1. Upon reading the title of the Ministry of Education document, what did you think the renewed vision might entail? Why?

 

     The title for the document Achieving Excellence: A Renewed Vision for Education in Ontario implies a change in the direction for growing success with students. As we move forward in the future, many changes will take place. We have become a technological society with careers and skills that have a basis in coding, robotics and computational thinking. We have also become an increasingly inclusive society with more room for growth. There is a need for equity development and focusing on a classroom based on universal design for learning. Lastly, I believe that this document will delve into new types of 21st century classrooms. Particularity looking at flipped classroom models.

 

 

   2. BEFORE reading the document, how do YOU envision “achieving excellence” in education?

 

     My vision of achieving excellence in education consists of first providing engaging and meaningful learning experiences for students. Children need to be at the centre of learning and enjoying what they do in order to be successful. My vision of excellence also consists of being up to date and in line with things like 21st century learning. Education needs to be innovative and preparing students for the future so it should never be out of date. My vision of excellence lastly consists of the concept that all students can learn. Classrooms need to be inclusive places and learning environments need to be universally designed to meet the needs of everyone. Students need to be able to shine and there must be a strength-based approach in education.

 

   3. How does the Ministry of Education describe the “achieving excellence” ? What would it look like/sound like?

 

     According to the document, (2014) Achieving Excellence builds on the education system’s three current priorities: increasing student achievement, closing gaps in student achievement and increasing public confidence in publicly funded education. It encompasses these goals and reaches deeper and broader, raising expectations both for the system and for the potential of our children and students. Ensuring equity and also ensuring well-being are also key factors in achieving excellence for the ministry.

     When considering how it would look like, to me it would look like problem solving, inquiry, risk-taking and innovation. Students would have opportunities to take ownership of their own learning and be able to collaborate with peers to meet their goals. Technology use would play a role in this process and students would use technology to enhance their learning. It would also look like more community involvement. Having families and various organizations be part of the school culture will help students achieve excellence. When considering what it would sound like, there would definitely be more conversations surrounding culture and equity, especially when we take into account First Nations cultures. It would also sound like productive discussions, questioning and conversations among peers. Lastly I believe that it would sound like a lot of listening. Wellbeing is important and people need to take the time to learn how to listen to one another and themselves.

 

   4.How does your vision of achieving excellence compare with the Ministry’s renewed vision for education in Ontario?

 

     After comparing my own vision for achieving excellence, I believe that there is a lot of overlap. We both agree that there is a need for 21st century learning and technology in the classroom to enhance learning. We also both promote the idea of an equitable and universally designed classroom so that all students can learn and achieve. Something that the ministry document has that I wish I included is the addition of wellbeing as a focus. Students need to take care of their basic needs before they can learn, and that includes mental wellness.

 

   5. What surprised you about the research findings? What resonated with your own experience thus far in your teacher education journey?

 

     Something that stuck out to me from the beginning of the reading was the line, “there is often a noticeable difference between the teacher they aspire to be and the teacher that they feel they are required to be.” It is a sentiment that I have also felt, even this early in my teaching journey. Another thing that was interesting to me was the factors that supported creative teaching. The number one thing stated that, more than 8 in 10 teachers strongly agreed that flexibility was important in supporting them as a creative teacher. Part of being a creative teacher is about trying new things so it makes sense that flexibility is key. Teachers need to change plans, change the direction of the learning or add new things in order to create the best learning experience. Not everything has to come straight from the lesson plan.

 

   6. How do the two documents align (or not)? Why?

 

     I believe that it is important to note that although teachers are able to teach the way they aspire to teach on occasion, this does not always happen on a consistent and system-wide basis. I believe that this does not fall in line with the ministry’s plan for achieving excellence. The ministry says that implementing universal design, inquiry, technology and well-being is the key to success. If teachers do not feel as though they are able to teach this way at all times, then how can they align? Although I say this, overall I feel as though there is a combined positive message coming from the 2 documents. Teachers want to be innovative and creative. The ministry document says that innovation and creativity are the keys for success. I think that once teachers feel as though they are able to be more innovative and creative in classrooms then there will be a big turnaround in classrooms and many of the ministry goals can be achieved.