated learning and assessment practices -        Recognition of the needs of different backgrounds (cultural, sexual orientation, etc) -        Student supervision -        Seating plans that attend to needs to students with IEPs or social needs -        Teaching character and embedding relevant Canadian and world issues into lessons where possible
Professional Knowledge	Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
	-        Exploring new strategies, ideas and techniques (pedagogy, assessment practice, etc) through reading and/or professional networks -        Use student data, research, Growing Success, and related board assessment policy documents to guide and support decisions -        Reflect on personal practice when new ideas are presented
Professional Practice	Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
	-         Trying new strategies, ideas and techniques in the classroom -         Using student assessment data to plan future use of new techniques and/or make adjustments -         Using student assessment data to plan/reflect on lessons going forward -         Collaborate with course teams, department and other professional networks to make decisions, develop curriculum, and reflect on practices
Leadership in Learning Communities	Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
	-         Arrange classrooms/learning environments to promote collaboration, safe spaces, and effective learning -         Promote learning and learning skills as primary focus (not grades) -         Be an example learner by sharing learning, trying new things, etc -         Deprivatize practice by sharing with colleagues and/or online
Ongoing Professional Learning	Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
	-        Participate in collaborative inquiries or do personal action research -        Attend workshops, lunch and learn opportunities, courses etc -        Read  blogs, books, tweets or other professional dialogues -        Reflect on own practices to identify personal areas of learning