Teaching Portofolio
The adventure in student teaching.
Lesson on Roman Culture and first evaluation.
Lesson Three of Roman Culture,
First page of lesson 4, students highlighting text to answer questions.
Evaluation One Video
First Evaluation Video. Mrs. Winn's Third Class. Lesson Plan on the Roman Culture.
Lesson 4 of Roman Culture. Students using the text evidence to answer the question with documentation.
First day doing the fraction booklet.
Second day of making the fraction booklet.
Fraction booklet that was done with a fraction unit.
Sample Artifacts
Love theses kids. Had lots of fun at the party.
Valentines party in the general education class.
The same party and it shows the classrooom setup.
Life of a Student teacher: teaching Video two
A wonders lesson the real stone soup story.
The second Evaluation video. A graphic orgainizer that went with the wonders lesson.
This was an awesome class for my first student teaching session.
There is no video clip yet
Teaching philosophy
Mock IEP Meeting
This is a Mock IEP meeting for student teaching.
First Mock lesson: Math third Grade
This is a mock lesson for math using the third grade core standards.
Last Evaluation Video: Mock Lesson Third Grade.
The second mock lesson using third grade math core.
Step 5 Reflection on student teaching
Video Recording Link: Video Recording Link: You Tube https://youtu.be/usstvuvuods
Summary of Unit Implementation: To summarize this unit was not the unit I had planned on teaching or video recording because the third grade class is going on a field trip to see the Pompeii exhibit my mentor teacher asked me to teach the students about Rome and their culture. CCSS ELA. Literacy R.I.3.3 Label the affiliation between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect (Common Core Standards, 2020). So, for an activity the story of Pompeii was given, and the students had to use text evidence to find answers. The learning object is student will be able to describe the relationship between a series of historical events using a graphic organizer to describe cause and effect of events.
Summary of Student Learning: The children were excited about the lesson, and they asked several questions about the Roman culture. The students were involved, and enjoyed answering questions. The children enjoyed using the text evidence, and the graphic organizer to find out information about how Pompeii was destroyed and what was going to be at the exhibit.
Reflection of Video Recording: As this educator reflects on the video, he or she felt very unprepared, nervous, and was hoping that the students would stay engaged. This educator talked to the mentor teacher and the mentor teacher felt like the lesson did keep the students engaged but the instruction needed to be more direct. This future educator agreed with the mentor teacher. Looking at the video there is lots that need to be learned and this future teacher needs to have confidence in what he or she is doing. This future educator plans on taking teacher development classes and asking the veteran teachers that he or she works with for advice on lesson planning, along with classroom management.
References Common Core Standards, (2020). English Language Arts. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/3/3/
Data Literacy
For the English Language Art unit that was done for the third grade class, the unit has spelling words throughout the unit and there are different spelling words each week. So, the assessment that was chosen was giving a spelling test at the first of the week and then using dictations sentences for the post test. The interpretation of the whole-group analysis is that some of the students struggled with words that have the long /u/ sound. Most of the children in class do know how to spell the long /u/ sound but still they missed some words. Looking at the whole group analysis I think some of the students did not study for their pre-test or I did not give them enough time to finish writing their words. However, I believe pulling all the students back in small group instruction, reviewing their spelling test and their dictations sentences made me feel that small group instruction helped the student past the tests. A good example of this was three students who were partially proficient moved to having a hundred on their tests. Looking at the post assessment and then retesting the students on the tests, after pulling them back in small group instruction all the students improved except for three. So, my feelings about the way I instructed them in small group helped them improve because I had all the students look at the word, write the word, and put the words in syllables on a white board. I also feel that my assessment that I used because when I first started teaching the long /u/ sound some of the kids really could not put the words in syllables to figure out the spelling. I also know that having them in small group instruction helped some of them to be successful on the second pre-test and post-test. The only ones that did not improve were three children.
The subgroup that was selected was the children who have IEPs because those three children did not preform well on the test or the dictation sentences. So, one student is at pre-school level, the second student has a learning disability in math and reading, and the third student comes from a single parent home, but this child has specific learning disabilities in math, and reading.
Looking at the three students with IEPS I believe they can learn with extra help and modifying the tests. For example, instead of using ten dictations sentences only have the two students do five dictations sentences and five spelling words. The student that is on a pre-school it would be easy to have this student do three words of both. I believe all three can learn because the two students try doing in class work and they both really participate in answering questions. The other student will participate but there has to be a reward and consequence. An example of this was, the student did not participate in the math self-starter and I had to keep this child in at recess to finish up the project, but this child proved that he or she could do the work with modifications. The fourth student who did not perform does I an IEP but through using small group instruction, writing on the white board, and reviewing the spelling words this child moved to proficient. Thinking about the three children I pulled them back and went through their spelling tests. I had them use the white boards, write the sentences on the white board, and say the word with me. However, though I decided to have the three children say the word by putting their hands under chin and speak the word. Then the next thing I did was have the children finger stretch the word and tell me how many sounds they heard. The next thing that I did was have them look at the vowels and explain to me how many vowels you see are they vowel teams, or r-controlled. And the last thing I did is I had them put the words into syllables on their boards. I worked with them throughout the week and I retested. My two students who were below proficient moved to partial proficiency and that made me happy because they were the ones that did not get any of the words right. So, I felt like my assessment was good and by modifying the tests those two children did well. As for my last student none of the strategies I used helped this child only thing that helped was taking away recess. Even after I modified this child’s test there was no improvement and so I feel like I was not a success as a teacher. So, now I am looking at how to help this student understand the learning objectives.
As I analyze the subgroup to the remainder of the class and after every student retaking the tests. I found out that all the student improved in both tests except the one student that is on a pre-school level. I say this child is on a preschool level because the student is still reading decodable books and this student has to stop at every word that is read. As for the other two students they really work hard to understand the lesson being taught. Those two student’s works hard to achieve the learning goals. I feel that my instruction was good, but I also feel that my instruction can be effective if I look at different strategies to help motivate my students. I think the next step of instruction for this unit is have more hands-on activities. Mix up the spelling by having the students word sort with a buddy, or have each student make a word bank book. I also will use more graphic organizers that work on helping students figure out the root meaning of words. Another thing that could help all the students is creating a cross-word puzzle that includes the new spelling words. The objective that can be added to this lesson plan is students will be able to determine and clarify unknown words by using the known root of the word. Example look at companion and find the meaning by looking at company.
Lesson Plans
Math and English
Math lesson Plan fractions and Area
STEP Standard 4 - Unit and Lesson Planning During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies. Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: Third Grade English Language Arts Unit/Subject: Meet the Challenge Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. CCSS.ELA.Literacy.L.3.1 (2020) Identify real life connections between words and usage (common Core). CCSS.ELA.Literacy.L.3.6 (2020) “Get and use correctly grade -appropriate familiar, wide-ranging scholastic, and domain-specific words. Along with phrases, including those that signal realistic and temporal relationships (e.g., After dinner that night we went looking for them)” (Common Core Standard, 2020 and Better Lesson, 2020). CCSS.ELA.Literacy.RL.3.1 (2020) “Investigate and answer questions to determine understanding of a text, referring explicitly to the text as the basis for the answers”. (Common Core par. 1) CCSS.ELA.Literacy.RL3.6 Getting the storyteller’s point view about the individuals of the story (Common Core 2020) CCSS.ELA.Literacy.RL.3.1 (2020) “Inquire and answer questions to show understanding of a script, checking the article as the basis for the answers”. (Common Core par. 1) CCSS.ELA.Literacy.RL3.6 Finding the storytellers point view about the people of the story (Common Core 2020) CCSS.ELA.Literacy.W.3.1.A “Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons” (Common Core Standards, 2020). CCSS.ELA-LITERACY.W.3.1.B “Specify reasons that support the opinion.” (Common Core Standards, 2020). CCSS.ELA. Literacy.W.3.9 “Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories” (Common Core Standards, 2020). CCSS.ELA. Literacy. R.L.3.3 Describe the characters traits and motivations, plus the effects their actions (Common Core Standards, 2020). Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. The students will be able to engage effectively in collaborative discussions. Using a graphic organizer, the students will write words about choices and explain to a partner Student will be able to identify the narrators point of about the characters of the story. Using a graphic organizer write three details from the narrator and cite text evidence. The students will be able to find the narrators point of view. What does the narrator think about himself or herself? How do you know? Use text evidence to prove your thoughts. Do agree or disagree with the narrator? Explain Students will be able to provide reasons to support their opinions by comparing two -texts using graphic organizers. Students will be able to make an accordion record within the group using their writing journals and graphic organizers. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Aroma, Healthful, Variety, flavorful, expect, graceful, interrupted, and luscious Narrator, character, point of view and details. Root words Healthful and Variety Accordion, Foldable, and Record. Impact Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Students’ Basel Reader, Vocabulary Cards, Smart board and writing journal. Pencils, pictorial organizer, and recording journal Writing journal, point of view graphic organizer, pencils and smart board to show the video. Graphic organizers , The Basil reader, pencils, writing journals and white board. Graphic organizers used throughout the week, writing journals, pencils, the accordion foldable, and the white board Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall • Level 2: Skill/Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking Do the picks that people make have effects? How does our choices lead to a healthy lifestyle? Why is it important to write about the narrator’s point of view? Do agree with the narrator’s point of view? Write with your partner a summary of the folktale that uses your point of view about the main character. Who is the narrator of the story? What does the narrator think about his three workers? Look at the illustration and connect the text? What kind of person is the narrator? What does the narrator’s actions word say about his character? Ask what are directions ? Why do we need to follow directions? Ask the students how does following directions helps us make smart choices? Explain to the students we are going to compare two texts from this week’s learning and compare the texts. Can you guys think of a new way to write these stories? Integrate knowledge and ideas. Use the texts from all the stories to fill out the record. Present the record to class. Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Using a picture of a young girl eating a carrot. Look at the picture of the boy eating a strawberry is it because they are healthy. Ask students what they know about a folktale, write answers on the whiteboard. Discuss their answers. Show a short video. Have the students use their Basil and read the genre? Tell the students that today’s reading involves directions. Show the students how to make a foldable accordion record. Write on the record unit theme, stories, characters, good and bad choices, impact, and conclusions. Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Using visuals. Having the student describe aroma, Flavorful, graceful and healthful with the use of visuals. Use a video to talk about different folklore story and What makes a folklore? Show different folklore stories. Using a power point slide to have the students understand A folklore. Give the students a printed copy and have them highlight words they do not know. Highlight the vocabulary words in the story. Students can use google slides to tell the folktale story. Use a short video to show the children of following a recipe. Give each student a highlighter to highlight words they do not know. Tell students that we will compare these texts through whole group instruction and using information from the text. Teacher modeling How to fold the record. Do the first answers with the entire class. Split into groups. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) The non-native speaking learners will use the different pictures, to clarify the meaning of words they do not know. Special needs visuals, partner, whole group instruction, and sentence prompts. Visuals and videos. Use a compare and contrast graphic organizer. Have the students write three details that are the same in three different stories and write three things that are different in the stories (Reading Rockets, 2019). The English Language Learners can write or draw their feelings about the book that was read to them and use the pictures to describe feelings. Gifted and talented the students can write a fictional story about nature and adding a new character in their story. Special need students can use their graphic organizers and ask their friends questions about the folktale. Tell the students to look at the headings and details to see How the text is connected. Example look at the first heading and ask what does the heading say? Look at the second heading what is that heading saying? Ask the students where do plants get energy ? Look at the text for evidence. Modeling the assignment. Show students what is expected and how the record should look through showing a couple of examples. Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? All students will write about their choices. Draw a picture of healthy choices food or an activity that they do for exercise Write a quick write about the story. Draw a picture. Think-pair-share Write about their choices and how their choices made them feel good or bad. Read the directions of the story together and ask what is the narrator’s point of view in the story? Why did the author add the recipe for this food item? Splitting students into groups that have different levels of student learning. Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) The pupils will use graphics to connect the image to the vocabulary and write in their notepads. The kids will write in their notebooks Gifted students have them choose a folktale of their choice and write a prediction for the story. The students that finish early can summarize their folktale they read. English language learners and students with special needs can draw a picture about the story. Children that are on level quick write about the story. The gifted and talented students can use a quick write describing the story and the feelings in the story. English Language Learners can write three sentences about the choices they have made and their feelings about those choices. Special needs have them write down a prediction for the book that is going to be read. Gifted and talented children can choose different folktales from different cultures and write a summary of the choices made in the books if they were good or bad choices. Look at the recipe and read together. Answer question how does this compare to the other folktale’s recipes? ELLS can write their answer or draw picture. The special needs can do the same. Gifted and talented identify the authors point of view from both stories. The group will be graded with the same rubric. Each student will share an idea from the readings on the recorder. Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Pretest the spelling words as a formative. Use dictations sentences for the summative. Using the students writing journal as a formative. Using writing journals as a formative. Writing the dictations sentences is the summative test. Formative assessment graphic organizers. Summaries of the stories. Summative Oral summary of the two stories and comparing the differences. Using the children’s drawings of the two stories. Using the same rubric. Informative walk around looking at their work. Use the answers the students write on their foldable accordion record and their presentations. Grade with a rubric. Summative. Formative listening to discussions. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities Early finishers (those who finish early and may need additional resources/support) The resources used for ELLS was spelling cards and full group instruction. Ask questions and have the children explain to their partner. Special Needs small group instruction Special needs and English Language learner give them a choice question. Example is the main character a rich man or a poor man. Gifted students can write from the characters point of view. Have the ELLS and Special needs draw pictures and show them to the teacher. Gifted and talented can analyze the different folktales and the choices their characters make in the story. ELLS read the text with a partner and answer the related questions to both texts. Special needs can answer questions that are related to both of the texts. Gifted and talented answer questions for both stories and cite the text evidence of where the answers are found. All students will split into groups and they will use all their graphic organizers to help with their foldable accordion presentation. Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Reading for twenty minutes at home and write on reading log. Return on Monday. Student spelling words throughout the week for dictations sentences. Reading for twenty minutes at home and write on reading log. Return on Monday. Student spelling words throughout the week for dictations sentences. Math packet that goes home with the students to do, and they return it back at the end of the week to get graded. Send a math packet for the week. Send home a reading log and have the students read with parents for twenty minutes. Also send spelling sentences home with the students. Finishing the math packets. The students’ reading log for the week. Studying spelling words Turn in math packets. Turn in reading logs. References Better Lessons, (2020), Retrieved from https://betterlesson.com/ Common Core Standards, (2020), Retrieved from http://www.corestandards.org/ELA-Literacy Reading Rockets, (2019). Student Engagement. Retrieved from https://www.readingrockets.org/ nglish lesson plans The culture of Rome, Wonders and the solar system
Statements
Mission Statement
I want to be the teacher that inspires my students to succeed in their learning and instill in them that they can learn no matter their abilities. I believe that every child can learn. I am an educator that wants her students to realize their strengths through learning and that learning can help them become lifelong learners.
Personal Teaching Philosophy - Video Reflection
Best Practices
I learned from student teaching The best practice that this future educator learned that progress monitoring is essential to the individualized education plan of the student (IEP). Progress monitoring is essential and done weekly. All goals for an IEP need to be measurable and mastered over consecutive trials. An example of this Jay will be able to add and subtract within in hundred. Jay will do this with 95% accuracy over four consecutive trails. The other item I learned is to keep all progress monitoring, collecting data, and student's work samples in a binder with the student's name on it.
Reflection of Mock IEP
Looking back on my mock video for an IEP meeting is that is was very awkward because there was no one around during the meeting and I am unsure how to conduct a meeting. The only thing that I felt good about is the introduction of all the parties involved in the conference. I forgot to give the parents the safeguards, and I forgot to make it clear about the prior written notice to the parents. There are so many things that I need to learn about IEP meetings. The first thing is to feel comfortable about conducting a meeting. I can accomplish this by having a clear plan, watching seasoned teachers that know how to hold a meeting, being prepared for the meeting, and making sure everyone has a chance to speak. Another thing I would do is get feedback from the other staff members in the meeting. I want more guidance in crating clear objectives, accommodations, and different modifications I can offer to the parents. The way I plan on being prepared better is to go to the district training meetings that help the individual education teachers to be successful in conducting IEP meetings. I plan on collaborating with a veteran personal education instructor. I would also go to all the training offered through the district and the state. I would need more guidance on how to approach parents during the meeting and how to set learning goals. The primary skill I lack is setting appropriate learning goals and objectives. I have struggled with making reasonable goals and objectives throughout my student teaching. The only way I can get better at these items is by learning through experience and going to a professional developmental class.
IEP Modification Need
As this instructor was collecting data on a student to see if he needs to have an addendum added to his individualized education plan. The answer would be no because his IEP has had the addendum added. His addendum states that he needs extra breaks when testing, he goes to a different room for the RISE test where there are no distractions and is allowed to have scratch paper anytime he needs to use the scratch paper. So, with this addendum, he has progressed well towards his annual goals.
Accommodations Summary:
Reviewing the accommodation table, the student is in the resource room daily working on his reading. This student is in the third grade, and he reads at a first-grade level, and this is why he is in the resource to work on his Zeno sight words and short vowel CVC words. The two weeks that this future educator was in the resource room, the little data collected on this student he also has some speech problems; he also struggles with math. He is progressing towards his speech goals; he has mastered his two reading goals on 3/13/2020, and his two math goals, he acquired them on 3/13/2020. Furthermore, the child has benefited from being pulled out of the general class for his reading, math, and speech.
Family Communication Plan
The way this future instructor plans on communicating with her student's parents about the student's progress will be through emails, phone calls, and sending progress reports home every quarter. Another way to open the line of communication to parents is by sending home weekly progress reports for the student receiving services. The method that Mrs. Gunter uses is she calls her pupil's parents at least once a week to give updates on their child's progress, and if they are not returning the letters she has sent home on progress.
Communication Plan for General Education Teachers and Related Services Staff:
As I was thinking about communicating with parents and other educators that are involved with a student who is receiving special education services. A teacher needs to deliver the child's progress to the general education teacher and other staff as often as the report cards are issued. Furthermore, a teacher can communicate through emails, and the individual education teacher needs to regularly inform all members of the IEP team of student’s progress toward the annual goals frequently and at a level to which that progress is sufficient to allow the student to achieve the goals by the end of the year. A special educator and the other IEP teams' members can continue to progress monitoring the student daily through using work samples, informal tests, and formal testing. Besides, another part of the plan is by collaborating with general education teacher; they are the expert on the content, and special educator is the expert on revising the content.
Agenda for an IEP Meeting
The first thing that happens in an individualized education plan meeting is introducing the parents, the student, the general education teacher, the school representative, the school counselor, the speech pathologist and other members involved in the child's education. The next thing I would do is let everyone know that I had sent out a written notice to the parents before the meeting date. So, the next step is to introduce myself to the parents and other representatives. Then I would present The O'Malley's to the representatives, and I would add Finn. The next person I would introduce is Mrs. Hill, who is Finn's general education teacher. The following person is Tamara Blackburn, who is the Speech Pathologist because she is working with him on his language skills. The final person is the school administrator, who is Keith Palmer. In the next step, I would give the O'Malley's Procedural Safeguards and the parent's right packet. I would ask if they understand their rights as parents and if they have questions before we move into the next steps of the meeting. I would tell everyone in the meeting that this is an annual review of Finn's progress and establishing new goals for the following year. As the facilitator of the meeting, the next thing I would do is go over Finn's progress. I would tell his parents that is has mastered his annual goals for reading and math. I would go over his state assessments and district assessments. At this time, I would have the parents’ express concerns and ask them what goals they would like to see Finn master for the following year. Then I would ask Mrs. Hill to go over her concerns she has about Finn’s progress and what she would set as a new goal or still work on his goals for the next year. Mrs. Hill will report on Finn's behavior in class and go over classroom assessments. Also, at this time, Finn's teacher would let the parents know the goals that she believes he can do for next year. After Mrs. Hill talks about some goals she thinks Finn can do, then the next person that is involved in Finn's progress is the Speech Pathologist. Mrs. Blackburn will report on Finn's progress in speech and let the parents know the goals he has accomplished and establish a new set of speech goals. Tamara will give the report on his speech assessment that she has given Finn. The next thing I would, I would add new goals for Finn's IEP and ask the parents how they feel about these new goals. I would ask Mrs. Hill if these goals are appropriate goals for Finn. I would let the parents add their goals at this time and set goals that they would like for the school to do. The next item of business would go over the accommodations and modifications for the student. The things I would mention to the parents is if they feel like Finn needs breaks when needed, give him extended time to do his assignments and tests, help minimize his distractions, and provide hem scratch paper when required. I also talk about how much time he is spending in the general class and let the parents know he is only in the resource room for 60 minutes throughout the week to help with reading, and he will only spend 30 minutes a week for math. The rest of the day, he will be in a general education 80% of the time. Tamara then would be asked to clarify how much time she is working with Finn in speech, and she told the parents 80 minutes a month. The last person to speak in the meeting is the school administrator, and he would go over FAPE to let the parents know that Finn does not qualify for ESY services. The administrator would provide Finn's parent with options the school can do to help Finn with the goals and the services offered. The last item on the list has all parties sign the document that shows they were at the meeting, and then I would tell Finn's parents I will get a copy and send them a copy for their records.
Professional Teacher
Meet Stephanie Richardson
Hello My name is Stephanie Richardson and I live in a small town in Utah. I have three boys and I have been a coach, a paraprofessional, and a manger. I got my Degree In elemntary education and special education. From Grand Canyon University.
Step Template Professional Diposition.
Professional Artifacts
Professional Teaching Deposition
Stephanie Richardson
Grand Canyon University: EED-480NA
January 26, 2020,
Professional Teaching Statement
As a future teacher, the belief is that setting high expectations of their students by assessing the pupils by their strengths and weaknesses. Providing different ways for the student to learn and gain knowledge through activities within the lesson. A professional educator can invest the time and energy to provide multiple means of learning for the different styles of learning. This future educator believes that he or she shows warmth and empathy towards their students and every student can learn even though they learn differently. Diversity is vital in the classroom because it promotes an environment of acceptance and that everyone can learn from each other (Professional Disposition for Learners, 2020). Respecting the diversity of others means getting to know the students that are in the classroom and understand their backgrounds. Another belief of this future educator is that it is essential to be involved in the student's learning and that the teacher builds an environment that helps everyone learn. This teacher believes that professional conduct includes being on time at the school and having the right attitude towards their colleagues, their families, and the community. As a professional educator, it is essential to show fairness by understanding issues that are in the child's life (e.g., family health problems, divorce, and lifestyle). Educator believes in self-reflection and always looking at different ways to improve his or her teaching by taking self-development classes and going to training that is provided by the district. As an educator, this person believes that giving and getting feedback is essential for everyone to learn.
Self-Assessment
Looking at the rubric for assessing the professional educator, a lot of this teacher's beliefs line up with the rubric because he or she believes that all students can learn and that having excellent communication with the student's parents. This educator is dedicated, enjoys working with colleagues, parents, students, and the community. As an instructor, it is essential to continually assess student learning and providing different strategies for the children to gain knowledge of the curriculum taught. This educator's statement aligns with the assessment that to be a good teacher that feedback is necessary to provide growth and to be flexible with lesson planning to provide a good experience for every student in the classroom. Working with colleagues and asking feedback helps a teacher become a better teacher.
Reflection of the Growth within the Program of Study.
Looking back at the first time, this educator started her, or his program of study and the professional disposition is this educator never did self-reflection. Now working through the program of study self-reflection is very important because it helps this professional to review the lesson plans and adjust the plan to fit all the needs of the children. Another thing that this professional has grown in is building good relationships with the children and guiding children through the process of solving problems Professional Disposition for Learners 2020. Example helping student learn through solve problems, and encouraging the student to use the strategies. The first class that this educator was involved in was an English Language Learners class, and this person had no idea how to help these children grow, but the mentor in that class showed this person that teaching ELLS were enjoyable. Consequently, that was the first to learn about the diversity class. Another example of how this educationalist has grown is in lesson planning because the first lesson plan did not have activities that engage the student. However, now this educator has learned a little more about engaging students through table talk, direct answer and questions, and listening to the student's answers.
The connection between Professional Disposition and the code of Ethics for Educators.
The professional disposition of learners and the code of ethics for educators connect through professional conduct and duties to the teaching profession. In the professional disposition for learners, the professional manner includes a dedication to the job, showing respect to others, the professional comes in contact with, and being honesty (Professional Disposition of Learners, 2020). The educator demonstrates responsibility, having integrity, becoming resourceful, and being accountable for one's conduct. The code of ethics (2020), states that the "Professional educator follows the policies, regulations, and laws of the school community regardless of personal feelings" (National Association of State Directors of Teacher Education and Certification, 2020, par. 1). The professional educators are involved in their school community by advocating for better resources to help students gain learning and believe that every student can learn. As a future educator, the responsibility to conduct oneself that does not step on the student's rights and respecting diversity. A professional teacher provides a safe place for the student to grow and learn through understanding their backgrounds. The expert instructor has a responsibility to the school community (NASDTAC, 2020) by having a positive relationship with the administrators, colleagues, parents, members of the surrounding community, and students. Professional disposition of Learners (2020) believes in advocating for the students, parents, and showing g compassion by building a positive relationship.
Steps to Improve Weaknesses.
The actions this instructor will take to improve a better learning environment for his or her students are engaging students in activities that will help his or her students learn. Using more technology in the classroom by having the students show their understanding of the lesson by creating a google slide show. Encouraging the students to talk with the table-partner to find answers to problems, and asking the children to step up to the challenge of helping their friends learn. Another step is creating a higher level of thinking in the students by asking critical thinking questions. Encourage project base learning and sharing with the class. Besides, giving children the chance to solve real-life problems through creative thinking and using outside the box ideas.
References
National Association of State Directors of Teacher Education and Certification (2020). Code of Ethics. Retrieved from https://www.nasdtec.net/page/MCEE_Doc Professional Disposition of Learners (2020). Retrieved from https://students.gcu.edu/sites/students/files/2018-12/15GCU0264-COEProDisposition- 120115_v1.pdf
Personal Goals and Reflection.
Best Practices I learned from Student Teaching
The best practice that this future educator learned that progress monitoring is essential to the individualized education plan of the student (IEP).
Progress monitoring is essential and done weekly. All goals for an IEP need to be measurable and mastered over consecutive trials. An example of this Jay will be able to add and subtract within in hundred. Jay will do this with 95% accuracy over four consecutive trails.
The other item I learned is to keep all progress monitoring, collecting data, and student's work samples in a binder with the student's name on it.
Improved Practice
One of the goals that this future educator wants to do is get better at writing measurable goals for the student’s individualized education plan. This future educator will have specific routines in place for the students by having color-coded binders to track the behaviors of each student and what triggers the behaviors. Another way to stay organized in a classroom has a specific area where the children pick up the materials that they are working on and have specific tables where they do their work.
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress
Improved Practice Based on the Unit of Study Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal. Short-Term Goal Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) 1. One goal that I want to achieve in my lesson planning is using the Depth of Knowledge levels throughout my entire lesson. The way I plan on reaching this goal researching about the DOK levels and buying some books to help add DOK activities to my lessons. 2. I want to build better background knowledge in my lesson. Through using the children’s real-life experiences or tie the lesson to their life. I want to improve on building background knowledge by looking at the lesson .Use or find a video or a story that the children are familiar with to introduce the new content. I will go to professional development classes that will help me improve on engaging my students. I will also talk with the veteran teachers and see what they have done. 3. Another goal is getting better at differentiated instruction for the class. To reach this goal is really studying the different websites that focus only on differentiating instruction. Buying a resource book about differentiated instruction and start collecting tools to help differentiate the class. Asking and watching a teacher that differentiate their instruction. Go to professional development classes through the summer and training. Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to discuss the following: Long-Term Goal: The long term goal is getting my master’s degree in education. Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students? The reason for choosing the goal of getting my master’s degree in education is because I really feel that I can change a child’s life by teaching. By having my master’s degree, I can help my future students through advanced knowledge of teaching strategies that I can us in my classroom. I could make better assessments for my specific class and I can use that knowledge to become an effective teacher. End Date: By when do you expect to accomplish this goal? I plan on having my master’s degree by May 25th, 2022. Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example: 1/31/18: Join AACTE The first step is getting a teaching job. Then the second step is getting enrolled in a master’s program. The third step is passing the tests I need for my master’s degree. I want this done by the end of May 20th, 2020. Resources: What resources are available to assist you in accomplishing your goal? Talk to my enrollment counselor at Grand Canyon and see what I need to do to enroll in the master’s program. Talk with other educators about getting their masters. I plan on researching the importance of gaining my masters. Some other resource is talking to the school district administration and see what other developmental training is available to help gain my master’s degree.
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