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Internship I Reflections
1. June 2012 and 2013
Grade 8 to 9 Boys Transition
Contact Information: Vijay Manuel – W.J. Mouat Secondary (604) 853-7191
and Vijay_Manuel_sd34.bc.ca
Standard 2: Leadership for Learning
Principals and vice-principals foster quality teaching and learning opportunities to
support student learning and achievement.
Reflection:
Through my yearly involvement with the grade eight to nine boys transition group
at W.J. Mouat I have come to understand the importance of providing transition activities
to the future grade 9 students. Each year we plan and organize our annual transition day
where teachers from neighbouring feeder schools bring future grade nine students to our
building to introduce them to staff and allow them to become more familiar with W.J.
Mouat Secondary.
From my experiences I have learned that the transition leaders do an effective job
of reducing fears and limiting the unknowns while also introducing students to our
school’s values, visions and expectations. Before the transition group existed it was
evident that there was a significant disconnect between Mouat and our middle school
students. With the creation of the program I have witnessed middle school students make
meaningful connections with Mouat teachers, counselors, librarians, peer mentors and
our administrative staff. Having been a member of this program over the last five years I
have witnessed the significant impact it has had on the academic success and
achievement of students when they eventually attend Mouat.
Upon further reflection the transition day also greatly benefits our student services
department and administrative staff as grade 9 students are familiar with the rules,
expectations and support systems in place within our school prior to attending. Before the
creation of this day future students were sometimes at a loss when it came to disciplinary
actions taken in a secondary setting or unfamiliar with what academic support systems
that were available to them. I can see that the transition day eliminates this lack of
familiarity. I have come to understand that providing students with clear structure is
incredibly important and as I know from experience it is critical to know who your
leaders and supporters are in order to be successful in a new environment.
In addition to school expectations I have also noticed that the transition
experience provides prospective students with the opportunity to learn the school layout,
possible extra-curricular activities that they can get involved in and to learn about our
school culture.
In our most recent transition session we asked senior Mouat students to present
their experiences to our grade eight group. I could see that these peer-to-peer
presentations are far more effective and meaningful that those previously presented by
Mouat staff. There is a greater level of connection that exists when students present
information to other students. The challenges associated with the transition from middle
to secondary school are difficult as research suggest, “factors such as a larger
environment, increased academic demands, and reduced personal support (Smith, 2007),
students also face social challenges—both real and perceived—as they move to high
school, including harassment or teasing by older students, reestablishing popularity, and
difficulty in making new friends (Mizelle, 2005; Langenkamp, 2009). Having senior level
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students present allows for a bond to be created between those watching the presentation
and those presenting. I have witnessed the effectiveness of these connections when
younger students approach senior students in the following school year for academic and
social support. I feel the transition program breaks down barriers for our prospective
students and allows them to feel more comfortable when they arrive in the fall.
2. November 19, 2013
School-Based Team Meeting
Contact Information: Sarbjit Brar – W.J. Mouat Secondary (604) 853-7191
Time: 2:45 pm – 4:00 pm
Standard 3: Supervision for Learning
Principals and vice-principals create a system and structure for effective supervision
focused on instructional and assessment practices that maximize student learning and
achievement.
Standard 7: Systems Thinking and Planning
Principals and vice-principals incorporate systems thinking to strategically plan and
manage for student learning and achievement.
Reflection:
My attendance at our school-based team meeting today provided me with a firm
appreciation and understanding of the protocol for discussions and decision-making
concerning the welfare of our at-risk students. Before attending today’s meeting I had a
limited understanding of what went on within these discussions and I was not quite
familiar with the responsibilities of the group. While I watched the meeting unfold it
became absolutely clear that collaboration and collegiality are key components of the
school-based team. I observed how each member of the students services department
plays an important role within the group and it is this diversity, which contributes to the
effectiveness of their decisions. The range of departments represented within the team
further contributes to the competence of the group.
Upon further investigation I quickly realized that teams are everywhere within our
school system, from administration to departmental areas. I have come to realize that
within our Mouat SBT there are many divisions of the school represented. This wideranging commitment by members of our school’s administrative team, our counseling
department and our student services department prove the importance and effectiveness
of this group. I noted the importance of building a group where members are active in the
decision-making process and all opinions are considered before any decision is made
final.
For me, the collaborative nature of this group is essential and provides an
important opportunity for those involved to express their opinions openly and present a
more diverse perspective to ensure sound decisions are being made. I feel the
cohesiveness of this group is also an important proponent of its success. The collegial and
cooperative nature of group dialogue allows decisions to be made efficiently and
effectively. It is this “team” mentality that can be attributed to the well-rounded and wellsupported nature of their decisions. According to Edmondson et al. (2003) in their journal
on top management teams, “(1) [team] decisions enhance organizational performance
(e.g. Hambrick, 1994), (2) a members’ commitment to implementing team decisions and
willingness to work together in the future (Amason, 1996; Nadler, 1996; Schweiger,
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Sandberg, & Ragan, 1986), and (3) the extent to which the team process meets members’
growth and satisfaction needs (Hackman, 1987; Hambrick, 1994).
A significant take away for me today was the importance of protecting the privacy
of our students and maintaining an important line of confidentiality. For obvious reasons
this is an important priority within the SBT. Administrators, counselors and teachers need
to ensure students are the top priority of every decision made within the SBT.
Another important element that resonated with me today was the SBT
commitment to systems thinking and school protocol. Furthermore, I noticed that the
cohesiveness of discussions and decisions within the SBT are based firmly on the
principle of a shared vision of the school and its student populace. For me this
demonstrates a complete buy-in by those involved and speaks volumes of the group as a
whole. In Peter Senge’s book, “the Fifth Discipline” he highlights the “learning
organization” and discusses the importance of “building a shared vision – a practice of
unearthing shared pictures of the future that foster genuine commitment and enrollment
rather than compliance” (Senge, 1990). Within the SBT all members are cognizant of the
policies and procedures required when decisions are made. I realize now that having a
highly functional group with a unified understanding of protocol and procedures
significantly increases the efficiency of the group. Students are discussed, options are
presented and decisions are made.
After attending my first meeting I have noted the need to familiarize myself with
the variety of terminology and protocol surrounding individual education plans (IEPs)
and individual learning plans (ILOs). Although I am fairly fluent in the protocols of being
a classroom teacher there is still much to learn from the position of a student service
department member or that of an administrator.
3. A. September 2013 to November 2013
Trevor O’Neil Student Observer
University of the Fraser Valley (UFV) Student Practicum
Standard 7: Systems Thinking and Planning
Principals and vice-principals incorporate systems thinking to strategically plan and
manage for student learning and achievement.
Having Trevor observe my physical education class for eighty (80) hours not only
gave him experience and practice in a physical education setting but it also allowed me to
reassess and reevaluate several of my teaching strategies. At first I was reluctant to take
on yet another UFV kinesiology student but I was quickly convinced by Trevor’s
eagerness and love for teaching. When applicable I think student volunteers/observers are
an important addition to any classroom. This specific experience gives qualified teachers
an opportunity to give back by providing guidance and support to those in the early
stages of teacher development. I think that much can be learned from student observers as
they too can introduce new strategies and techniques to even seasoned teachers. Having
Trevor observe my class gave both of us the opportunity to communicate and discuss
pertinent topics in education specifically as they relate to physical education.
Trevor’s presence in my class refreshed my enthusiasm. I have always been a firm
believer in challenging myself to improve and I am constantly seeking new and
innovative instructional strategies. I think that a tremendous amount can be learned from
researching and reading pertinent articles while also participating in professional
development sessions related to my subject areas.
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In my discussions with Trevor I brought up Chick Moorman. Over a year ago
Moorman came to our school and presented information and strategies related to
motivating the unmotivated learner. I found Moorman’s strategies applicable to all of my
classes but specifically to my physical education courses. According to Moorman
motivation is generated when “we disrupt the cycle of failure in underachieving
students…so they can improve their performance and maximize their potential”
(Moorman, 2014). I think this is particularly relevant for physical education teachers
because motivation is one of our greatest daily challenges. A lack of student motivation
was one of the roadblocks in Trevor’s initial approach to teaching.
After hearing from Moorman and witnessing Trevor’s experiences, I am now
convinced that when students develop confidence and build self-esteem around physical
activity or in a given subject area they will be more inclined to disrupt the “cycle of
failure.” I think that when teachers target the individual interests and abilities of their
students they are more likely to be intrinsically motivated. According to further research,
physical education students who become engaged and self-motivated are more likely to
maintain a dynamic and healthy lifestyle in the future (Alameddine, 2013).
3. B. September 2013 to November 2013
Trevor O’Neil Student Observer
University of the Fraser Valley (UFV) Student Practicum
Standard 2: Leadership for Learning
Principals and vice-principals foster quality teaching and learning opportunities to
support student learning and achievement.
Working with Trevor caused me to reflect on my start as a teacher.
Since I first started teaching I have noticed a significant improvement in my
abilities and my students’ achievement. However, within the past year I have begun to
develop an all-too-common routine within my teaching. For instance, relying too heavily
on PowerPoint and the stand and deliver method. After identifying my routine I made the
appropriate changes and student engagement and learning have improved.
For every teacher to develop and progress I know self-assessment is critical.
When a teacher recognizes a continuous pattern it is important that they make a concerted
effort to redesign lessons, activities and exercises. Since making these changes within my
own classes I have noticed a considerable improvement in the energy and enthusiasm of
my students and in my own teaching. Daniel Goleman effectively captures the
importance of being self-aware and the importance of self-assessment. “If your emotional
abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage
distressing emotions, if you can’t have empathy and have effective relationships, then no
matter how smart you are, you are not going to get very far” (Goleman, 1995). I think
that Goleman skillfully identifies a common problem among many teachers. I can see that
it is not so much about imparting our knowledge as it is about providing a safe and open
environment for learning. As teachers we must carefully play both an intellectual and
empathic role as we support student learning and achievement. This is often a difficult
balance to obtain but one that is critical for academic and social improvement within our
students. When teachers and students learn to effectively self-assess achievement levels
and attainment will also improve (Black & William, 1998).
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Throughout the years the principal and vice-principals have offered both
opportunities for professional growth (guest speakers, workshops, etc.) and support in
trying new approaches.
5. December 3, 2013
School-Based Team Meeting
Contact Information: Sarbjit Brar – W.J. Mouat Secondary (604) 853-7191
Time: 2:45 pm – 3:30 pm
Standard 3: Supervision for Learning
Principals and vice-principals create a system and structure for effective supervision
focused on instructional and assessment practices that maximize student learning and
achievement.
Reflection:
After attending today’s SBT meeting I learned how collaboration, teamwork and
mutual respect form a pivotal part of the SBT group dynamic. Often, members within the
SBT are asked to make difficult decisions in response to student behaviour and/or
academic progress. After attending my first SBT meeting I immediately recognized the
important role this team plays in supporting student learning and achievement. However,
what I did not initially observe was how important it is for this group to cooperate and
coalesce when making important “team” decisions. I think that the friendly exchanges
and collegial discussions that occur between student service department members,
counselors and administrators play a vital role in allowing them to make constructive
well-rounded decisions.
To effectively support our struggling students I know now that this group
regularly must come up with creative ways to support students in need. If not offering a
study block or suggesting an adaptation to their current program members within the
student service department are required to devise effective strategies that cater to the
individual learning needs of our students. Decision making not only requires cooperation
and support within the department but across the school. As a classroom teacher I am not
always privy to information regarding specific students. As a result I realize now that it is
important that I accept the decisions made within SBT as valid and suitable. Having had
the opportunity to observe and report on the happenings within a SBT I have now gained
a firmer appreciation of the inner workings of the group and the important decisions they
make.
For example, in one particular case, a collaborative decision was made to
temporarily remove a student from a non-academic elective class in order for them to
complete overdue work in a core course. When decisions like this are made I think that it
is important for classroom teachers to recognize, trust and cooperate with the choices that
are made within the SBT and accept that they have been thoroughly evaluated. I realize
now that many of the academic adjustments and decisions cannot be made without the
permission of classroom teachers. This further reinforces the importance that both
departments are supportive and cooperative of each other. Fortunately, at Mouat the
relationship between teachers and the students services department is one of mutual
respect and open lines of communication make for efficiency in the SBT and most
importantly benefit the the students that they support.
I am grateful that our staff is as trusting and supportive of the decisions made
within our SBT. The student-centered approach is effectively embodied within the SBT
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and this directly impacts the overall success of our school. Although SBT meetings only
occur once a week I realize now how important they are in accomplishing a multitude of
goals and objectives. “Collaborative time for teachers to undertake and then sustain
school improvement may be more important than equipment or facilities or even staff
development” (Fullan and Miles 1992, Louis 1992, Rosenholtz 1989).
7. December 17, 2013
School-Based Team Meeting
Contact Information: Surbjit Brar – W.J. Mouat Secondary (604) 853-7191
and Surbjit_Brar@sd34.bc.ca
Time: 2:45 pm to 3:30 pm
Standard 7: Systems Thinking and Planning
Principals and vice-principals incorporate systems thinking to strategically plan and
manage for student learning and achievement.
Reflection:
At today’s school-based team meeting I developed a better understanding of the
systems and protocol in place to support our schools’ at-risk students. I was able to
observe the strategies and tactics applied to support our chronically absent or late
students. I asked myself: how can we provide support for students who do not attend
regularly? What strategies can be implemented to provide support for students who do
not make themselves available for it?
Within the school-based team group strategies were discussed with individual
department members providing their input. Each of the departments involved provide
valuable suggestions on what works best for the individual student, what strategies were
not successful in the past and what long-term strategic goals should be implemented to
support student learning needs. It is in these meetings that staff reveal their genuine care
for students’ well-being and achievement. I realize now how important it is to have
caring and compassionate staff members within both counseling and student service
positions. Not only do these individuals exhibit tremendous patience and understanding
for a variety of different learning needs but they also take time to make meaningful
connections with many of our most disadvantaged students. I realize now what sort of
time commitment is needed to make these connections and how emotionally exhausting
this can be for those involved.
I also observed how teacher input is taken into account and applied to the relevant
components of the students learning plan. All variables within the student’s academic
standing are considered before final decisions are made. Grades (Check My Mark),
attendance, behavioural concerns, areas of success and areas of failure are all part of the
evaluation process. This wide-ranging perspective gives those involved the opportunity to
make an educated and well-rounded decision on the fate of the student. In today’s case,
the student showed no progress when given a support block. As a result the next step in
protocol was taken to support this students educational needs. As a classroom teacher
who is often not apart of administrative decisions it was reassuring to know that careful
consideration is considered before any major academic changes are made. Furthermore,
every decision made within this group is always in the best interest of the student
involved.
Academic contracts were also discussed in today’s meeting in addition to that of
an attendance contract. From my experiences these contract are often very effective when
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teachers and administration are looking to motivate students to improve truancy. When
students are presented with the prospect of an alternative educational route it often causes
them to reevaluate and adjust their standing within our school.
Within the article entitled, “The Four Keys to Helping At-Risk Kids,” several
strategies are highlighted for dealing with at-risk students. Elias stresses the importance
of establishing and sustaining a caring relationship with the individual student, the
importance of setting reachable goals, identifying realistic pathways to success and
engaging the student in the school and community setting (Elias, 2009). Listening to the
needs of students is an essential component of building meaningful relationships. When
students feel empowered and entrusted by their teachers they are more like to achieve. A
priority within all of my classes is to connect on a personal level with my students. By
engaging in meaningful dialogue and by asking questions I hope to build connections
with these students.
Building on what I already know today’s SBT meeting provided me with new
strategies and insight into relevant and worthwhile connections. I also developed a better
understanding of being a systems thinker and a better appreciation for the protocols in
place to support our at-risk students.
9) January 14th, 2014
School-Based Team Meeting
Contact Information: Surbjit Brar – W.J. Mouat Secondary (604) 853-7191
and Surbjit_Brar@sd34.bc.ca
Standard 2: Leadership for Learning
Principals and vice-principals foster quality teaching and learning opportunities to
support student learning and achievement.
Reflection:
Given the socio-economic status and changing demographic conditions of our
student populace I have come to realize the critical role that school plays in the lives of
our students. Our school is widely recognized as one of the best in the district and in our
province but this is not necessarily a reflection of the affluence of our students.
Considering the complexity of our student populace and the demands of their
corresponding learning needs we as a staff take pride in providing a well-rounded and
supportive learning environment for all to live and learn. I think this is largely a result of
the leadership and direction we have within our building. From support staff to classroom
teachers each individual plays an important role in supporting the academic and social
needs of our students.
In Anne Lieberman and Lynne Miller’s article entitled, “Teachers as Leaders,”
the ever-changing issues surrounding student learning and the implications brought on by
demographic and socio-economic changes are discussed. In the United States, as in
Canada, family structures are in flux (Liebermann, & Miller, 2005). “Alternative family
structures are now challenging long-held beliefs about the nuclear family as the model of
how children should be raised in industrialized countries (Liebermann, & Miller, 2005).
In addition to the family dynamic, economic and demographic changes have
widely impacted the perspectives and outlook of many of our students. In order to cater to
their individual learning needs we must be cognizant of these diversities. “Teaching is
regarded as highly intellectual work, grounded in professional communities where
teachers assume responsibility for the learning of their students and of one another”
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(Liebermann, & Miller, 2005). This is never more true than when we address the learning
needs of our at-risk students. We as teachers need to be flexible, understanding but firm
in our expectations within the learning environment.
What makes the school-based team so effective and efficient is that all members
are involved in discussions surrounding individual students. When complications arise
collective feedback-based on sound educational practices-is provided and suggestions are
given on how to best deal with specific student needs. I think that this well-rounded
approach provides a great deal of insight and overview when identifying the immediate
needs of our students. After attending several SBT meetings I have come to realize the
wide-range of student needs within our building and have since began to identify who can
help many of these students achieve success.
In particular, our school’s aboriginal program coordinator is an extremely
valuable resource to many of our First Nations students. I think many of our aboriginal
students have unfortunately lost touch with their ancestral heritage. In recognition of this
disconnect our aboriginal program attempt to instill a greater sense of cultural identity
and confidence in our First Nations students. In addition to providing cultural support,
our aboriginal coordinator also provides guidance, mentorship and career training to
interested students. Having had the opportunity to participate in a recent First Nations
field trip and engage in several meaningful conversations I now further understand the
cultural and social significance of the aboriginal program and its impact on student
development.
Finally, near the end of today’s meeting, report card reminders were also
discussed in preparation for upcoming final exams and final grades. Specific comments
and comment numbers are required for designated students. Although this is a ministry
requirement I think it also serves as important reflective piece for many classroom
teachers. Not only does it encourage classroom teachers to identify adaptations made
throughout the semester but it also hold them accountable for these alternative teaching
practices in order to ensure students learning needs are being met.
The Ministry of Education demands that students who have been identified are
being closely monitored through their designated Individual Learning Plans (ILPs) and
Individual Education Plans (IEPs). I know that these plans play an important role in
supporting the individual learning needs of particular students. IEPs also provide insight
on how to best support identified or designated students. These and other strategies build
on the efforts of teachers and their attempts to provide the best possible educational
opportunities for all of our students.
11) January 21st, 2014
A Reflection on Administrative Changes
Contact Information: Ruth Merrick – W.J. Mouat Secondary (604) 853-7191
and Ruth_Merrick@sd34.bc.ca
Standard 2: Leadership for Learning
Principals and vice-principals foster quality teaching and learning opportunities to
support student learning and achievement.
Standard 3: Supervision for Learning
Principals and vice-principals create a system and structure for effective supervision
focused on instructional and assessment practices that maximize student learning and
achievement.
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Reflection:
Within the last week we received news that our school Principal Rob Comeau
would be transferring to Abbotsford Senior Secondary as of April 1st and at that time Jay
Pankratz would move to Mouat as our new Principal. This announcement obviously came
with a mix of emotions. Rob has been a rock at W.J. Mouat for over two decades both as
a teacher and as an administrator. This news although not entirely unexpected had many
staff members questioning the future leadership and organization of our school.
Although Mr. Pankratz has had a great track record at his previous school, change
of any kind especially at this level is always a little unsettling. However, I think that
Pankratz will bring his experience and knowledge enabling our staff to foster quality
teaching and learning opportunities, which have worked for him and his staff at Yale
Secondary.
Including myself, both junior and senior level teachers have grown accustomed to
the way things have been at Mouat. A level of familiarity and comfort at an
administrative level has promoted consistency and cohesion among staff. Rob is a truly
great leader who has instilled trust and support in the staff that he administrates. That said
an administrator new to our school may see potential that has not yet been tapped.
Now that Rob is leaving I have had the opportunity to reflect on his leadership.
One thing I appreciated most about it is that it was firmly rooted in his previous
experiences as a teacher. As a leader he recognizes the need to consult others and
understands when decisions need to be made. His stability and consistency within our
school have provided strength and compassion amongst our faculty. Rob understands
people and recognizes that everyone on staff plays a pivotal role within our school. He is
appreciative, committed and understanding in his role as our school principal. Jim Collins
accurately summarizes Rob’s role as an administrator and leader within our school and
district. “Greatness is not a function of circumstance. Greatness is largely a matter of
conscious choice and discipline” (Collin, 2014).
I can see that Rob’s firm belief in team-based decisions further emphasizes the
importance of collaboration and cooperation among staff. When staff is trusted they are
empowered and they develop a greater sense of ownership. When the right people are in
the right positions the system will operate successfully. As a leader Rob has effectively
found the balance between firm and fair. Staff members understand the boundaries and
respect the relationship between teacher and administrator. Rob holds a high standard for
those on staff and his expectations are based on creating success for all. Tom Peters best
describes Rob’s approach to leadership when he describes that, “leaders don’t create
followers they create more leaders” (Peters, 2014). As evidence of this several of our
staff under Rob’s guidance have had the opportunity to step into leadership roles within
our school and across the district. At Mouat staff are given the opportunity and support
necessary to advance themselves professionally. This transpires to great things and
effectively comes back to the students.
Admittedly, I am nervous for the future but I am confident in the abilities of our
staff and our administrative team. Unfortunately, change is an inevitable part of the
teaching profession. How we adapt to the change, grow and learn forms the foundation
for academic and professional development.
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