ABOUT ME
Mr. Cousins is currently a Long-Term Occasional Teacher with the Thames Valley District School Board. He is a Kindergarten Educator at University Heights Public School. With an M.A. in Interdisciplinary Studies at Laurentian University and an M.Ed. at Queen's University, Mr. Cousins draws from a background in interdisciplinary educational research to inform his professional practice, thus infusing the classroom with a rich array of experiential, inquiry-based learning opportunities appropriate for his students. As he continues his fourth year in Ontario public education (2019-2020), Mr. Cousins desires to further his professional learning through specialist qualifications in Reading and Teaching English Language Learners.
FUTURE PROFESSIONAL GOALS
RESEARCH INTERESTS
Inquiry-based pedagogy
How does inquiry work in the Kindergarten or Intermediate program? For students with exceptionalities? What strategies, methods, and principles are most useful to the curriculum practitioner?
Mental Health and Wellness
What beliefs about health and wellness ought the educator nurture in conversation with family caregivers, students, school administration? How might health and wellness be integrated throughout the Kindergarten or Intermediate learning environment? For students with exceptionalities?
First Nations, Métis, and Inuit (FNMI) education
In what ways can the teaching and learning process be enhanced and enriched with and through FNMI cultural practices? How might Elders, Cultural Teachers, and Community members be engaged?
Long-Term Occasional Educator
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I aspire to experience a variety of teaching assignments, including across the Primary, Junior, and Intermediate divisions, as well as within specific placement settings, such as Learning Resource Teacher, Developmental Education Teacher, English as a Second Language Teacher, Teacher-Librarian, and mainstream classroom teacher.
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Specialist Designations
Along my educational career pathway, I wish to pursue several specialist Additional Qualification courses: Kindergarten Part 3, Special Education Part 3, Math PJ Part 3, Reading Part 3, Teaching English as a Second Language Part 3, FNMI education Part 3, and Environmental Education Part 3.
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Additional Qualifications Course Instructor
Once I become a specialist educator, I would then pursue opportunities to serve as an additional qualifications course instructor.
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Leadership in Professional Learning Communities
As I acquire further experience in education, I wish to give back insight, experiences, and knowledge to teacher colleagues, school administration, and family caregivers in the capacity as a leader in specific curriculum projects, such as a school or board-level learning coordinator.
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School Administration
One day I wish to experience what my Grandfather pursued as his career took shape in the 1960s: being an engaged, caring, and inspiring elementary school principal.
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Higher Education
My lifelong learning journey is hopefully moving in the direction of returning to university and pursuing a PhD in education. Ideally, this would take place at Harvard, Oxford, OISE or UBC.
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Professional Knowledge
As an elementary occasional educator, my commitment to professional knowledge encompasses the need to "understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice" (OCT, 2017). The knowledge base with which I leverage in teaching practice draws daily from evidence-based research, professional experience, and documentation reviews of educational policies and legislation. These three epistemic dimensions of teaching practice inform for a holistic understanding of ethics and curricula, so that the ways in which I relate with my students--those with exceptional strengths and needs, or otherwise--are done on inclusive, equitable, and socially just grounds.
lEADERSHIP IN lEARNING cOMMUNITIES
My leadership trajectory is rooted in "the creation of collaborative, safe and supportive learning communities" (OCT, 2017). I have participated as a professional colleague in online learning communities through previous Additional Qualification (AQ) courses as well as through (re-)certification workshops with the Thames Valley District School Board. I look forward to enriching my leadership capacity through volunteerships in the community dedicated to supporting children and families at risk, pursuing coaching certification in Curling with the Special Olympics Organization of Canada, and returning to martial arts training in the near future. Taken together, these ventures are intended to deepen my commitment to special education, and to personally support my daily practice in building mental health and wellbeing.
pROFESSIONAL PRACTICE
In entering my third year with the Thames Valley District School Board (TVDSB), I have and continue to acquire professional knowledge and experience to promote student learning. Such knowledge and experience function to inform "appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities" (OCT, 2017). Sourcing insight from the First Nations, Metis, and Inuit communities, as well as the LGBTQ and disability communities in Canada extends the domain of my teaching practice to include customized, relevant, and timely perspectives for my students.
commitment TO STUDENTS AND STUDENT LEARNING
Infused with the mindset that education works to prepare students for being confident, capable, and caring citizens, I recognize that being an educator means treating students "equitably and with respect," such that my teaching practice is always "sensitive to factors that influence individual student learning" (OCT, 2017). My teaching incorporates the dynamic learning model, a schema in which learning takes place through a 3-part lesson format, as well as draws from the principles of inquiry-based learning to reconceptualize education as a provocative experience, thus students build and exceed upon their learning goals, expectations, and success criteria.