Meta-Reflection EDU 6171

Meta-Reflection using one of the Program Standards

     Through adherence to Program standard 2.2 Engaging Students in Learning it can be observed that ‘Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.’  It is imperative for a teacher to design lessons that engage students and encourage higher order thinking.  For me, the goal is not only to give my students a superficial glance at the content but to push them to relate the material learned to their own life experiences and to increase their internal desire for more details on the subject matter.

     Recently in EDU6171 I completed my edTPA preparation assignment which was a mock Task 2 commentary.   I completed this task in accordance with the Science TPA handbook.  As I worked alongside my mentor teacher I was able to better understand my current utilization of the above program standard and where I would like to go with it as well.

     The edTPA Task 2 commentary allowed me the opportunity to closely analyze my own work as a teacher.  I filmed a group of 8^th graders at my current assignment (a small private school). They had just completed an investigation in which they utilized the scientific inquiry process.  My students were sitting down to complete a final analysis and were being pushed to relate their findings to a similar experiment conducted my some US cosmonauts on their latest mission.   

     The edTPA Task 2 preparatory assignment was invaluable for me as both a student and a teacher.  This was the first time I had stepped back and reflected upon my teaching style in such a critical way.  I took time to question how well I was doing at engaging my students with their learning objectives and whether I was using the right tools to do this or not. 




     The above clip from my Task 2 assignment is an excellent demonstration of how I was able to engage my learners with appropriate material that encouraged them to think deeply about what they were learning.  Through our previous lessons, these 8^th graders had the tools needed to sift through the article presented to them.  They were able to read in a manner that brought the text to life and expanded their thinking on the topic at hand.   

     The techniques that they have been taught this year have important implications for their future as learners.  My intent has been to teach them to read nonfiction material of any form in a manner that makes the content come alive.  I want them to not just memorize facts or accept the authors words as truth but rather, my hope is that my students will read with a critical eye and a thinking heart. 

As I continue to grow as a science instructor, I imagine myself becoming more equipped at relating real-life happenings to the text book science I am teaching.  At this time, I am teaching middle school students.  This age group tends to always ask the questions, “What does this matter to me?”  When I am at my best as a teacher, I will have a pertinent answer to give them.  That is my goal; to engage my students and help them understand that yes, this science is important and does matter.  It is the stuff of life!

Reflection of Program Standard for EDU6134 Professional Issues /Abuse

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

                                                                                   

This program standard is an important one.  As educators, we must be willing to both give and take advice from our colleagues in order to better our practices as teachers.  Teaching is not a profession to be kept within a bubble (or single classroom).  There is always some idea, concept, or understanding that can be implemented for improvement.  By opening our doors and inviting these opportunities for growth into our classrooms, we are giving the gift of what learning truly is to our students.  The acquisition of knowledge or skills through experience, study, or by being taught, that is learning and that is a goal for that we need to carry within ourselves and share with those for whom we teach.

          Although I am currently the teacher of record at a small private school, my mentor teacher recently presented me with a wonderful opportunity for collaboration.  She invited me to co-teach both in her classroom and in mine.   We both teach the same group of students and know them well by this point in the year.  Our goal is to learn from one another the best way of reaching our students.  We have spent time observing one another’s classroom placement ideas.  We have discussed who works best together for group work.  We now are going to do a little bit of team teaching.  This should be a great change for the students and a way to give us both new perspective on teaching.  I am looking forward to this opportunity and I appreciate my mentor teacher going the extra mile to make this happen.

          Per Harry Wong, “Professionals do not work alone; they work in teams.  When teachers meet in teams to focus on a problem, they become part of a unit that will work with students who are in need of help” (p.334, 2006).  This is a valuable paradigm to teach by.  At our recent end of trimester parent teacher conferences, my teacher team and I sat down together with our parents (and in some cases the student as well).  This was such a wonderful balance of ideas.  We could tailor what was appropriate to share without overwhelming our parents and we could collectively decide on the key take aways we wanted to endow upon each family.

          As I have learned firsthand in my teaching experience and conceptually through my SPU courses, “Collaboration is the most effective way for teachers to learn” (p.334, 2006).  For me, growing in the profession of education will not occur unless I surround myself with those who are willing to share and grow alongside me,

References

Green, C. A. (2006). The first days of school: How effective teachers teach classroom management.

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Learning Environment Blog Reflection

For this Blog Portfolio reflection, I was able to observe a middle school religious studies course.  The instructor informed me that she is trying to incorporate moral teachings into her curriculum this year as a means of promoting discipline through self management.  I have used this opportunity to analyze category “5. Learning Environment: The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.” of the Internship Performance Criteria, (IPC), more specifically I have chosen to reflect on 5.1 Component 2a: Creating an Environment of Respect and Rapport.

I appreciated the opportunity to sit in this rowdy class of 35 mixed grade middle school students.  From the start of my observation, it was obvious to me that the instructor had developed a safe zone for her students, one in which they felt comfortable to share their ideas and contribute in a positive manner to the classroom dialogue.  The lesson was entitled Character Building, and the instructor explained to the students that she would like to help them become self-managers with high moral character.  She defined the concepts of morality and character.  Students raised their hands to give personal examples of good character.  I liked how she avoided dwelling on bad character and rather encouraged the discussion toward the good character we are all aiming to attain.  The instructor went on to explain that over the course of the school year students would be analyzing numerous different branches of good character, today the focus was on kindness.

Per Fay & Fink (1995), …to have a class of kids that you know could be left for a time and would honor your request to work… something more powerful than external enforcement must exist.  That something consists of internal controls and values.  They are much more powerful” (p.65).  This thinking is in line with the philosophy of this religious studies teacher.  I saw that she sincerely wanted to help these adolescents mature into young adults with strong internal values.  She passed out a paper that was placed in a plastic protective cover and had all of the students insert it in the front of their binders (please refer to picture below of bulletin board).  The paper was entitled Kindness and it not only defined kindness but also gave examples of how to be kind.  After a lively discussion students lined up and walked down the hall to their new “Kindness Graffiti” wall.  This was such a wonderful idea.  Students were encouraged to stop by this hall whenever they witnessed kindness from others or if they felt they had done a kind deed and post it on the wall.  Paper and pens were provided.   The students loved the idea of including their own thoughts on this wall and were clamoring to get the opportunity.  My photo is of the second day, already there are several “kind notes” posted.

This teacher's strategy seemed to be quite effective in making the students think at a higher level of consciousness.  I am not sure if it will act as an end all be all for curbing poor behavior or even unkind behavior, however, I think it will cause many students to at least reflect on their behavioral choices, the choices of their words, and the way their behavior effects those around them.  This instructor really had a heart of gold and her interactions with students reflected genuine respect and caring for them as individuals. The students openly shared some painful acts of being treated in a not kind manner and some even admitted to having not been kind with regret.

Fay, J., & Funk, D. (1995). Teaching with love & logic: Taking control of the classroom. Golden, CO: Love and Logic Press.

 Carmen Reid

EDU 6918

Assignment:  Course reflection

Objective:  To summarize learning and show emerging competence on program standard 8. Professional Practice - The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning. 8.2 Growing and Developing Professionally.

Topic:  Cultural competence or culturally relevant teaching.

The cultural conversation is sometimes a touchy one.  No one wants to step on anyone else’s toes.  While there are many ways in which one can raise awareness of their own culture and experience to reduce misunderstandings, I have found reading and researching on this topic to be profoundly helpful in my quest to becoming an effective and culturally competent teacher.  According to the Washington state endorsed SPU teacher certification program standards,

“8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning…

8.2 Growing and Developing Professionally 

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.” 

This standard is a key element in the multicultural growth that must occur in order for any of us to attain an effective stance at teaching in a culturally competent way.  We have to begin with an open dialogue.  We have to accept people for where they are in the moment and personally we have to be willing to transform our own methods for the better.  In reading Gloria Ladson-Billings (1995) article, But that's just good teaching! The case for culturally relevant pedagogy, I was struck by how frank she was about the current state of education in our predominantly African American public schools.  She states, “Given the dismal academic performance of so many African American students…,” for me these few words are all in takes to bring the urgency of reevaluating the current k-12 institution into the forefront.  As an African American woman, who has tread water on both sides of the train track, I am all aware of the necessity for change.  The most beneficial aspect of researching cultural competence is the awareness that comes with this work and the hope that is highlighted by the few individuals who have dedicated their lives to fixing this innately broken system.

According to the Teach for America team (2011), “Dynamics of difference and sameness” is a phrase we use to refer to the complex—often unspoken or even unrealized—dynamics of power or bias that can arise in any human interaction. (p.49)” As individuals, we all come from different places, ethnically, socioeconomically, academically, and psychologically, to name a few.  We all have our own individual experiences and perceptions of life that have helped to define our thinking and interpretation of our very place in the world.  Chapter 4 in Diversity, Community, & Achievement by Teach for America (2011) addresses the issue of Dynamics of Difference through a vast compilation of Teachers’ Reflections on Diversity in Their Classrooms.  As a new teacher, these uncensored quotes were invaluable for me to gain an understanding of the multitude of perspectives that surround the very nature of a what it means to be culturally aware.  It pushed me to reexamine my own idea of a multicultural classroom. 

In the infamous 1983 published case study, A Nation at Risk, Bell quite eloquently extrapolated on the current situation.  At one point he summarized it by saying, “Our society and its educational institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined effort needed to attain them.”  This 18 month of study shed light on so many avenues where transformation is needed.  As teachers it may not be within our reach to generate reform the entire educational infrastructure or to, “renew the Nation's commitment to schools and colleges of high quality throughout the length and breadth of our land,” as suggested by Bell.  However, we do have the power to make change within in our own spheres.  We can start by incorporating culturally relevant pedagogy into our classrooms.  One great suggestions comes from Ladson-Billing (2001), who encouraged teachers “to utilize students’ culture for learning.  This culturally relevant pedagogy is an important tool for teachers to master.  By following this culturally applicable technique, we are able to instantly empower our students and thus encourage academic participation and engagement. The road is not always an easy one to navigate, however, it is our duty to ourselves, our students, and our democratic society at large, to try and do our job in a socially responsible and advantageous way.  In a way that is beneficial to ALL of our members.

References

Beaudoin, B. B. (n.d.). Culturally Responsive Pedagogy/Culturally Relevant Teaching. Multicultural America: A Multimedia Encyclopedia. doi:10.4135/9781452276274.n236

Cross, Terry L., Marva P. Benjamin, and Mareasa R. Isaacs. Towards a Culturally Competent System of Care. Washington, D.C.: CASSP Technical Assistance Center, Georgetown U Child Development Center, 1989. Print.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. doi:10.1080/00405849509543675

National Commission on Excellence in Education (1983). A nation at risk: The imperative for educational reform. Washington, DC: United States Department of Education.

Nieto, S. (2002). Profoundly Multicultural Questions. Educational Leadership,, 60(4), 6-10. doi:10.1093/019829610x.001.0001

Teach America.   Diversity, community, & achievement: 2010. (2010). Retrieved August 10, 2016, from http://www.teachingasleadership.org/node/404

Characteristics of an Effective Educator

What are the Characteristics of an effective educator?

The characteristics of an effective teacher are much in line with the four components that make up the framework that SPU has adopted for its teacher certification program, service, leadership, competence and character.   Teachers must first be committed to the concept of acting as “servant leaders.” Robert K. Greenleaf coined this term in his book, The Servant as Leader.   An effective teacher must hold a life paradigm that revolves around living with a desire to serve first.  As educators we must try to approach life through the eyes of service as a means to contribute to the betterment of our students. 

An effective teacher must be able to both contribute personally to the effort and have the ability to elicit the help of those around her -this is true Leadership a natural derivative of trying to serve.   All participating parties have something to offer.  An effective teacher is able to encourage others to contribute their gifts to the final goal (whatever it might be).   As leaders, effective teachers, involve themselves with passion and commitment, and inspire others to do the same.  They positively affect the growth and well-being of the students, families and administration for whom they serve. 

Effective teachers are competent professional educator.  As instructors they maintain competence in their ability to effectively maintain procedures, lesson plans, and the use of ever changing technology.  And even more importantly, they contribute to the successful development of communities that are culturally competent. 

Educators influence the future of those for whom they are in contact with.  Effective educators hold themselves to a set of high moral values and operates through the prerequisite of good character.  They in turn demonstrate an ability to teach and motivate those around them to also hold themselves accountable to live with character as well.

Effective teachers are accomplished, prepared, and respected.  They have taken the time to learn what being truly effective is.  In the words of Wong & Wong, “Every one of us is both a student and a teacher.  We are at our best when we each teach ourselves what we need to learn  (The First Days of School p.10).”

EDU6132

Module 4 bPorffolio Reflection Prompt

Prompt: Over the past few weeks, we have been discussing nature vs nurture, the basics of biological development and a few different perspectives on cognitive development. Please reflect and write about the big ideas that you have learned and the implications for classroom practice. Please include ideas from your peers during discussion forums, your own experiences and new ideas learned from class materials.

            As a new teacher, I feel a high sense of moral responsibility to account for both the biological and environmental influences that my students bring with them to the classroom. In actuality, it may be impossible to fully comprehend this multifaceted arena of both psychological temperaments as well as sociological impacts.  EDU6132 Learners in Context, has afforded me the opportunity to at least begin to examine this complicated concept of biological and cognitive development as it pertains to the classroom.

As I understand it, the degree of love, kindness and mercy that encompasses every individual and resultantly impacts who that person becomes is known as the “nurture” effect. Conversely, our genetic makeup at birth is the “nature” of who we are. There has been an ongoing debate around the balance of these two paradigms,( Pressley and McCormick (2007)  p.4).  Are we based entirely on our genome? Or are we as humans solely entities of our environment and the relationships within it? Many of those who have contemplated and studied this area of human development have come to the conclusion that our temperaments, interests, and talents are not determined entirely at birth but are a combination of both the contributions of nature and nurture.

In addition, according to Pressley and McCormick (2007) children are born with a potential intellectual aptitude. This is a range of “possibilities” that are influenced by the environment in which that child is exposed. The “reaction range” that is allotted for intelligence genetically is either muted or enhanced according to the multitude of environmental factors that come into play (Pressley & McCormick, 2007, p. 4).  Again, we are examining the environmental influences on and individuals given nature. 

            With this diverse understanding, I have begun to see the importance of acknowledging the individuality of each student.  Instead of trying to ebate over what has brought each person to where they are, I think it is important to focus on the larger picture of where we are going.  Thomas Likona’s 1991 study on the stimulation of socially responsible thinking behavior was an inspiring stepping stone. I can relate to quite a number of the techniques for moral education that he has listed. As teachers, it is undoubtedly our job to influence the moral behavior as well as the moral reasoning in our students and colleagues. I think we all need to step back and look at our lives on a bigger scale. We will be touching so many people, so many souls, as we traverse the classrooms and schools we teach in. This is a high order responsibility.

 The Direct Teaching technique, as described by Likona (p.83) is a great example of how to deal with moral issues in a diverse classroom head on. Last year, I read A Cricket in Time Square with my 4^th and 5^th graders. For those of you wo have not read this adorable little book, there is a scene in it in which The main character goes to a small Knick knack shop in located in San Francisco’s Chinatown. He has a conversation with the Chinese store keeper, who tells him all about the wonderful luck this cricket will bring the boy and his family if he treats him with love. To make a long story short, several of my students began to make some racially negative remarks. I have a zero tolerance policy when it comes to things like this. Book club closed. It was time for some diversity training and some real heart to heart discussions. I began that day with a DIRECT explanation of why this behavior was unacceptable and how that affects us all. We talked about instances in history where racial prejudice resulted in the destruction of lives.      Moving on, I knew that I had really pound it in that day but I did not feel it had taken solid root. Sure enough, I overheard few racial joke being told among students on our way back from recess. Hearing those words hurt and since I am not one to really holds back, what hurt more was when I called the students on this I was told that they were being retold after hearing them from a parent. Ouch!! Now, I saw how deep this lair of injustice really is. I moved to another moral behavioral technique at this point, the use of curriculum to encourage moral growth.  I began to give journal topics that asked moral questions for free writing. We did several exercises in diversity. I brought in current news articles that were related to racial prejudice, from the integration of a Cleveland Mississippi school district at this late date, to the Black Lives Matter Campaign that was and still is a big part the media today. My goal was just to get them thinking and questioning their own choice. What they thought, how they judged others, what they chose to verbalize. I saw my students change, I saw them really thinking about what they read and what they heard. I was so proud of them and the potential for progress that I witnessed.

References

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Pressley, M. & McCormick, C. B. (2007). Child and adolescent development for educators. New York, NY: The Guilford Press.

 

EDU 6132 Reflection 1 CHILD/ADOLESCENT DEVELOPMENT

EDU 6132  Reflection 1 CHILD/ADOLESCENT DEVELOPMENT

As an undergraduate, my exposure to child and adolescent development was limited.  I spent most of my time in the biology and chemistry laboratories.  The social science courses I took were primarily in the field of sociology.  Sociologists tend to focus on the multitude of social influences that shape the growth and development of a human being.  The innate developmental stages, while not ignored, were not deeply examined in my sociology curriculum.  My current understanding of childhood development centers in large part around the socio-economical influences placed on individuals. 

                Harry Wong, in his First Days of School discusses the period of rapid development and its immense impact on the learning of our students (p.42).  According to him, research has shown that the first 4 years of life are those in which over 50% of mature intelligence is attained.  Hence, this early developmental stage would have a substantial effect on the individual’s future academic achievements.   Not only that, Wong states that the early years of school, the years proceeding 4th grade, in culmination with the primary years (0-4) are shown to  demonstrate the greatest influence on future academic achievement levels throughout an individual’s life. 

There appears to be a critical need to understanding the balance of external environmental effects alongside the natural processes of human development.    I look forward to a close examination of this spectrum during the remainder of this course.

Professional

About Carmen

My husband and I moved to Washington about 15 years ago.  I grew up in Portland, OR and went to College down in the Bay Area.  Since relocating here in the Evergreen State, we have been blessed with three beautiful children -the joy of our lives.  Recently we moved out into the country side of Carnation.   I love its slower pace, rustic farms, and foggy mountain back drop. In my free time, you can usually catch me either somewhere along the Snoqualmie Valley Trail or piecing a quilt on my living room floor.  

 

 Interest and Experience in Education

I have always wanted to serve people and contribute to society in a positive way.  At one point, I thought that medicine would be the avenue in which I fulfilled this desire. So, I took those chemistry and biology courses.  I studied and passed that MCAT exam and finally began my training! 

Well, sometimes life throws us curve balls.  It turned out, medicine was not the right fit for me and my young family.  After a few years of parenting, I realized that I did not want a career that kept me so far from my family.  I wanted to do something that allowed me to make a lasting positive impact on the lives of others without compromising what I believe to be my primary responsibility, the education and nurturing of the children God entrusted to me.

 I soon began to look in other directions.  I started as a parent volunteer with increasing responsibilities within my children’s own school.  I then ventured out into a less familiar public school as a Bellevue School District Volunteer.  Finally, I decided to take on a full time role in a small private school teaching 4^th and 5^th graders English and Language Arts. As I started to interact with so many children from so many different back grounds and as I had the opportunity to form relationships and affect hearts, I fell in love with teaching.

In the Fall, God willing, I will be teaching Middle School students both Science and Social Studies.  My intended endorsement is Biology and later down the line I hope to add both general science and social studies to my repertoire.  I have chosen to focus on middle school age students because this is such a critical time in the lives of everyone of us.  It is when children begin to see themselves change into young adults both physically and mentally.  As an educator, it is my hope to have a positive impact on that change.

So, although my path has taken many directions, it has finally lead me to what I believe was my true purpose all along –Teaching. I saw through my experience in the classroom that as a teacher, I have the ability to truly brighten a child’s outlook on life.  What an awesome power this is!  The gift of lifting the spirits, inculcating confidence and encouraging my students to truly become learners themselves is an invaluable one.  I feel honored to have found my way to such a noble profession, that of an educator.

Program Standards and Elements of a Model Entry

Program Standards

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.