Program Orientation
Program Orientation: Reflection
The Edpuzzle assignment served as a dynamic and foundational orientation to the program's core tenets and expectations. More than a simple information delivery system, its interactive format, which required me to pause and reflect on key concepts, established an initial framework for success.
The Course Catalog and Candidate Handbook will function as my primary navigational tools for the academic and professional journey ahead. The Course Catalog is my academic roadmap, providing a clear, long-term view of the curriculum's structure and allowing me to anticipate how knowledge and skills from one course will build upon the next. This helps me to plan my time and academic focus effectively. The Candidate Handbook, conversely, is the professional blueprint, outlining the specific policies, ethical standards, and procedural requirements for successful program completion and certification. I will refer to it consistently to ensure I am meeting all administrative benchmarks and upholding the professional standards expected of a teacher candidate, allowing me to focus my energy on my development as an educator.
The ten InTASC standards define the essential knowledge and skills of an effective teacher, providing the "what" of my professional learning. The Clinical Rubric then operationalizes these standards, providing the "how" by detailing what performance looks like at insufficient, basic/developing, proficient, and outstanding levels. The program's clear expectation is that I will reach the "Proficient" level in all standards by the conclusion of my clinical practice. As an aspiring ESL teacher, these documents provide a precise framework for developing my practice. For example:
Standard 2: Learning Differences directly addresses the core of my future work. The rubric's guiding question challenges me to use my understanding of individual and cultural differences to create an inclusive environment and make "appropriate and timely accommodations" for students with language barriers. This will be my constant reference point for ensuring equity in my classroom.
Standard 3: Learning Environments and its emphasis on collaborating with students and families to create a safe, supportive, and motivating climate is paramount for language learners, who require a low-anxiety environment to take risks and develop proficiency. The rubric provides a clear pathway for moving from a teacher-centered to a learner-centered classroom where students take ownership of their learning.
Standard 8: Instructional Strategies will push me to move beyond basic instruction and utilize a variety of strategies that encourage my students to develop a deep understanding of content and apply their burgeoning language skills in meaningful, authentic ways.
Ultimately, these standards and the rubric serve as a developmental compass. I will use them for continuous self-assessment, to set specific goals for improvement after each lesson, and to guide reflective conversations with my mentor and instructors.