Hands Back … Hands Forward: Standards 7 & 8
The importance of contributing to professional development.
The teaching of Dr. Vincent Stogan‘s “Hands Back … Hands Forward” is foundational to how I understand and embody both teaching and professional development when it comes to Standards 7 & 8. This concept reminds me that learning is not linear or individual; it is reciprocal, relational, and continuous. Reaching back means I base my growth in the knowledge of those who have come before—mentors, professors, and community voices who challenge narratives and expand what counts as knowledge. But Standard #7 also means critically engaging with my past educational experiences, including the shifts I’ve made from traditional models toward more inclusive, equity-focused, and place-based practices.
We follow Standard #8 because as teachers, reaching forward is an ethical responsibility. It’s the act of carrying that learning into my teaching, modelling a commitment to growth, and creating opportunities for others, especially students and new teachers, to learn in ways that honour who they are and where they come from. As someone who has engaged in both online and community-based learning, I know firsthand the value of flexibility, adaptability, and reflection. Whether I am participating in professional development, collaborating with colleagues, or integrating diverse perspectives in meaningful ways, I view professional learning as a dynamic, reciprocal, lifelong process.
To me, Hands Back … Hands Forward reminds us that professional learning isn’t just about acquiring strategies—it’s about holding space for growth and change. It asks teachers to be present and intentional, to contribute to a more diverse and inclusive future through our role as educators.
First-Year PD Plan
Below are a select few oppurtunties in professional growth and development that I would like to pursue in this first year after my degree program. These choices come from areas of interest I wish to expand on, and gaps in my knowledge and pedagogy that I wish to fill for the betterment of my abilities as an educator.
SafeTALK/ASIST Training
This training provides participants with the knowledge and practical skills to recognise signs of suicidal ideation and respond effectively. SafeTALK focuses on identifying and connecting individuals to life-saving resources, while ASIST offers in-depth intervention techniques. Together, they build capacity for suicide prevention across community and professional settings.
Engaging in SafeTALK/ASIST training addresses a critical need in any secondary teacher’s teaching practice: developing the skills to recognise and respond to student mental health crises. This training will build my confidence and preparedness to intervene effectively, which is essential for supporting vulnerable students. Recognising suicide risk is a sensitive area where I currently feel less experienced in the professional environment, making this training a priority for me. Enhancing my capacity in suicide prevention not only protects students but also fosters a safer classroom environment, demonstrating care and responsiveness that can improve student well-being and trust in me as their teacher.
Reconciliation through Indigenous Education Course
This course addresses educational reforms aimed at improving outcomes for Indigenous learners and fostering inclusive learning environments grounded in Indigenous worldviews and cultures. Through engagement with Indigenous Elders, educational leaders, and culturally relevant resources, it supports the development of intercultural understanding, empathy, and respectful relationships across educational and community contexts.
This course aligns with my interest in fostering an inclusive, culturally responsive classroom. As a new teacher, I recognise the importance of integrating Indigenous worldviews to create respectful learning spaces that honour and reflect the diverse perspectives of our community. I need to deepen my understanding of Indigenous histories and cultures focused on the areas I plan to live and work in, to support equity and reconciliation in education. This PD will enhance my intercultural empathy and equip me to better engage students and colleagues in meaningful dialogue, contributing to my development as a socially conscious educator who promotes respectful relationships and inclusivity in every aspect of teaching.
TEFL Certification
This course prepares participants to teach English as a Foreign Language (TEFL) in international settings. It combines theoretical foundations with practical teaching strategies, covering language instruction, classroom management, lesson planning, and cultural competency. Graduates are equipped to design engaging lessons, adapt to diverse learning needs, and teach with confidence in global classrooms.
TESOL or TEFL certification addresses my interest in expanding my teaching skills for diverse, multilingual classrooms and possibly pairing teaching with travel. I see it as an opportunity to strengthen my ability to design and deliver effective English language instruction while managing culturally diverse learners. It will enable me to adapt lessons to varied proficiency levels and foster an inclusive classroom atmosphere. By enhancing my cultural competency and pedagogical techniques, I will be better equipped to meet the needs of English language learners and support their academic success globally and here at home.
Anti-Racism Awareness Course
This course systematically examines implicit and explicit forms of historic, systemic, and institutional racism, along with their colonial and intersectional impacts on marginalised communities past and present. It explores how racism is embedded in societal structures and everyday interactions, emphasising critical reflection and pathways toward dismantling systemic inequities.
This course responds to my need to critically examine systemic racism and its impacts on education in my community and within my classroom. Developing anti-racist awareness is a vital part of my identity as a teacher committed to equity. I want to move beyond awareness to actionable strategies that dismantle institutional and traditional biases in my classroom and school. This PD challenges me to reflect on my own assumptions and develop practical approaches to foster inclusivity and justice. Strengthening my understanding of intersectionality and colonial histories will help me create a more equitable learning environment where all students feel valued and supported, and their histories acknowledged.
BCTF New Teachers’ Conference
This conference supports early-career educators through workshops and sessions focused on inclusive education, Indigenous rights, climate justice, professional rights, and classroom practice. It offers practical strategies, peer connection, and opportunities for professional growth, equipping new teachers with tools to navigate and thrive in the early stages of their careers.
Attending the BCTF New Teachers’ Conference supports my interest in practical strategies for classroom management, inclusion, and social justice and does so specifically for new teachers like myself. I view it as an opportunity to connect with peers and gain insights into navigating early career challenges. This conference addresses many areas of interest for me, such as Indigenous education and climate justice integration. Engaging in workshops and networking will provide me with diverse perspectives and tools, and enhance my confidence and professional resilience. It’s meaningful for my ongoing development as it fosters community, learning, and motivation during my formative teaching years.
Intercultural Skills in Sports Training
Intercultural Skills in Sport eLearning modules are designed to equip coaches with the knowledge and tools necessary to navigate diverse cultural landscapes within sports. By exploring topics such as cultural humility, effective communication across cultures, and creating inclusive environments, coaches will be empowered to create a sense of belonging and respect among all participants on a diverse team.
This PD targets my interest in promoting an inclusive, respectful school culture outside of my classroom by applying intercultural skills learned in sports contexts. I recognise the need to improve my cultural humility and communication to support diverse learners effectively. This training will help me build an environment where every student feels a sense of belonging and respect. Developing these skills prepares me to better understand and engage students from various cultural backgrounds. Applying intercultural competence would enhance my student relationships and promote equity, vital for a positive classroom climate and school/community culture.
Hiking the West Coast Trail
The West Coast Trail offers an intense, immersive journey through rugged coastal and old-growth forest ecosystems, fostering place-based learning and deep personal reflection. Navigating challenging terrain, hikers build resilience and mindfulness while engaging closely with the natural world, enhancing ecological awareness and promoting mental clarity and well-being. A solo hiking trip offers a powerful opportunity for introspection, resilience-building, and connection to place—key elements of professional development for new teachers. Immersed in nature, participants engage in place-based learning while reflecting on their values and practices, fostering self-awareness, adaptability, and a deeper understanding of how place shapes learning.
A solo hiking trip on the West Coast Trail offers a unique professional development opportunity for introspection, as well as the ability to connect and build place-based content for science courses in this new area. Immersion in my own place-based learning deepens my ecological awareness, which I can incorporate into teaching practices. True place-based education requires teachers to have authentic and intimate knowledge of the local area to make relational connections. The length of this hike and traversing a wide area will allow me to form holistic lessons surrounding land, water and local populations, and identify areas appropriate to bring classes of varying ages and subjects. Reflecting deeply during this trip fosters self-awareness, holistic viewpoints, and adaptability, helping me understand how environment and experience shape learning in the area I am in, and allows me to bring authentic relations to local areas while within the classroom. This PD will support my well-being and enhance my ability to create meaningful, place-based, local learning experiences for students.
Assessment for Learning Course
This professional development course equips educators with a deep understanding of modern assessment debates and technologies. It enhances skills in using adaptive testing, AI, and learning analytics while addressing data privacy and ethical challenges, empowering teachers to make informed decisions that support equitable student outcomes and effective, data-driven instruction.
This course meets my need to deepen my practical understanding of assessment beyond traditional testing. It enhances my skills in applying formative assessments, adaptive testing, and learning analytics to support student growth effectively and grow as an educator. As a new teacher, I want to use data responsibly to inform instruction and address equity gaps within my classes. The focus on ethical issues like data privacy strengthens my awareness of challenges in educational technology as well. Engaging with this PD would empower me to implement assessment strategies that promote fair, informed decision-making for my future classes and support learners’ success.
Teacher to Teacher: Introduction to ADHD
This self-paced course was modelled after CHADD’s exclusive Teacher to Teacher: ADHD Goes to School Program. Educators will learn about the latest research, classroom techniques, interventions, and model programs for increasing academic success of all students, including students with ADHD.
This PD addresses a weakness in my knowledge about supporting students with ADHD, an area where I want to improve my classroom strategies, especially as its presence in classrooms increases. Understanding ADHD research, interventions, and practical techniques is essential to fostering inclusive classrooms where all learners can thrive. This course will equip me with evidence-based approaches to increase engagement and academic success for students with attention challenges. Strengthening my competence in this area aligns with my commitment to valuable, equitable education, helping me create supportive environments tailored to diverse learning needs.
TEACH Mental Health Literacy Course
Teach Mental Health Literacy equips educators with a research-based, modular curriculum to improve students’ understanding of mental health, reduce stigma, and promote well-being. It guides teachers in delivering age-appropriate mental health education that supports prevention, self-care, and help-seeking behaviours for youth aged 12 to 19.
Teach Mental Health Literacy supports my personal interest in promoting student well-being and reducing stigma around mental health. Developing my own mental health literacy is a priority to confidently deliver age-appropriate lessons that encourage self-care and help-seeking behaviours. This PD addresses my need for structured resources to integrate mental health education into my classrooms effectively. It will enhance my capacity to foster safe, supportive spaces where students feel understood and empowered. This course is meaningful for my development as a teacher committed to holistic education that supports both academic and emotional growth as part of creating Educated Citizens.
I respectfully acknowledge that I live and work on the unceded territory of the Lək̓ʷəŋən Peoples, including the Songhees Nation, Esquimalt First Nations, and the W̱SÁNEĆ peoples. I recognise that their historical relationship with the land continues to this day and am deeply grateful for the opportunity to live, teach, and learn on these lands. I am continually learning about their cultures, traditions, and histories and will make a conscious effort to embed meaningful connections between the First People’s Principles of Learning and local knowledge into my classes and pedagogy.