Connecting OCT Standards to Media Arts Teaching
Connecting OCT Standards to Media Arts Teaching
Embedded Files
How do the Ontario College of Teachers (OCT)'s Standards of Practice shape the professional growth of Media Arts educators? In this post, I reflect on how each standard connects to responsive, inclusive, and collaborative Media Arts instruction, with practical examples drawn from classroom experiences and practice.
How do the Ontario College of Teachers (OCT)'s Standards of Practice shape the professional growth of Media Arts educators? In this post, I reflect on how each standard connects to responsive, inclusive, and collaborative Media Arts instruction, with practical examples drawn from classroom experiences and practice.
Commitment to Students and Student Learning
Media Arts can feel intimidating for students who don’t see themselves as “creative,” especially if they lack early exposure to the arts. As educators, we support all learners regardless of where they’re starting, and help them see that creativity is something that can be developed over time.
Example:
We could introduce a project where students choose the medium they’re most comfortable with or curious to try. The focus should be on progress, not perfection. Students are encouraged to revisit earlier stages of their work to reflect on their progress, building confidence and reinforcing the idea that creativity can grow over time.
Click the image above to learn more about the Ontario College of Teacher's Standards of Practice for the Teaching Profession.
Ongoing Professional Learning
Media Arts is constantly evolving, just like our adolescent students. New tools, platforms, and trends are always popping up. To stay relevant, we need to keep staying curious and keep learning to stay informed and updated.
Example:
As Media Arts educators, we could attend workshops or online courses not just to learn new tools, but also to learn from fellow educators. With so many online learning opportunities now available, it’s easier than ever to gain new knowledge and skills. This also models for students that learning is a lifelong process.
Professional Knowledge
Media Arts educators need a solid grasp of both the curriculum and the tools that students use to create and communicate. It’s also important to understand how students learn and how to adapt our teaching to meet their different needs.
Example:
Along with teaching design principles, Media Arts teachers could also cover copyright and fair use, helping students understand how to find or create and share original work responsibly.
Leadership in Learning Communities
Media Arts teachers could collaborate with other subject teachers on cross-curricular projects to create unique and meaningful opportunities for students.
Example:
During my school placement, I participated in Math PLC meetings where teachers focused on a shared goal, tried out strategies in their classrooms, and came back to reflect together. I wonder if a similar model could work across subjects, with Media Arts teachers teaming up with another subject teacher (like English or History, for example) to create projects like a podcast or short documentaries. These kinds of collaborations could be part of a cross-curricular PLC or even lead to school-wide media projects, helping students apply their creative skills in meaningful ways.
Professional Practice
Effective practice means planning lessons that reflect students’ interests and learning needs, while staying flexible and responsive. It starts with knowing your students, their interests, strengths, and challenges.
Example:
Teachers could offer students different format options for a project, like a video, poster, and welcome suggestions for alternative options. They should also provide extra support or structure when needed, helping all students succeed in ways that feel meaningful to them.
Page updated
Google Sites
Report abuse