Standard #1: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Above I have entered my Inquiry Project from my Senior Seminar class. For this project I spoke about the regression of students grades and work ethic due to covid. I implemented a new way to help students with work during school to keep them from falling behind.
This artifact connects to standard one by showing how in my student placement school I realized many students were not meeting their full potential in the classroom setting. I knew those students could do well but just needed some more time/help. By giving these students a more small group or one on one approach I was able to see their full development in all areas. By dong this I saw a more positive change in their attitude and their emotional well-being. |
https://docs.google.com/forms/d/1J6aLOQO4-U6QO8KM1m_YngV-WJMd0y2TaqhEf0sPx_E/edit
Above is a link to go with my inquiry project. I created a google form to see where each student was at each week. It asks them if they are behind in any classes, if they have any questions the material taught that week. This is to see where each student is and if my teaching is helping them or confusing them.
This artifact connects to standard one by showing how in my student placement school I realized many students were not meeting their full potential in the classroom setting. I knew those students could do well but just needed some more time/help. By giving them this quick surgery each week I was able to pull the students who had questions or needed one on one help easier. This also made it so the students felt as though they were heard and could take action on their own development as a student. |
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
This mini lesson has students focus on differences between them and their classmates. The objective to the lesson is for students to see how everyone is different but how they can all still be friends. This lesson is to help students understand different cultures, looks, and beliefs.
This artifact connects to standard two by making it so all students feel included, having the sense of inclusion is very important in students. When a student is picked on or picked out it makes their social and emotional well being be compromised. By knowing all differences, whether that be learning, culture, race, or sex I can help my students grow in my classroom even more. |
In my diversity class at Thomas College each of us in group of three to four students created a way to make a certain part of a town/high school more inclusive for their diverse students. Each of our groups had a different department that we needed make plans for. This helped our class understand how underprivileged towns/cities need to work for basic necessities.
This artifact connects to standard two by showing me how different places have much different ways to approach different parts of their community. By learning more about underprivileged youth we can create a better way to help with the differences that take place in a school setting. |
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 #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.
Learning environments can be tough in middle school, one day two students are best friends and the next they hate each other. Throughout my time at MMS I have made quite a few seating charts. This seating chart in particular was made in my final month, I sat two students together who the week before were friends. When giving out the seating chart I saw some unkind faces. After pulling students aside it came to the conclusion that some very inappropriate comments had been made by one student. I swiftly changed the whole seating chart without the class knowing to make both students feel more comfortable while in my class.
This artifact connects to standard three because it shows how learning environments are crucial to students, if a student isn't comfortable where they sit how can we expect them to learn to their full potential? |
When originally coming to MMS myself and all the students were in face masks due to the Covid-19 pandemic. This made it very difficult for the students and myself to get to know one another. When I took over the first two blocks I decided to have each student make a Know Me one pager. This gave me the opportunity to see what each students interests were, what they looked like, and some of their favorite activities. This made connecting to my students much easier.
This artifact connects to standard three because it shows me getting to know my students in a more engaging way so I can make their learning experience with me wholesome. By getting to know each student more I was able to connect to them all in different ways and make their learning environment feel more safe. |
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Above you will see two pictures making one rubric. This rubric was made for the students to meet two specific standards. In order to hit the standards, they needed to write an obituary in one type of perspective. They had the choice of perspective to write in. This artifact connects to standard four because each student is given this rubric before the unit starts, the rubric explains what they should be taking out of the unit. The students then will need to apply their knowledge at the end of the unit to show true understanding of the targeted standard. This shows how the final assessment is meaningful. |
Above you will see a scoring rubric for an essay written
by one of my students during student teaching. Each student needed to meet their standard for this essay. The students were explained the standard before the unit started. This artifact connects to standard four because each student is given this rubric before the unit starts, the rubric explains what they should be taking out of the unit. The students then will need to apply their knowledge at the end of the unit to show true understanding of the targeted standard. This shows how the final assessment is meaningful. |
Standard #5: Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues
This final assessment graphic organizer was designed to have students understand the different types of narrative perspectives. In the book this class read, the grandfather of the main character dies from a stroke. The students need to fill out this graphic organizer and then write an obituary for the grandfather. This is a students organizer.
This artifact connects to standard five by having the students use current newspaper obituary articles to help fill in the blanks on this graphic organizer. It hones the students in on the current state of our small towns. |
Here is the actual final assessment that goes with the graphic organizer. This student did well on understanding the standard for narrative perspective. This project made my students think outside of the box to use narrative perspective.
This artifact connects to standard five by having the students think outside of the box and write something most of them weren't familiar with. By doing so it was an innovative way to see their understanding of the content taught in the unit. |
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Here you will see one assessment in two different ways. For this assessment each block had a different fictional book to read. They then needed to find two types of conflict from the book, find six different quotes to support those conflicts and then make a poster or storyboard of one of the scenes in the book. One option gave the students the freedom to express their own artistic abilities. The other option gave the students free rein to be creative but not have to be artistic to do so.
This artifact connects to standard six by showing two different examples of the same assessment in my student teaching placement. |
The above was a final assessment after a short stories essay unit. During this unit the students read five short stories, after those short stories the students needed to annotate the story with the types of character traits the main character shows. The students then needed to write a five paragraph essay saying which character trait the main character showed the most. The first 4 essays were guided, this final assessment was on the students own.
This artifact connects to standard six by showing a way other than tests to give to students to show their connection and growth through their standard from the pre-assessment to the final assessment. |
Standard #7: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
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Above is my lesson plan for The Very Hungry Caterpillar: A Butterfly's Life Cycle. The lesson has my plan for instruction for this subject. It is crossed between multiple subjects as well.
This artifact connects to standard seven by showing the exact plan for this lesson on that day. It also gives resources and accommodations for students who may not be physically able to reached the desired goal. |
Above is a science lesson plan, this lesson plan gets students to go out and get fresh air. The lesson has students make different words in the grass using objects that will cover the grass, this will then make the grass start to brown, and the words will then appear. This is a start to a photosynthesis unit.
This artifact connects to standard seven by showing the exact plan for this lesson on that day. It also gives resources and accommodations for students who may not be physically able to reached the desired goal. |
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
To start out this lesson students will be asked there previous knowledge on what plants needs to grow. By having an idea on what each student already knows it makes it so the teacher(myself) can provide an exciting and engaging lesson for the students I currently have. By knowing their previous knowledge I can now expand there knowledge further.
This artifact connects to standard eight by accessing the previous knowledge of my students to further their knowledge on this particular subject. |
Above is a full STEAM unit, this unit is about the Titanic. This unit covers all content areas, but in a fun interesting way. The students have different fun and engaging activities for each content area to keep them on their toes, but still gaining the knowledge they need.
This artifact connects to standard eight by giving students multiple ways to learn about one topic, not all students learn in the same ways. By giving the students multiple types of assessments/assignments it would see their full potential on this topic. |
Standard #9: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Above you will see my Mid-way and Final Observation from my professor for student teaching.I chose to insert both of these as there was continual growth from one observation to the next. This artifact connects to standard nine by showing my continuous growth at my student teaching placement.
This artifact shows how my professor/ vice principal thought I grew from his first reflection. It showed my continuous growth from my first couple weeks to my final weeks at MMS, from the perspective of an administrator. |
Above you will see my final observation from my mentor teacher, when first starting in January 2022 I was only emerging in each category. At my final observation my mentor teacher felt as though I was more than proficient in each category. This artifact connects to standard nine by showing my continuous growth at my student teaching placement.
This artifact shows how my mentor teacher thought I grew from his first reflection and from her daily reflections back to me. It showed my continuous growth from my first couple weeks to my final weeks at MMS, from the perspective of my mentor teacher. |
Standard #10: Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
In my future classroom I find it very important to have weekly or monthly newsletters home to parents. Having the parents of my students always informed is very important. I also want to show the parents that they can always contact me!
This artifact connects to standard ten by involving my students families in all parts of my classroom, allowing parents to see what that week/month will bring to their child. |
While at MMS the teachers used Blooms to give weekly updates in each class to parents. I found this very helpful as most parents stayed in touch with us via Blooms, and made sure their Childs work was being completed on time and well. It gave us teachers a platform outside of email for communication. This would also be a great resource for my future classroom.
This artifact connects to standard ten by allowing the parents of my students to be informed what its happening in real time in my classroom. This app allows the parents to collaborate with myself via messenger or by commenting on the post in real time. |
Standard #11: Technology Standards for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards.
Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards.
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Above is my Long I Flipped Lesson plan. In this lesson the students are using technology to follow my instructions during center time. The cross between using notebooks and their laptops helps bring this into a technology standard.
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Above is a students writer's notebook that we did during my time at MMS. Normally the students would use a composition notebook and hand write each of the blurbs in this slideshow. This year with the help of a student, my mentor teacher and I came up with the idea of the online writer's notebook. Not only was this easier for the students but it was easier for us as their teachers to see their work as we did this unit.
This artifact blends into the technology standard as a whole by switching the students focus from a typical notebook, to a digital notebook. |
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