Self-Assessment Tool

Reflection Questions

Reflect on your practice and think broadly about what impacts your work. Think about your role, responsibilities, daily practice, new experiences and ongoing concerns or questions. Consider new opportunities, challenges, changes in the sector or in your work setting, and leadership development.

• I am currently extending my studies in a teacher education program that I will complete in May 2022. In my role as a student, I am completing field placements with school-age children and I am responsible for supporting their formal education along with creating learning experiences that foster all areas of development.

• In my work with school-age children, I recognize the increasing focus on supporting children's positive mental health and well-being and I am interested in learning more about how to support school-age social/emotional development in school settings.

• I understand that I often neglect the physical environment and I am interested in learning more about how I can take on leadership positions to create quality learning environments and lead professional discussions on the environment as the third teacher.

• As a Person of Colour, I continue to recognize how systemic racism attacks the success of children and families and I believe there are many opportunities to advocate to reduce barriers of oppression. My mentor is also an advocate to increase the success rates of Black graduates in the City of Ottawa and I look forward to more opportunities to learn from her about what is necessary to ensure all children are set up for lifelong success.

• I have recognized that in the sector, and increasing amount of research is available about Brain Development, Nature-based Learning, Social/Emotional Development, the Role of the Family, Diversity in Early Learning, and Early Childhood Mental Health and Well-being.

Think about the role of others in your professional practice. How do you seek, offer and consider feedback from others? What have you learned from others? What do others learn from you?

• The greatest feedback I can receive is from the children and families I work with. By working with older school age children this last year, I was able to receive direct written feedback from students at the end of my placement on how I can improve my learning experiences and relationship building.

• I have learned it is more difficult to seek feedback from families in school settings because contact with families is limited and I look forward to finding ways to receive feedback from families in the near future.

• In my current role as a Teacher Candidate, much of my feedback comes from my placement supervisor. I have learned to work with a lens of equity and diversity to ensure all students needs are met, and their skills are valued, to support a sense of belonging.

• I receive feedback from my formal mentor with the Ottawa Catholic School Board on my continuous learning, particularly in response to how we think of equity and families in our work.

Based on your professional practice and notes above, what additional knowledge, skills or resources do you need to support your strengths, areas for growth, leadership development or professional learning interests?

To support my strengths and areas for growth, I believe I need to increase my knowledge about early childhood mental health to support a sense of belonging in all settings I work in and bring the pedagogy of How Does Learning Happen into settings that do not recognize the foundations of Belonging, Well-being, Engagement, and Expression as core to overall continuous learning and development.

As I continue to extend my work in elementary schools with school-age children in formal education settings, I know increasing my knowledge and understanding about school-age development is necessary to create quality learning experiences and justify learning opportunities that support the holistic development of all domains.

To support my developing leadership skills and advocacy in the sector, I would like to continue learning about how to support diversity and advocate for equity in the system for all children. In my last CPL portfolio cycle I focused extensively on supporting the needs of racialized families, however I understand that diversity and inclusion considers racial diversity, cultural diversity, gender diversity, and exceptionalities. Understanding more about the advocacy efforts and core principles of differentiation and inclusion will allow me to create environments and learning opportunities that support all children and families to succeed.

Code of Ethics and Standards of Practice Review and Reflection

I greatly value the role of relationships in my work with children and I continuously reflect on the need for reciprocal relationships with children and families to support children's holistic development on a foundation where children and families experience a sense of belonging (B.1.) (C.2.). I understand the role of Adverse Childhood Experiences and Toxic Stress on children's developing brain and that children are best understood in the context of their family, culture, and community (B. 3.). In my work and schools I must continue to grow in how I work in partnership with colleagues to support children and families (C. 6.) and collaborate regularly with families when contact is limited and does not happen on a regular and daily basis (C. 7.).

I believe it is necessary to act as a co-learner with children of all ages and co-construct knowledge and understanding to ensure learning is meaningful for all children (A.). As I focus on working with kindergarten and school-age children I know I can grow my knowledge about school-age development and refine my understanding of the development that occurs in middle and late childhood (B.1.). Although I practice the use of observations for further curriculum planning and understanding children's development, I rarely use it for professional reflection and pedagogical documentation to share with colleagues, children, and families and I know this is an area where I can improve as a professional (B.3.). In the midst of the COVID-19 pandemic, I have also neglected the practice of community meetings when working with school-age children to co-plan and as I continue learning in public school settings, I can improve by finding ways to co-plan and co-construct learning with children.

I understand the role of the environment as a third teacher, however I have also recognized that I am limited in how I construct the physical environment when I am a placement student acting as a guest in a learning setting. I believe I can continue to meet this standard of practice by taking part in professional conversations with colleagues about how the environment scaffolds learning and supports a sense of belonging, well-being, engagement and expression (C.1.). In the past year, I have been adamant about protecting students' health in the learning environment in the midst of COVID-19, however that has also negatively impacted how my practice reflects research and learning theories related to the indoor and outdoor environment (B.1.). As we continue to work through COVID-19 as a community, I know I can strengthen my practice by reflecting on the uses of the indoor and outdoor learning environment to promote health and safety (B.4.) while also supporting children's optimal development and using evidence informed methods to evaluate and improve the quality of learning settings (C.9.).

I strive to be an intentional professional in all I do and justify all my interactions and curriculum plans by asking, 'How does this support children's learning, development, and growth?' (A.). To act as a professional and leader in the sector, I try to keep up to date on current research relevant to early learning, particularly research related to brain development (B.2.). I can uphold this standard by connecting my curriculum plans to current research (C.1.) and using evidence informed practice to inform decision making (C.2.).

I understand the utmost importance of maintaining professional boundaries and declaring conflicts of interest when they arise. Remembering professional boundaries is critical is a young professional to protect children and families, as well as the profession and my professional status (B1.). As I work more with school-age children and less with families, it will be necessary to maintain professional relationships and ensure what I share with children is appropriate to their safety and development (C.1.) (C.2.).

As my responsibility and engagement with children and families grows, I understand my responsibility to maintain confidentiality and release information will also grow. I will uphold this standard by omitting all identifying details in professional conversations with colleagues, and mentors unless it is necessary to support the health, safety, growth, and well-being of the child and respects privacy legislation. At times when information is disclosed with colleagues or other relevant professionals, I will uphold this standard by documenting what information is shared and maintaining transparency with families (C. 5).

Professional Learning Goals

Goal #1: Increase my knowledge of learning theories, pedagogies, and evidence-based practices related to kindergarten and school-age development, including the practice of inclusion and differentiation to create equitable learning opportunities.

Related Standards of Practice:

• Standard 1: Caring and Responsive Relationships

• Standard 2: Curriculum and Pedagogy

• Standard 4: Professionalism and Leadership

Goal #2: Grow my understanding of Early Childhood Mental Health and document how I construct and incorporate practices that support a sense of belonging and positive sense of well-being in my work with children and families.

Related Standards of Practice:

• Standard 1: Caring and Responsive Relationships

• Standard 3: Safety, Health, and Well-being in the Learning Environment

• Standard 4: Professionalism and Leadership

Goal #3: Take part in creating learning environments that support children's holistic development while maintaining health and safety in the midst and wake of the COVID-19 pandemic.

Related Standards of Practice:

• Standard 3: Safety, Health, and Well-being in the Learning Environment

• Standard 4: Professionalism and Leadership