FRAME

of REFERENCE Michelle Andruskievicz

2017

Overview
When I consider what will influence my teaching, I consider the path that I have taken to

develop my parenting and relationship skills as to communication skills and the nurturing

of the gems that each of us possess. This required vision, the development of trust to

guide and refine their interests, a knowledge of child development, a respect for learning

and knowledge, great flexibility, plus patience along with providing emotional support to

draw out their inner wisdom and gems. This dynamic of caring for others as to

relationships, development and growth speaks to my heart, of the connections that we

have to influence one another, and tempered with loving care. My path has been one of

becoming more informed by science, evidence based strategies and theories for the

creation of an optimum learning environment that nurtures the individual. How I will

create this dynamic within my classroom is shared below.

Relationships
Every person within the learning experience becomes a relationship that may influence

the creation of an emotionally supportive environment from learners to caregivers,

colleagues and the community. These all require time and respect in the consideration of

being able to support learners to being their best self. Providing a cordial relationship

with caregivers, colleague and community will enhance my ability to provide an affective

classroom. I see this captured within the Ecological Systems Theory by psychologist

Urie Bronfenbrenner. The following graphic speaks to Bronfenbrenners theory of the

supports needed by the child (at the centre). It demonstrates that the development and

growth of children reflects the influence of several levels of environment called systems.

With this model in mind, I am a person that is open and receptive to communication with

caregivers about their childs education and well-being. I will encourage them to be

Page 1 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
involved with their childs learning at home or school. I work to respect confidential

relationships as a person and by the standards of my profession. During times of student

conflict, I will maintain a respectful relationship and to allow for teachable moments.

Knowing how to build relationships with

the learners is equally important. I will

co-create classroom rules with them, to

draw out the respect for differences, to

allow for fairness and trust, and to show

how we may collaborate with others to

work towards being able to do ones best.

I will also provide time for the organic

growth of relationships during lunch,

impactofspecialneeds.weebly.com/bronfenbrennerrsquos-theory.html

after school and in school events.

Teaching and Learning Strategies

I appreciate that teaching and learning is like an art drawing on connections to concepts

and the local environment to cultivate a self-directed learner. To make connections, I will

discern prior knowledge via an engaging question or activity to set the stage for learning

intentions, and demonstrate how it relates to their life. This facilitates them to be

inquisitive, creative and engaged with problem solving and decision-making. I love to

integrate subjects and will provide a variety of learning experiences to aid with various

learning styles and intelligences such as my integrated unit on the theme of Change for

Grade 1 and 2 students. I like to draw upon the local community to incorporate

understanding of our local area, to provide inquiry and place-based learning along with

Page 2 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
opportunities to explore the outdoors as part of the classroom. This provides a more

meaningful engagement to the material being shared and drives deeper learning, and

sustained knowledge. Having learners work collaboratively will enable them to learn and

share with one another. I will

consider the organization of

the classroom to aid inclusion,

security and engagement with

learning. I will also aim to

provide opportunities of

http://www.caroltomlinson.com/Presentations/zug_Brain_DI.pdf slide 17 choice to allow learners to

demonstrate their learning via avenues that encourages a students representation of their

voice and individuality. As I am a creative thinker that loves to learn and explore, these

traits lend me to being an adaptive practitioner.

Classroom Management
Being in a safe and trusting learning environment facilitates a childs learning. As their

teacher, I am responsible for creating the guidelines and boundaries of respect in the

classroom and for facilitating expectations of behaviour to ensure that they feel

comfortable at school and of what is expected and even anticipated. Students need to

know that they will be treated fairly and respectfully, and with consistency, where they

feel safe to learn and to have fun.

I have a patient, compassionate attitude towards children. I strive to see a child for their

potential and not just their behaviour - to encourage their best! As I learn about their

interests and strengths, I provide opportunities to challenge their capacity. I work with a

Page 3 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
gentle sense of humour. A teacher is in tune to many students and knows how to meet

many needs, along with positive classroom management strategies.

From day one of school, each learner will be brought into a conversation about their

learning environment. We will co-create the important aspects in the classroom from

class rules to development of guidelines for learning, to the mutual respect each learner

deserves are explored. Everyone has a role to play, and each individual can explore their

interests and abilities to aid the whole. And, I will provide a daily and monthly schedule.

These tools will guide the creation of a safe environment, where this consistent care

balances the brain and modulates the emotions to be in the zone for learning. With this in

place, the learner is better equipped to learn.

I also believe that when I am prepared and organized, I am a more effective teacher. And,

that to even take the time to reflect on my teaching to learn from my experiences and to

consider feedback from others, aids not only myself, but the learners, too.

Formative and Summative Assessment

The process of learning is ongoing and requires ongoing coaching (formative assessment)

in the direction of the learning intentionthe vision. Group learning, pair share, student to

student feedback and even quiz games are all part and partial to the overall process of

learning. This informs me of their progress along with their overall sense of well-being. I

will offer constructive feedback to guide their learning, and I will recognize their efforts

as the learner works to accomplish the end goal (summative assessment), to be able to

notice, name and nurture them along the way.

Page 4 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
A powerful tool that guides my practice is that of tasks being aligned to intentions, to be

able to know where the learners are going so that I may be able to get them there. These

intentions are shared with the learners to inform them of what to anticipate in their

learning. With knowing that, I will know whether to push or pull their learning forward.

This becomes my guide to direct my learners next steps. Formative and even summative

assessments can be co-created with the students, to be able to help them participate with

their learning. These will include a criterion based reference where learners know the

expectations to allow for the learners understanding of their own proficiency within the

task and to allow room for growth and motivation.

This graphic speaks to

the process of learning,

from formative to

summative assessment

where their can be

learning represented in a

final project or product.

https://www.pinterest.com/explore/examples-of-summative-assessment/

At times, the summative assessment can be demonstrated, expressed or displayed as

something that they may choose as to a culminating activity or product that demonstrates

their learning. And, as we move into the new curriculum and reporting, I see the benefit

of providing Learner Profiles that include the learners voice.

Page 5 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Role of Curriculum and Competencies
Merging curriculum with the learner, and with the new BC Curriculum, will be navigated

by providing a variety of connections to subjects and to the real world for the learner.

This is exciting. I will be able to take the newly developed curriculum in fun and

engaging ways to the learners. I will seek out connections of the various sections of

subject matter, to weave these curricular competencies with core competencies, and to

find ways to connect these with where we live or as in inquiry of understanding.

Competency based learning allows me to facilitate their process of the learners

understanding, to meet them where they are to where they may be. This provides a more

holistic experience in learning.

The new curriculum also integrates subject areas with the knowledge of the First Peoples.

This provides learners with a foundational learning to be able to better understand where

we are as a province. This understanding and the competencies allows learners to

collaborate with and to reflect on their own learning.

I also welcome the opportunity to bring in my lifelong learning with my students. My

experiences may be able to be framed within a curriculum competency showing learners

how it may be applied with their life. This is an exciting time with the new BC

curriculum, and one that provides flexibility and creativity to aid the flourishment of

learning.

Page 6 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Relationship between Theory and Practice

Teachers understand the Zone of Proximal Development and the idea of Scaffolding by

Lev Vygotsky. The following graph takes this theory to note the connections to learning

and development, of the thinking and the tasks that inform my teaching practice and of

the importance of understanding the relationship between theory and practice. This by no

means excludes other theories that inform my practice such as that of Gardners Multiple

Intelligences, Blooms Classification of Thinking or Understand by Design, nor of the

ongoing research about neuroplasticity and optimal learning environments. But it does

demonstrate to a great degree of the complexity of thought that I place within my

teaching practice.

https://s-media-cache-ak0.pinimg.com/originals/91/31/e2/9131e290d999909be5eb615ac95ce73c.jpg

Page 7 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Needs of Diverse Learners through Inclusive Practices
I am curious to understand students and to know how to create a learning experience to

optimize learning and make learning fun, for everyone. Gardners Multiple Intelligences

along with the use of Blooms Taxonomy of Thinking are strategies that I will use for

teaching, keeping in mind the learners that are on the outside, those that are the low level

learner and the gifted learner. Not everyone will be able to do the same type or level of

work, and knowing my learners will inform me to know what to offer them. These

relationships will help me to design their learning as I come to know their ability and

strengths, keeping in mind the learning intention and how that learner may reach it.

Providing a variety of learning experiences such as pair share, group work, opportunities

to collaborate, or as a whole class

aids me with finding ways to reach

out to those on the edges. And being

available to provide support with

their learning builds our relationship

to then move the learner to work to

their strengths and competencies.

http://www.caroltomlinson.com/Presentations/zug_Brain_DI.pdf And even more importantly for me is

the practice of a strong evidence based Social Emotional Learning (SEL) program that

allows the learner a deeper appreciation of their abilities and strengths, that empowers

their desire to learn and to appreciate who they are. This mindful strategy, of the learners

academic, social and emotional needs, creates the space to learn. And when there is

difficulty in learning beyond the supports of an IEP, such as undiagnosed behaviour

being presented in the classroom, I will document these to inform future decisions.

Page 8 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Social Justice Issues
With my belief that we are all connected, I feel strongly about developing an inclusive

environment where we can understand how we all have abilities in various areas of our

lives, that we can learn about the experiences of others, and to know that we impact

others with our perceptions. In an ever-changing world, the variety of individuals within

the classroom is always in flux. Every day is a new scene. Seeing what these learners

bring to the classroom is an opportunity for learning of various Social Justice issues

before us. Being able to take the time to explore a learners concerns, to seize the

moments presented within the dynamics of relationships and in awareness of others and

our environment are about addressing various Social Justice issues from gender identity

to poverty, from abuse to mental illness. In order to build the bridge to expand the

perspectives of one another for creating inclusion and empathy in the classroom, would

be to provide an evidence based Social Emotional Learning program. The reference

below notes three of the five competencies of this type of program and how SEL is linked

to the development of inclusivity, beyond self-regulation.

http://casel.org/wp-content/uploads/2016/01/2013-casel-guide-1.pdf page 9

Engaging learners through an SEL program within my teaching practice aids my

commitment of bringing out the best in learners, of aiding them to handle challenging

situations, creating the comfort of a safe place for my learners and even of my

Page 9 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
commitment to ongoing professional growth. With many concerns facing learners today,

SEL along with building relationships with our community to know what is available for

learners provides the trust and care that I am to provide for learners. These bring insights

of understanding our self and others and of building relationships as we learn together.

Learners will see that I care and that they matter, no matter who they are.

Sustainability
The concept of sustainability is one that is often connected to the environment. Knowing

how we are all interconnected to the community of where we live, and the impacts that

we have on it as well as with the greater cycle of life informs the direction we may take

within a lesson or a unit of inquiry. Learning can be fun and challenging.

Sustainability can also be seen in the context of teaching and learning, to be able to

sustain and maintain a balance of each to be able to drive learning forward. Teaching is

about facilitating a childs learning to support them with the development of their skills to

become lifelong learners, within their environmental systems of support.

This multi-layered balance of sustainability can

viewed through the lens of the Medicine Wheel.

The wheel demonstrates the interconnectedness

of one another to the environment as to the

parts that become a whole. It demonstrates the

circle of knowledge and the support systems for

growth. And, it can even demonstrate the

balance of care and respect for one self.

http://ojibweresources.weebly.com/medicine-wheel.html

Page 10 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Governance Structures
Understanding the levels of administration and governing bodies within the education

system of BC provides me with an eye to understanding they dynamics in play within our

province. As I learned about the BC Education system, I developed an appreciation of the

growth of this system along with the an understanding of the relationships between the

organizations within it. Understanding these relationships informs me of the funding at

the district level for programs and resources, the considerations given to the composition

of classes and even of the disparity of resources within a school district.

As a teacher on the frontline with the public, I need to be informed about the educational

organization relations to be able to thoughtfully inform those impacted by these, along

with what is expected from me in my practice as a teacher by the Ministry of Education. I

am also aware that the Ministry places me with the responsibility of being the in loco

parentis in charge of the children in my class. It is an honour to be entrusted with these

young hearts - a sacred trust. My actions, behaviour and relationships from my personal

life to that of within the community are to demonstrate how people may get along and

care for one another. This includes being an advocate for the needs of my students, from

poverty issues to learning needs. I will seek the generosity of the community to provide

resources for my classroom and learners needs. The new curriculum design provides

more opportunities to make connections, on many levels, and includes sharing the story

and ways of knowing by the Aboriginal Peoples of where we now live.

Page 11 of 12
FRAME of REFERENCE Michelle Andruskievicz
2017
Final word about how I frame my teaching practice

Educating the mind without educating the heart is like no education at all. Aristotle
Where there is love, nothing is too much trouble, and there is always time. `Abdu'l-Bah

I know there is potential in everyone, and I love to be part of that process of discovery for

children. I know that I am able to impact the learning of another. How do I know? When

I see children engaged with their learning and when they ask questions. As a creative

thinker, I look for connections to create fun ways to learn to be able to create a dynamic

learning environment where all are respected. I know we are all different, which

encourages me to draw upon strategies for teaching. My curiosity to understand those in

front of me provides the impetus to consider varied learning styles and thinking levels. I

expect that everyone can learn, that everyone has something to contribute. It is just being

able to find the key to unlock the heart to open the mind.

I also love to learn and will share my passion for learning. It may ignite their spark for

lifelong learning. My lifelong learning demonstrates that I value knowledge and apply

my learning, which makes me an adaptive practitioner with a reflective mindset that I

have developed over time. I will continue to dedicate my learning to create an optimized

learning environment for others, placing the learner at the centre of my teaching practice

with the supports that they need.

Page 12 of 12