Teaching is a way of caring and connecting,
of shared inquiry and thoughtful living…
of shared inquiry and thoughtful living…
Over my career as a teacher, consultant, and administrator, I have gradually developed and espoused a set of beliefs or principles that have guided my work and my life as an educator. I would hope, that if I gave them to my colleagues and friends, they would recognize each of my affirmations immediately. These two credos were originally written when I was a teacher educator at the University of Alberta in 2011. I have updated the language to reflect my current role but have not changed the content.
A Credo for Teaching
I believe that teaching is not a job - or even a profession; it is a moral commitment.
“Moral education” is not just the domain of the Catholic and faith-based schools. Although, we may debate specifics and extent in establishing collective and classroom values; every instructor must be prepared to model honesty, conscientiousness, humility, perseverance, ethical decision-making and many other moral qualities. And every instructor has a moral obligation to provide a safe and caring environment for students in their care.
I believe that teaching is, at its core, an act of love.
When I asked one of my colleagues what his secret was in creating a climate for learning, he answered: “It’s all about relationships, relationships and relationships.” Students often see their instructors more than they see their partners, parents, friends or siblings; they need to be appreciated.
I believe that quality teaching is more than following a recipe.
Those who reduce teaching to a mechanistic process with terms like “best practice” and “research says” ignore the situational context of personality, experience, relationships, and local circumstance. We need to trust the professional judgment of those who have built trust and established community with their students.
I believe that teaching is transformational and that students need opportunities to “go deep”.
Passionate and powerful educators share their insights and their questions; they instill a sense of wonder and invite their students to come along on a journey of discovery. Our students need to make choices, question, collaborate, explore possibilities and pursue knowledge and wisdom in many different facets. Teaching is so much more than telling.
I believe that the most successful instructors challenge each student and expect the very best.
Seeing our students as individuals, considering the differentiated needs and interests and providing effective feedback are pivotal to successful learning. Every student deserves to have access to quality education and they need to be given every opportunity to succeed.
I believe that teaching is more than covering the curriculum; it is about agency.
While educators need to help their students build knowledge, develop skills and gain awareness; the real goal of education is to develop engaged, self-directed learners so students can take on challenges for themselves.
I believe that the most important skill to develop is critical literacy/professional judgement.
Everywhere they turn, our students are confronted with challenging and often confusing texts and tasks. It is our job to help them to develop literacy and numeracy skills, metacognitive awareness and critical judgment so they can make informed choices.
I believe that professional learning is not an option but a responsibility.
Instructors should be reflective practitioners, constantly seeking ways to improve their practice by learning from research, reflection and collaboration.
A Credo for Teaching
I believe that teaching is not a job - or even a profession; it is a moral commitment.
“Moral education” is not just the domain of the Catholic and faith-based schools. Although, we may debate specifics and extent in establishing collective and classroom values; every instructor must be prepared to model honesty, conscientiousness, humility, perseverance, ethical decision-making and many other moral qualities. And every instructor has a moral obligation to provide a safe and caring environment for students in their care.
I believe that teaching is, at its core, an act of love.
When I asked one of my colleagues what his secret was in creating a climate for learning, he answered: “It’s all about relationships, relationships and relationships.” Students often see their instructors more than they see their partners, parents, friends or siblings; they need to be appreciated.
I believe that quality teaching is more than following a recipe.
Those who reduce teaching to a mechanistic process with terms like “best practice” and “research says” ignore the situational context of personality, experience, relationships, and local circumstance. We need to trust the professional judgment of those who have built trust and established community with their students.
I believe that teaching is transformational and that students need opportunities to “go deep”.
Passionate and powerful educators share their insights and their questions; they instill a sense of wonder and invite their students to come along on a journey of discovery. Our students need to make choices, question, collaborate, explore possibilities and pursue knowledge and wisdom in many different facets. Teaching is so much more than telling.
I believe that the most successful instructors challenge each student and expect the very best.
Seeing our students as individuals, considering the differentiated needs and interests and providing effective feedback are pivotal to successful learning. Every student deserves to have access to quality education and they need to be given every opportunity to succeed.
I believe that teaching is more than covering the curriculum; it is about agency.
While educators need to help their students build knowledge, develop skills and gain awareness; the real goal of education is to develop engaged, self-directed learners so students can take on challenges for themselves.
I believe that the most important skill to develop is critical literacy/professional judgement.
Everywhere they turn, our students are confronted with challenging and often confusing texts and tasks. It is our job to help them to develop literacy and numeracy skills, metacognitive awareness and critical judgment so they can make informed choices.
I believe that professional learning is not an option but a responsibility.
Instructors should be reflective practitioners, constantly seeking ways to improve their practice by learning from research, reflection and collaboration.
Pedagogy should at its best be about what teachers do that not only help students to learn but actively strengthens their capacity to learn.”
David Hargreaves, Learning for Life, 2004, p. 27.
"The students are alive, and the purpose of education is to stimulate and
guide that self-development." The corollary of this idea is that
"teachers also should be alive with living thoughts."
Alfred North Whitehead, The Aims of Education and Other Essays, 1929, Preface, p. v
A Credo for Teacher Education/Faculty Development
I believe that quality teaching needs be supported through practice and modeling.
Giving lectures and readings on the benefits of constructivist learning is self-defeating. Preaching only induces more preaching; it is practice and modeling that make the difference.
I believe that teacher educators/faculty developers are obliged to provide a practical foundation.
New instructors need scaffolding and support as they learn about effective planning, classroom strategies, time management, and the politics and bureaucracy of a college education. Expecting new instructors to “figure it out”, on their own, is thoughtless and unwise.
I believe that student experiences need to be acknowledged and explored.
Aspiring instructors have already formed many perceptions about teaching. This accumulated pedagogy can provide an effective starting place in any professional support.
I believe that “making the match” is critical.
Every effort should be made in finding a suitable position for beginning instructors; a poor fit can be harmful for everyone. Too often new instructors in their first teaching role are given the “last piece of pie”; the courses and schedule that no one else wanted. Administrators/chairs need to “make room” for new faculty members and ease them in to the profession. That being said, I believe that beginning instructors should develop self-advocacy; they need to communicate their needs and, if necessary, take advantage of supports that they are afforded as professionals.
I believe that beginning instructors need to be shown how to be reflective.
We cannot simply ask educators to be reflective without modeling and facilitation. New and continuing instructors should be challenged to examine their preconceptions and biases, probe assumptions behind different methodologies and theories, and build or refine their own filter system based on experience, research, and thoughtful practice.
I believe instructors need a support network at the college and amongst themselves.
The first couple of years, for any instructor, can be lonely and challenging. New instructors need colleagues to provide support and advice without condescension and a “safe place” to open up about issues and concerns. They also need to know that they are not alone. Continuing instructors also benefit from such a relationship; they need to continually re-examine their own practices.
I believe that mentorship is the most important factor in teacher induction.
Mentoring can often be the “make or break” factor for a beginning instructor. Instructor mentors (these can be department chairs, faculty developers, subject area leads, or instructor colleagues) can help beginning instructors to clarify goals, establish routines, reflect on what worked and what didn’t, and develop pedagogy. Effective mentors provide support and encouragement, are not dismissive, prescriptive or judgmental, and know how to “coach” their new colleagues by pushing them to explore what works best in their situational context.
I believe that quality teaching needs be supported through practice and modeling.
Giving lectures and readings on the benefits of constructivist learning is self-defeating. Preaching only induces more preaching; it is practice and modeling that make the difference.
I believe that teacher educators/faculty developers are obliged to provide a practical foundation.
New instructors need scaffolding and support as they learn about effective planning, classroom strategies, time management, and the politics and bureaucracy of a college education. Expecting new instructors to “figure it out”, on their own, is thoughtless and unwise.
I believe that student experiences need to be acknowledged and explored.
Aspiring instructors have already formed many perceptions about teaching. This accumulated pedagogy can provide an effective starting place in any professional support.
I believe that “making the match” is critical.
Every effort should be made in finding a suitable position for beginning instructors; a poor fit can be harmful for everyone. Too often new instructors in their first teaching role are given the “last piece of pie”; the courses and schedule that no one else wanted. Administrators/chairs need to “make room” for new faculty members and ease them in to the profession. That being said, I believe that beginning instructors should develop self-advocacy; they need to communicate their needs and, if necessary, take advantage of supports that they are afforded as professionals.
I believe that beginning instructors need to be shown how to be reflective.
We cannot simply ask educators to be reflective without modeling and facilitation. New and continuing instructors should be challenged to examine their preconceptions and biases, probe assumptions behind different methodologies and theories, and build or refine their own filter system based on experience, research, and thoughtful practice.
I believe instructors need a support network at the college and amongst themselves.
The first couple of years, for any instructor, can be lonely and challenging. New instructors need colleagues to provide support and advice without condescension and a “safe place” to open up about issues and concerns. They also need to know that they are not alone. Continuing instructors also benefit from such a relationship; they need to continually re-examine their own practices.
I believe that mentorship is the most important factor in teacher induction.
Mentoring can often be the “make or break” factor for a beginning instructor. Instructor mentors (these can be department chairs, faculty developers, subject area leads, or instructor colleagues) can help beginning instructors to clarify goals, establish routines, reflect on what worked and what didn’t, and develop pedagogy. Effective mentors provide support and encouragement, are not dismissive, prescriptive or judgmental, and know how to “coach” their new colleagues by pushing them to explore what works best in their situational context.
It’s simply not enough to mention ideas, either in a textbook or in a lecture. No matter what learning theory you subscribe to (constructivism, information processing, behaviourism, cognitivism) all agree on one thing: to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.
Steven Zemelman & Harvey Daniels, Subjects Matter, 2004, Preface, p. ix.
References:
Daniels, H & Zemelman, S. (2004). Subjects Matter: Every Teacher’s Guide to Content-area Reading. Portsmouth, NH: Heineman.
Hargreaves, D. H. (2004). Learning for Life: the Foundations for Lifelong Learning. Bristol: Policy Press.
Whitehead, A.N. (1929). The Aims of Education and other Essays. New York: Macmillan.
Daniels, H & Zemelman, S. (2004). Subjects Matter: Every Teacher’s Guide to Content-area Reading. Portsmouth, NH: Heineman.
Hargreaves, D. H. (2004). Learning for Life: the Foundations for Lifelong Learning. Bristol: Policy Press.
Whitehead, A.N. (1929). The Aims of Education and other Essays. New York: Macmillan.