- Reflecting on teaching practice and planning professional development.
- Establishing professional goals and pursuing opportunities to grow professionally.
- Working with communities to improve professional practice.
- Working with families to improve professional practice.
- Working with colleagues to improve professional practice.
- Balancing professional responsibilities and maintaining motivation.
- Take responsibility for student academic learning outcomes.
- Be aware of personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students.
- Resist racism and acts of intolerance.
- Appropriately manage professional time spent in teaching responsibilities to ensure that academic goals are met.
- Understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms.
- Identify suspected cases of child abuse, neglect, or sexual harassment.
- Maintain a non-hostile classroom environment.
- Carry out laws and district guidelines for reporting such cases.
- Understand and implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.
- Evaluate teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.
- Solicit feedback and engage in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.
- Use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness.
- Develop appropriate plans for professional growth in subject matter knowledge and pedagogy.
- Access resources such as feedback from professionals, professional organizations, and research describing teaching, learning, and public education.
Year 1: Winter 2013/2014
- Common Core Workshop
- Complete Master of Education
- Advanced SDAIE Workshop (Part 2)
- Take Math CSET: Subtest III Calculus to complete Math Credential
Spring 2014
- Advanced SDAIE Workshop (Part 3)
- History-Social Science in the Era of Common Core
- Brain Based Engagement Strategies and Managing Challenging Student Behavior
Summer 2014
- Read Teach Like a Champion, by Doug Lemov
Fall 2014
- Observe veteran teaching during their first week of school (how to establish procedures)
Year 2: Winter 2014/2015
- Join National Council for the Social Studies
Year 3: 2015
- Attend the California Council for the Social Studies Annual Conference
- Read Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap, by Steven Farr
Year 4: 2016
- Attend the ASCD Annual Conference and Exhibit Show
- Read Motivating Students Who Don't Care, by Allen Mendler
Year 5: 2017
- Attend Annual CUE Conference (education technology)
- Read 150 Ways to Increase Intrinsic Motivation in the Classroom, by James P. Raffini
Artifact #2: Literature Review
Author: Mariko Nobori
Title: Teacher Excellence Narrows the Achievement Gap
Journal or Text: Edutopia
Year: 2011
Pages: 1
Main
idea(s)
|
Supporting
Evidence
|
Developing
as a Professional Educator
TPE 13
TPE 13
TPE 13
TPE 12
|
“Strong
professional development plan for teachers has been instrumental in turning
around the school’s long and dismal record of underachievement” (Nobori,
2011, pg. 1).
“As the
new principal with one overriding goal: to rebuild the culture and mentality
of the staff and students” (Nobori, 2011, pg. 1).
“Williams
discovered a professional-development program directed towards classroom
instruction called Learning-Focused” (Nobori, 2011, pg. 1).
“Every
week, teachers spend 30 minutes evaluating all student data—including common assessments
and homework—and then another 30 minutes learning ways to adjust their
instruction to meet the need the data has revealed” (Nobori, 2011, pg. 1).
“There
are so many stigmas that seem to suggest that students from this demographic
cannot learn, that they are destined to fail. But now we have data that
proves that our students can go so far. That’s a testament to what education
can do” (Nobori, 2011, pg. 1).
|
Artifact #3: Advanced SDAIE Workshop Part 1 (Windowpane Activity)
During the workshop, the presenters modeled several SDAIE strategies, one of which was the Windowpane activity. This is a great classroom learning activity, which gives students the big picture (or big concepts). The teacher starts with a blank windowpane. As the teacher draws the picture, students copy it onto their own paper. Each square has a picture, title or short saying, and a hand motion. After each picture is drawn, students stand up, recite the short saying, and perform the hand motion. This activity becomes a full-sensory learning experience.
References:
"California Teaching Performance Expectations." Commission on Teacher Credentialing. N.p., Mar. 2013. Web. 29 Nov. 2013. www.ctc.ca.gov
Nobori, M. (2011). Teacher excellence narrows the achievement gap. Edutopia.org. Retrieved December 7, 2013, from http://www.edutopia.org/stw-school-turnaround-overview
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