With less than a year left in my Bachelor of Education, my placements in Grades 4/5, 6, and 8 have taught me that good teaching really comes down to relationships. My growth as a teacher has been shaped by working with colleagues, learning from experienced educators, and building genuine connections with students.

Leadership in education isn’t about having a fancy title—it’s about the everyday things you do that help create belonging, empathy, and a shared sense of purpose. Whether I’m planning lessons with other teachers, improving my strategies based on feedback, or getting to know students through extra-curricular activities, I try to lead by listening, supporting others, and making sure every learner feels welcome.

One of the most important learning experiences this year was supporting a Grade 8 student who was working at a Kindergarten level on a modified IEP during our unit on global water issues. To make sure this student could be part of the same learning conversation as their peers, I worked with both the classroom teacher and the EA to figure out what would work developmentally. I found a picture book called The Water Princess and a simplified water cycle booklet that covered themes like water access, equity, and environmental responsibility at a level the student could handle. Through this adaptation, the student engaged with the same big ideas as everyone else and was able to participate in discussions confidently and successfully. This experience really showed me how much teamwork, being responsive to student needs, and choosing the right resources matter when it comes to making sure all learners feel included and valued.

Throughout my practicums, I’ve seen that when teachers support each other, students are the ones who benefit most. I’m open to feedback, I enjoy collaborating with others, and I’m looking forward to the day when I can mentor new teachers the way others have mentored me. I’m committed to being part of caring and collaborative school communities where every student feels safe, capable, and connected.

Artifacts

Artifact #1 — Ping Pong Club Supervision (Extra-Curricular Leadership)

This artifact shows my contribution to building school community outside the classroom. Helping supervise the Ping Pong Club let me connect with students in a relaxed setting, encourage good sportsmanship and teamwork, and help create an inclusive space where everyone felt welcome. Being involved in extra-curricular activities helped strengthen my relationships with students in the classroom and contributed to a positive learning environment.

Photo of Ping Pong Club equipment/space (no students visible) — A photo showing the Ping Pong Club space and equipment, demonstrating my involvement in extra-curricular supervision and community-building.

Artifact #2 — Volunteer Service Award for work with local youth

This artifact represents formal recognition through the Ontario Volunteer Service Awards program for sustained community service and youth leadership. The award acknowledges long-term volunteer commitment that goes beyond required responsibilities and supports the well-being and growth of others.

Much of this service has been through Girl Guides of Canada, where I have helped build inclusive, youth-centred environments that foster confidence, belonging, and leadership in girls ages 5–17. My work with Guiding involves collaborating with volunteers, families, and community partners to design engaging programs and meaningful learning experiences outside the classroom.

Receiving this award highlights the professional values I bring into my teaching practice. It reflects the OCT Standard of Practice: Leadership in Learning Communities, demonstrating my commitment to active citizenship, community partnerships, and shared responsibility for student success. I strive to model the same principles with my students — showing that learning extends beyond curriculum, and that strong communities are built through service, collaboration, and care for others.