Professional Responsibilities

Artifact 1

Sub-Domain 4b: Maintaining Accurate Records

One of my responsibilities as an educator is to keep records of both instructional and noninstructional events. Within my teacher assessment work sample, students, for the unit, focused on plants, its characteristics, adaptations, and seasonal behaviors. The objectives were: 1) Students will be able to distinguish the different parts of a plant: roots, stems, leaves, 2) Students will be able to identify different characteristics for plants to survive in different environments, 3) Students will be able to analyze seasonal behaviors of plants in certain harsh environments, and 4) Students will be able to explain how specific adaptations can help a living organism survive.

When analyzing the post-assessment, there is a dramatic increase from the given pre-assessment. Despite the students who still may not have met the objective, when looking at the post-assessment data, it appears that the majority of the students have mastered objectives 2 to 4. A far greater number of students achieved objectives two, three, and four. The consistent use and application of the key terms with their hands-on exploration allowed students to identify different characteristics for plants to survive in different environments, analyze seasonal behaviors of plants in certain harsh environments, and explain how specific adaptations can help a living organism survive. Forty eight percent of students did not meet objective one which is a drastic number. This indicates that students had trouble with naming the different parts of the plants and explaining the functions of the roots. Yet, from further exploring the responses of the students, there may be more of an issue in construction of the assessment rather than the mastery of the objective. When orally inquired as to the functions of the roots, students are able to discuss its functions. Similarly, when asked the three different parts of a plant, they are also able to orally share with accuracy the three different parts of a plant. Twelve students were able to respond to questions 3 and 4 accurately while eleven students either missed one of the two questions or both.

Reflecting on this unit, it required attention to detail and specifically needed strong creativity. When reviewing the data, the majority of my students after the pre-assessment managed to display their understanding of the four objectives through their performance in the post-assessment. Yet, it is important to address that the results of these assessments do not determine a student’s success or failure. Instead, it allows me to see where within my own teachings and philosophy of education I can change and reflect. Within the classroom, the students who required more attention and additional support were given the accommodations necessary through the teacher. The lesson plans reflected guided, directed, and open instruction to allow multiple learning opportunities and inquiry for the students as well. Students only needed to come into the classroom prepared to learn the lesson for the day. There was no further work outside of the classroom in order to add further stressors among the students.

Artifact 2

Sub-Domain 4e: Growing and Developing Professionally

For Artifact 2, my professor provided an multiple professional development to enhance ourselves as educators. As a professional educator, it is essential to increase our effectiveness in the classroom by participating in professional organizations, reading professional journals, and attending educational conferences. Within the Youth Mental Health First Aid Training, I learned my role of the First Aider and the purpose of Youth Mental Health First Aid. In addition, I learned to applied the appropriate steps of the YMHFA Action Plan (ALGEE) to non-crisis and crisis situations. This opened my perspective in what I understand with mental health and how to apply it within the classroom. It was crucial for me to understand the wide range of self-help and coping strategies that are effective in youth. It is essential to create a safe environment that allows students to build new skills and enhance social and familial ties. Afterwards, I had to complete the first aid post-evaluation and final exam in order to ensure that I have met the course objective of the YMHFA. In difficult situations, I must choose appropriate methods for self-care when following the application of Youth Mental Health First Aid in a crisis or non-crisis situation.