Katie's Korner
Who Am I as a Developing Professional?
As a developing professional, I consider myself a reflective, student-centred educator who values connection, inclusion, and purpose in every aspect of the teaching and learning process. My extended practicum at REMSS has been transformative. I began the term with enthusiasm and curiosity, and I left with a clearer understanding of who I am and who I want to be as a teacher.
One significant moment that helped crystallize my identity occurred during the Grade 9 Dystopian Literature Circle unit. When we shifted from analyzing literary techniques to applying them in the "First Page Writes" creative writing activity, I witnessed my students engaging not just as learners but as writers. This transition—from decoding to creating—highlighted the power of designing learning experiences that empower students to take ownership of their work. It reinforced my belief that teaching involves not only delivering content but also cultivating confidence and creativity.
Throughout my practicum, I grew more confident in planning, adapting, and reflecting on my lessons, not merely as tasks to complete but as opportunities to deeply consider my students' needs, identities, and growth. I also recognized the importance of community within the school, both in the classroom and beyond. Whether coaching the junior girls' soccer team or participating in department and staff meetings, I experienced a growing sense of belonging and responsibility.
I see myself not just as a teacher but as a community builder, a critical thinker, and someone committed to continuous learning.
What are my educational commitments?
I believe that education is fundamentally about building relationships — relationships with knowledge, with one another, and with ourselves. As a teacher, I am committed to fostering an environment where students feel seen, respected, and empowered to discover their voices and identities.
A metaphor that embodies my philosophy is that of a mirror, windows, and a sliding glass door: my classroom should serve as a mirror reflecting students' identities, as a window through which they can view the experiences and cultures of others, and as a sliding glass door where we found moments of relatability to one another's lived experiences even if we had entirely different cultures. This philosophy came to life in the Grade 10 Pre-IB English First Peoples course. Through personal memoirs and Indigenous texts, students shared their own stories and engaged respectfully with their peers. The gallery walk, where students responded to each other's writing with kindness and curiosity, was a pivotal moment of mutual recognition and empathy.
Education must be grounded in equity and cultural responsiveness. My commitment to integrating Indigenous perspectives is not only curricular; it is ethical. The First Peoples Principles of Learning guided not only what I taught but also how I taught: patience, relationality, and deep listening.
My role is to design learning experiences that are relevant, rigorous, and rooted in care. I strive to model authenticity, provide meaningful feedback, and cultivate a culture of curiosity and growth.
What have I learned from this year?
This year has taught me that effective teaching is both an art and a responsibility. One of the most important lessons I've learned is that students thrive when they feel both challenged and supported. Striking a balance between high expectations and flexibility was something I continually worked on, especially in the Grade 11 IB Literature course. The Shakespeare masquerade ball, which was my first independently designed significant activity, reminded me that students respond best when learning is joyful, creative, and meaningful.
I also learned that feedback is one of the most powerful tools a teacher can utilize. Whether through written comments or conversations, targeted and timely feedback can significantly shift a student's thinking and build their confidence. My inquiry focused on fostering meaningful student engagement by connecting canonical literature to modern adaptations, which led me to reconsider how I scaffold assignments, gamify lesson content, and encourage critical reflection.
Through both classroom and community field experiences, I witnessed the impact of inclusive practices firsthand. Designing activities for diverse learners and incorporating culturally relevant content helped me move beyond mere accessibility toward creating a true sense of belonging in the classroom.
Perhaps most importantly, I learned to trust myself—to reflect honestly, to adapt thoughtfully, and to lead with care.
How will I continue to grow professionally?
As I look ahead, I'm excited about my ongoing journey of professional growth. One of my key goals is to deepen my understanding of inclusive and trauma-informed practices, particularly for multilingual learners and students facing complex life challenges. I plan to pursue professional development in differentiated assessment and Universal Design for Learning (UDL) to ensure that my classroom remains adaptable and equitable.
I am also committed to enhancing my knowledge of Indigenous education. I plan to attend workshops, collaborate with Indigenous colleagues and knowledge holders, and seek out texts and resources that center Indigenous voices. It is essential to consider: Whose knowledge is the priority? Whose stories are we telling?
The collaboration will remain at the forefront of my growth. I have come to realize the extent to which I learn from my colleagues through Professional Learning Community (PLC) groups, co-planning sessions, and informal conversations. I plan to stay actively involved in these communities, learning from and contributing to them.
In the long term, I am interested in pursuing graduate studies in educational leadership or curriculum development, with a focus on equity in English Language Arts. However, no matter where my learning leads me, I want to remain grounded in the classroom, continually reflecting on what it means to teach with care, clarity, and conscience.
