Standard 9 - Professionalism, Leadership, and Advocacy

Rationale- 

This artifact is a video reflection I completed for a course assignment where I had to record myself teaching and do a reflection on my teaching. By engaging in a self-reflection process, I was able to demonstrate a commitment to professional growth and development which aligns with Standard 9- Professionalism, Leadership, and Advocacy. This reflection was eye opening and beneficial on multiple different aspects of teaching. 

Through the self-reflection process, I was able to identify areas of strength and areas for improvement, and work to grow as a teacher. I was also able to develop leadership skills by taking ownership of my own learning and growth. By reflecting on my own teaching practice, I could better advocate for the best interests of my students. I could identify areas where they need to improve their instructional practices, and work to ensure that all students have access to high-quality instruction. A self-reflection of a video of my teaching gave me the opportunity to reflect on my own personal and professional growth. This allowed me to assess my own learning and development and identify areas where I need to continue to grow and develop.

In summary, a student teaching video self-reflection aligns with Standard 9 of professionalism, leadership, and advocacy by promoting professional growth and development, demonstrating leadership, advocating for students, and reflecting on personal and professional growth. By engaging in a self-reflection process, I can become a highly effective educator who is committed to the success of all their students.

Rationale-  

This artifact is from an activity that I did with the students on the last day of my student teaching. I did a mini lesson on the importance of accepting feedback and then I asked all of the students to write down something that they liked about my teaching and then something that I could do better. This artifact aligns with Standard 9- Professionalism, Leadership, and Advocacy because in this activity I asked the students to give me feedback on my teaching. 

By seeking feedback from students, I demonstrated commitment to professional growth and development. Teachers who are willing to solicit and accept feedback are better able to improve their teaching practice and provide high-quality instruction to their students. By asking for feedback, I was also developing leadership skills by taking ownership of my own learning and growth. It also shows a willingness to be vulnerable and open to criticism, and model the importance of feedback and reflection for their students.

When asking for feedback from students, I can also better advocate for the best interests of the students and can use the feedback to identify areas where I need to improve in my instructional practices, and work to ensure that all students are receiving the proper instruction. By using this activity that asked the students to give feedback on my teaching is a student-centered approach. It allowed the students to have a voice in their own learning and helped me to better understand the students' needs and preferences. 

In summary, this activity that asked students to give me feedback on my teaching aligns with Standard 9 of professionalism, leadership, and advocacy by promoting professional growth and development, demonstrating leadership, advocating for students, and taking a student-centered approach to teaching. By seeking and using feedback from students, teachers can improve their instructional practices and provide high-quality instruction to all students. I want the students to know that I care about their thoughts and that they are valued.