Standard 1: Learner Development
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Standard 2: Learning Differences
The teacher understands individual learner differences and cultural and linguistic diversity.
In order to understand a little about my students' backgrounds and their linguistic diversity, it is important to look at their files prior to the school year. I use this initial information to form my small groups and to ensure that my students are receiving the necessary supports needed to succeed. Although this initial information is used in the formation of my small groups, I maintain a fluidity to the groups so that students are constantly changing groups to make sure the right fit exists and that they are being challenged.
Standard 3: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
Standard 4: Content Knowledge
The teacher understands the central conepts, tools of inquiry, and structures of the discipline.
Above is a literacy unit revolving around the seasons. I have become very familiar with the core curriculum and how to integrate and insure all standards are met throughout the school year. This specific unit covers numerous standards and meets the needs of my students that learn in various ways (i.e. visual, auditory, kinesthetic). It is crucial as a teacher to be aware of the changing standards and their current state. I use the standards to help create a scope and sequence for the school year to hold myself accountable to making sure all material is covered and in a meaningful way.
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
There are many ways to assess students and I think it is only fair to use as many assessment practices as possible to ensure that each student is given a fair chance. My ELL students that struggle with their writing shouldn't have to take a comprehension test in a written format, it can be administered orally. I make sure that I look at the outcomes of my assessment to not only determine which small groups my students need to be in, but also assess how I am teaching the content. I take time to reteach areas that many students struggle in and find alternative methods to assess them. Assessment is a constant process, from walking around the room to make sure my students are comprehending the material to giving out standard tests. Above our some samples of different assessments I gave over the past semester. The last picture is of "George Washington" giving a speech to describe his major accomplishments.
Standard 6: Instructional Planning
The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Core Curriculum standards, instructional best practices, and the community context.
I take my time to lesson plan and take a look at both my month long agenda as well as my weekly agenda. At the beginning of the year I create a scope and sequence and taking time to methodically plan out my lessons allows me to remain on task and meet the needs of the Core Curriculum for my students. While I plan a week in advance, I am able to adapt lessons when necessary and take time to reteach areas that students need additional support in.
Standard 7: Instructional Strategies
The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
Above you will find a video of one of the ways I teach fluency through the use of a lyric study. This meets the needs of my visual and auditory learners. To help my kinesthetic learners we also do readers theaters to improve fluency. The students act out different parts in a short play. When it comes to doing a lyric study, we begin by having the kids follow along while I read the lyrics. Then they follow along while they listen to the song. Then the read the lyrics aloud, and lastly they sing along to the music. We do it in steps to gradually release the responsibility to the students and it allows them the additional practice they need to feel confident in performing the song. Teaching fluency in this way is much more engaging for the students and it capitalizes on their love of songs. It is also easy for me to integrate fluency into other areas. I can find songs that relate to things we are learning in math and language arts. We sing a song that helps them learn the worth of each coin. We chant rhymes to help us remember how to subtract numbers that involve borrowing. The kids love it and it definitely helps them when it comes to test taking time. I will walk around the room and hear them singing and chanting what they have learned to help them remember the required steps.
Standard 8: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
Above you will find my anecdotal records of the final semester of student teaching. In these records, I reflect on my teaching throughout the day. My reflections allowed me to see areas I need to work more on and changes that needed to be made. In the beginning of the year, I also completed weekly goal sheets that greatly impacted my growth in teaching.
Standard 9: Leadership and Collaboration
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
This year we did a service learning project along with two other classrooms. As a team, we decided it was important that we teach the importance of gratitude. All three classrooms had posters that the students could write what they were thankful for. Every week, each class also completed an activity to show their gratitude. The picture above shows my class after cleaning garbage off of the playground. The wanted to show their gratitude for the equipment they have on the playground, and although they sometimes forget, they know that not all schools are so lucky to have such a fun playground for their students. The students came up with this idea on their own and continually show growth in expressing their gratitude. They now always say thank you to the lunch ladies that serve them, the pick up things they find in the hall, they show respect to their classmates, etc. It was a great unit and I will definitely incorporate it into my other classes in the future.
Standard 10: Professional and Ethical Behavior
The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
I have always held myself to a very high standard and will except nothing less. I passed my Ethics exam with a score of 100 percent. I make sure to keep myself up to date on changing policies, and know the importance of maintaining ethical behavior both in and out of the classroom.