Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Professional learning and ethical practice means continually seeking out experiences that enable you to grow as a teacher. Additionally, this leads to an ongoing process of reflection on the effectiveness of your instruction and engagement with member of the school community. Through these reflections, you are then able to revise your approach to instruction to meet the diverse needs of students, families, and all other members of the team.
Throughout my teaching experiences, I have had multiple opportunities to engage in professional learning experiences. I have then taken what I have learned from these experiences and applied it to my teaching, as is evident from the below artifacts.
The first two artifacts are reflections. The PLC Reflection discusses working with the 3rd and 4th grade team to develop a plan for a subject area to focus on, and then my observation of a 4th grade teacher's math lesson and how she structured it. From this lesson, I was able to incorporate elements of her math grouping into my own math instruction. Additionally, the teacher whom I observed, asked for me to look at certain components of her lesson to give feedback on. In this way when we meet again as a team we can discuss ways to improve our approach to math instruction and in particular differentiation.
My second reflection, I read during my time in Early ACCESS. During my work at this placement, I worked with families from a variety of different socio-economic levels. Therefore, it was important for me to reflect upon the impact that poverty may have on a child's ability to learn. As I read the article I found several aspects of the content fit well with what I had been observing the families I worked with. Therefore, I was able to support some aspects of how I already approached working with families in poverty, as well as applying new ideas to my approach as well.
My final artifacts demonstrate research and presentations on different topic relevant to working with children in the early childhood setting. My PBIS Literature Review allowed me to take a closer look at the first two Tiers of PBIS interventions in a preschool setting. With this in mind, I will be better prepared to articulate my reason for supporting its use in an early childhood setting, as well as, being prepared to implement it in my classroom. Additionally, attending several some of the presentations, as well as helping with two presentations, at the Early Childhood Care and Education Fall Institute will help me to implement various different teaching approaches into my own instruction. The use of home materials, as discussed in the "Beyond the Toy Bag" presentation, can be seen in my lesson plan from a home visit I conducted in Early ACCESS, which is my final artifact.
Throughout my teaching experiences, I have had multiple opportunities to engage in professional learning experiences. I have then taken what I have learned from these experiences and applied it to my teaching, as is evident from the below artifacts.
The first two artifacts are reflections. The PLC Reflection discusses working with the 3rd and 4th grade team to develop a plan for a subject area to focus on, and then my observation of a 4th grade teacher's math lesson and how she structured it. From this lesson, I was able to incorporate elements of her math grouping into my own math instruction. Additionally, the teacher whom I observed, asked for me to look at certain components of her lesson to give feedback on. In this way when we meet again as a team we can discuss ways to improve our approach to math instruction and in particular differentiation.
My second reflection, I read during my time in Early ACCESS. During my work at this placement, I worked with families from a variety of different socio-economic levels. Therefore, it was important for me to reflect upon the impact that poverty may have on a child's ability to learn. As I read the article I found several aspects of the content fit well with what I had been observing the families I worked with. Therefore, I was able to support some aspects of how I already approached working with families in poverty, as well as applying new ideas to my approach as well.
My final artifacts demonstrate research and presentations on different topic relevant to working with children in the early childhood setting. My PBIS Literature Review allowed me to take a closer look at the first two Tiers of PBIS interventions in a preschool setting. With this in mind, I will be better prepared to articulate my reason for supporting its use in an early childhood setting, as well as, being prepared to implement it in my classroom. Additionally, attending several some of the presentations, as well as helping with two presentations, at the Early Childhood Care and Education Fall Institute will help me to implement various different teaching approaches into my own instruction. The use of home materials, as discussed in the "Beyond the Toy Bag" presentation, can be seen in my lesson plan from a home visit I conducted in Early ACCESS, which is my final artifact.