Personal Statement

 

WEEK THREE

 

Question 1: As mentioned in the video, the National Day for Truth and Reconciliation is observed the Week of September 22-30, 2025, and September 30 marks the National Day for Truth and Reconciliation (Links to an external site. a new federal statutory holiday). Taking into account the OCT Ethical Standards & Standards of Practice, discuss how they relate to your responsibility as a future educator to address Canada's history of residential schools. If you are not familiar with the TRC Calls to Action (or you need a refresher) please see this document Download see this documentand review, in particular, sections 62-65 on Education and Reconciliation. Consider what you can do to "Build student capacity for intercultural understanding, empathy, and mutual respect" (section 63, iii). Reflect on what you may need to learn or unlearn (the response should be about 2 paragraphs). 

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The OCT Ethical Standards for the Teaching Profession—care, trust, respect, and integrity—guide educators in creating classrooms that acknowledge truth, support reconciliation, and promote social justice. Addressing the legacy of residential schools requires care in recognizing the trauma experienced by Indigenous communities and respect for their knowledge, cultures, and histories. Trust is built by engaging authentically with Indigenous voices and perspectives, and integrity demands a commitment to truth-telling, even when it is uncomfortable. The Standards of Practice, especially commitment to students and student learning, leadership in learning communities, and ongoing professional learning, align with the TRC Calls to Action (sections 62–65) by urging teachers to educate themselves and their students about Canada’s colonial past and its ongoing impact. As a future educator, I have the responsibility to integrate Indigenous perspectives into the curriculum and create safe, inclusive spaces where students critically reflect on history while developing empathy and intercultural understanding.

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To “build student capacity for intercultural understanding, empathy, and mutual respect” (TRC Call to Action 63, iii), I must both learn and unlearn. I will need to learn more about Indigenous worldviews, languages, and pedagogies, while unlearning Eurocentric biases that often dominate mainstream education. This means challenging my own assumptions, incorporating authentic Indigenous resources, and collaborating with Indigenous communities when possible. By modelling openness, humility, and a willingness to engage in difficult conversations, I can help students recognize the importance of reconciliation and inspire them to act with compassion and respect. Ultimately, my role is not only to teach about the past but also to nurture informed, empathetic citizens who are prepared to contribute to a more just and reconciled Canada.

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WEEK  FIVE

 

Question: What is the overarching purpose of assessment within the K-12 context?

The overarching purpose of assessment in the K–12 context is to support and enhance student learning while ensuring alignment with provincial curriculum expectations. Assessment is not solely a tool for measuring achievement; it is a dynamic process that informs instruction, promotes student engagement, and fosters growth.

 

I will implement assessment for learning to identify students’ prior knowledge and misconceptions, using this information to guide instructional planning and scaffold new learning. Through assessment as learning, I will encourage students to engage in self-assessment and peer assessment, helping them reflect on their progress, set goals, and take ownership of their learning journey. These formative practices allow me to identify both areas of difficulty and individual strengths, enabling differentiated instruction—whether through targeted support or enrichment opportunities.

 

Finally, I will use assessment of learning to evaluate students’ achievement in relation to the curriculum expectations. This summative assessment provides evidence of learning outcomes and ensures that students are meeting the standards outlined by the province. By integrating all three types of assessment, I aim to create a responsive, equitable, and student-centered learning environment.

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WEEK SEVEN​

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Questions: See the lecture video Minds-on for your first DLP response about measuring student achievement. Now that we are nearing the end of Foundations 1 and you've had some exposure to assessment practices, what is one assumption you had about assessment prior to starting the B.Ed. Program that you no longer carry? How has your understanding developed? 

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One assumption I had about assessment prior to starting the B.Ed. The program was that the assessment was mainly a way of grading students and ranking their performance. I thought that assessment was mostly done at the end of a unit or a course, and that it was mainly based on tests, projects, portfolios, and exams. However, after taking the Foundations 1 course and learning more about assessment practices, I no longer hold this assumption. I now understand that assessment is a continuous and dynamic process that involves collecting, analyzing, and using evidence of student learning to inform instruction and improve learning outcomes. I also understand that assessment can take many forms and formats, such as observations, self-assessments, and peer-assessments, and that it can serve different purposes, such as diagnostic, formative, and summative. I have developed a more holistic and balanced view of assessment, and I appreciate its role in supporting student learning and development.

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Based on your observation days, what instances of AI application/integration have you observed, if any (this can be student or teacher use of AI)? What are your initial thoughts about students using AI in the classroom or teachers using AI for planning purposes? Remember, these are initial thoughts and will likely evolve over time so this does not need to be a researched response!

 Based on my observation days, I have observed some instances of AI application/integration in the classroom, both by students and teachers. For example, I saw some students using online tools such as Quizlet and Magic School AI to create and practice flashcards/quizzes, to check answers based on the course contents, and to create lesson plan outlines/rubrics. I think that these are some examples of how AI can enhance and facilitate learning and teaching in the classroom.

My initial thoughts about students using AI in the classroom are positive, as I think that AI can provide students with personalized learning experiences, as well as opportunities to develop their digital literacy and 21st-century skills. However, I also think that there are some potential challenges and risks associated with AI, such as privacy, security, and ethics issues, and that students need to be aware of.

Similarly, my initial thoughts about teachers using AI for planning purposes are optimistic, as I think that AI can help teachers save time and effort in making review/assessment questions, as well as provide customized teaching plans and insights, checking assignments. However, I also think that teachers need to be careful and selective about the AI tools they use and that they should not rely solely on AI, but rather use it as a complement to their judgment.

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As I prepare for practicum, I am looking forward to learning …

I like to learn more about my students’ interests and their goals from themselves and their parents. Having a better understanding of them will make my teaching more meaningful because this information directs my planning for future teaching to them, establishing a good relationship with them, and gaining mutual trust.

I am also looking forward to applying the knowledge learned from the university to the actual classes. I wonder how successful or helpful the planning and implementation of the lesson plans and teaching strategies could be and find out what should be adjusted for more effective learning for the students or what will be overlooked. This experience is valuable for me to learn more about the next steps in my teaching career.

 

By the end of the practicum, I will work towards…(create one personal goal for yourself)

My goal is to develop more skills in classroom management. I will also research and focus on improvement for my weaknesses based on debriefing by the end of the practicum.