1. I - An Educator's Identity: A Noble Calling
1.1. Exploring how teachers come to understand their profession -- and roles -- through different teaching philosophies. Teaching guided by a set of beliefs, value, and pedagogy (ex. Essentialism, Behaviorism, Progressivism, Existentialism, Perennialism, Reconstructionism).
1.2. Teachers and the education systems asking critical questions like: "Who should decide what should be taught, what material, and what should the student/teacher role be?" (Martin & Loomis, 2006)
1.3. Teachers looking inward towards their own identity -- how are they going to teach? Based on what principles and values? A mix of both the personal and professional create a well rounded teacher identity.
1.4. CHALK: a great example of different teaching philosophies. Shows both sides: some good, others not so good.
1.5. Teaching as a dynamic (not static) practice. Teaching philosophy should always be changing -- "improving practice" is essential to the profession. (think back to: Kolb's Model Of Adult Learning & Brookfield's Model of Critically Reflective Practice)
1.6. Both Ewasiuk articles give great insight into the realities of contemporary teaching -- teacher burn out, contemporary learning needs/demands, constant advancements in technology and learning methodologies. HOW TO STRIKE A WORK/LIFE BALANCE. IS IT POSSIBLE?
2. III - Social Life and Politics of Education: Difficult Tasks and Conflicts
2.1. Education is no stranger to politics: how does the power structure decide assessment -- who fails, who passes, and based on what?
2.1.1. Promoting 21st century learning, inquiry, and individual assessment, but there is still the hidden curriculum embedded in the educational systems and schools: ex. PISA results. Standardized exams are still very much relevant in determining rank and knowledge. On the other hand, the Alberta Inclusion video, "Success" offers a different narrative: that success is many little things and very individual. Success is not a mark.
2.2. Alberta reality: diversity in schools
2.2.1. Quality and diversity (ethnicity, gender, etc.) of teachers needed to really address Alberta's diverse classrooms. Unpacking 'privilege' and how education systems generally favour those in the grand narrative.
2.2.1.1. Teaching with new methodologies like multiple perspectives in order to represent all sides of the story, no matter the subject. Teachers to engage students and make them active in their learning and understanding.
2.3. Parent-teacher relations -- working effectively together & strategies used for fostering child's success
2.3.1. Parents in "the margins" (Pushor, 2012) and not feeling they are allowed a say in their child's education. Many parents feeling as though success was only measured by what the teacher saw in the classroom -- what about at home?
2.3.1.1. Language: moving from "parental involvement to parental participation and engagement" (Pushor, 2012).
2.4. Alberta policy & politics
2.4.1. Though the above statements are ideal, the reality is that the Alberta education system still inherently favours those who fit in with the grand narrative (white, heterosexual, male, middle-class, etc.)
2.4.2. Curricular redesigns of past and future now promoting social justice education. Some find it controversial, as the Mclean's article points. They go as to calling it student brainwashing, even if its intention is good. Others think it just goes too far (Reynolds, 2012).
2.4.3. Teachers neutrality -- good or bad?
3. Sociological Persepctive
3.1. Curriculum that prepares students for mainstream society. How to understand and cope with the world in which one lives. A call for social-justice education and active citizenship. Students (and parents for that matter) are not to be passive learners or observers, respectively. Learner for broader realities -- as means to view the world.
3.2. Inclusive education itself shows students the realities and divisiveness of society.
3.3. "inquiry based learning" very relevant to the Alberta economy.
3.4. Resiliency and a Strengths-Based Approach -- strategies and methods to cope with realities.
4. Historical Perspective
4.1. How have schools historically been organized? Do we still use similar methods right now? -- Sir Ken Robinson video does a fantastic job of speaking to this issue, citing the industrial revolution as a major factor. One of his main arguments is that we still use "age-old" models in an era that is just so much different than it was -- the model does not work anyone, it is not relevant to our realities, era, economy, surroundings, etc.
4.2. Looking to the history of Aboriginal Residential Schools in Canada. The last one just closed in the mid-90s -- meaning that these histories are still very much real and relevant. These schools were implemented to assimilate Aboriginal peoples, which went against their treaty right to education. It is a contentious issues, as FNMI communities want their interpretation of the treaties upheld -- they control what education means to them and their identity. Statistics show that public schools are failing Aboriginal youth greatly -- a change is needed. Education model still favours those in the grand narrative.
5. In terms of the Alberta context, schooling is categorized K-12 under different boards, divisions, and districts.
5.1. Education Act & School Act: duties, legalities, and beyond -- politics!
5.1.1. Educational personnel, teacher responsibility and student's rights to learning -- understanding all that is implied in roles, responsibility, and rights.
5.1.1.1. Teachers amidst moral/ethical and legal dilemmas in the profession.
5.1.1.1.1. Dr Yurick's ATA presentation: Professionalism, code of conduct, etc.
5.1.2. Remembering the interim TQS activity -- What makes a quality teacher? Guidelines.
6. II - Institutional Contexts and Professional Responsibilities
6.1. How schools are organized -- how did it come to be that we sit in a classroom, teacher at the front, etc.?
6.1.1. Sir Ken Robinson speaks to the 19th century and the age of the industrial revolution. Schools designed very much like factories and assembly lines.
6.2. Synthesizing questions like: what is the purpose of schools? What is the structure's purpose? The difference between traditional and non-traditional schools?
6.2.1. What are the pros and cons of maintaining age-old educational paradigms? Boekhoven's article uses "children's free time" as an example -- structured versus unstructured. Boekhoven (2009). Relating this to educational organization in general -- can students benefit from learning outside of the classic classroom environment? For example, do students need to sit in rows in a class for optimal learning, or can this be done outside the classroom in free-formed groups? Boekhoven does not come to a yes-no conclusion but rather, suggests that a mixture of both worlds would be ideal.
7. IV - Inspiring Opportunities
7.1. Debate surrounding First Nations Education Act?
7.1.1. It sounds good in theory -- First Nations people getting money (and control) to foster better education based on treaty rights. But many feel the First Nations Education Act is simply acting in the interest of the province (Alberta economy) rather than dealing with Aboriginal socio-economic and educational issues.
7.2. Aboriginal education policy -- the politics
7.2.1. A treaty right to education -- the interpretation (government view vs. First Nation view)
7.2.2. Remembering the history and legacies of Indian residential schools. Aboriginal people forced to assimilate, they were treated poorly (abused), and forced to conform to all mainstream "Canadian" standards -- English, dress, traditions, beliefs, etc.
7.2.3. Addressing politics in relation to race in general. Understanding how race-relations play out in educational systems. Looking at racism in schools and how to foster anti-racist education as put forth by the "Racism: A Hidden Curriculum" (Ghosh, et al. 2008) article.
7.3. Inspiring education
7.3.1. The 3 "E's" -- Engaged Thinker, Ethical Citizen, Entrepreneurial Spirit
7.3.1.1. 2030 Alberta Education goal as transformational. Teach students for the future, not the past.
7.4. Asking yourself "What difference can I make"?
7.4.1. Personal teaching philosophy -- how will I as a teacher be inspiring to my students? How will I have them engaged, feel involved, and be active learners and citizens? How will challenge my privilege and work towards multiple perspectives and understandings of the hidden curriculum and the grand narrative in order not to perpetuate disadvantaged learning. How will I foster a sense of community to see that bullying does not continue.