8. Collaborative Development

The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Artifact 1: Co-Teaching Lesson Plan for Fine Arts Night

Modified Lesson Plan (1).docx.pdf

Co-Teaching Lesson Plan for Fine Arts Night at Trinity (Fall 2017)

Description of Artifact

During a course I took in the Fall semester of 2017 (AEDU202: Fine Arts in Education), I was tasked with working with another teacher in the class to create a literary-arts integrated lesson plan to teach during a fine arts night we held for K-5 students at Trinity Christian College. The fine arts night’s theme was “Christmas Around the World” and each pair of teachers had to teach a lesson on a topic within a different area of the arts, such a the visual arts, music, literary arts, etc. Each pair taught a small group of students (grouped by age) at their station for 8-10 minutes and the students rotated between each station. Our lesson plan, given that it was in the area of literary arts, was to teach students about holiday-themed poetry from different cultures around the world focusing primarily on poetic styles used in America and in Japan. We provided each student with a packet which guided them through the steps of our lesson and contained all necessary materials. The responsibility of teaching the students was divided equally between us and we were able to provide students with individual support as they wrote their own poems. The overall goal of the event was to teach students about Christmas around the world using the arts.

Standards Connection

The Illinois Professional Teaching Standard 8K states that “The competent teacher participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students.” During this lesson, my partner and I worked together in order to design a lesson that would effectively meet our instructional goal and be appropriate for students of varying ages. We had to determine how to best structure our lesson for each group of students which meant using different teaching strategies and modifying our activities to be appropriate to the students grade level. While implementing the lesson plan, we were able to successfully carry-out these modifications and work individually with students to ensure understanding. This lesson also demonstrates the Illinois Professional Teaching Standard 8N which states that “The competent teacher uses effective co-planning and co-teaching techniques to deliver instruction to each student.” During the planning staged, we worked together to develop the lesson plan and create lesson materials. During the lesson, we worked together to ensure student participation and understanding while we each taught a part of the lesson. The entire project embodied the spirit of collaboration and teamwork and we were able to deliver the best instruction to students during our 8-10 minute lesson.

Reflection

The biggest takeaway I had from this assignment and event is how much better our lessons can be when we work with our colleagues. While planning the fine arts night lesson for students, we were able to work together to decide on a topic, build on each other’s ideas and give constructive feedback to one another to ensure our lesson would effectively meet the needs of all of our students. Our unique perspectives made the lesson even more creative than what one of us could have produced individually. During the lesson, we were able to quickly and easily address individual student needs, adjust our roles to support one another and our students to the best of our ability. I also think it was valuable that students rotated between our station and our classmates because they not only learned about Christmas around the world through the literary arts, but through drama, dance, music and the visual arts as well. This enhances their learning on the topic and allows students to explore the topic in unique ways. I truly believe collaborating with our peers and integrating the arts into our curriculum can enhance our students learning and give them engaging, active learning experiences that can transform the classroom.

Artifact 2: Letter to Parents (1st Day of School)

Letter to Parents on the First Day of School

Description of Artifact

The artifact above is an example of a letter I would send to my future students' parents on the first day of the school year. The letter introduces parents to the course and directs them to important resources such as my classroom website and course syllabus. It also contains important information such as how parents can best contact me throughout the school year. Aside from providing a brief introduction, this letter demonstrates to parents that I want to work as a team member with them in order to create a learning opportunities and an environment which will lead their child to success. Parents know their children best. Their insight into their child's academic abilities and character are so valuable in order to me to meet the needs of every students in my classroom. I also want parents to be involved in their child's education. In this letter, I describe the high expectations I set for students and how I endeavor to teach them responsibility and accountability throughout the school year. My hope is that parents will work with me to teach these important skills to students.

Standards Connection

This artifact demonstrates the IPTS knowledge indicator 8A which states that "The competent teacher understands schools as organizations within the larger community context" and the performance indicator 8Q which states that "The competent teacher establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being". Parental involvement plays a critical role in students’ academic success. This letter is my first opportunity in the school year to open the lines of communication with students' parents which is why it is so important that I encourage them reach out to me with any questions and concerns and offer opportunities for them to support the learning that is taking place in the classroom each day. When I work with parents, I am able to get the extra support needed to help struggling children turn around their performance and encourage a lifelong love of learning in every student.

Reflection

This letter also shows how I strive to foster collaborative relationships with parents as a teacher. Both teachers and parents are deeply invested in the success of the child, and an open line of communication between teachers and parents can lead directly to better academic results. It is important to begin to open that line of communication from the first day of the school year. Additionally, the more comfortable parents are talking to teachers, the more likely they are to devote time to volunteerism, fundraising, PTA organizations and other school activities. Parent volunteers can be essential in the continuation of after-school activities and academic improvement. By building relationships with parents, we as teachers harness an opportunity for students that can last for years.

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