Professional Responsibilities

4a. Reflection on Teaching

Reflecting on teaching encompasses the teacher's thinking that follows any instructional even, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, in an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking both reflectively and self-critically and of analyzing instruction through the lens of student learning--whether excellent, adequate, or inadequate--becomes a habit of mind, leading improvement in teaching and learning.

The elements of component 4a:

Accuracy
Use in future teaching

Reflections

Document Description: For my Assessments course, I wrote individual reflections after each of the five lessons in a series as well as an overall reflection of the whole teaching experience. Reflecting after each lesson helped me to improve as I moved forward and taught more lessons because I was able to learn from my mistakes and accomplishments. I learned be critical in my analysis of the process and to think of ways I could improve in the future. Reflecting on my teaching has helped me to be more prepared to become a special education teacher.

Teacher for the day Reflections

Document Description: In the DACC classroom at Temple View Elementary, I acted as the main teacher for one complete day. This experience provided me with a lot of valuable insights. I was able to attend meetings, teach multiple lessons in small groups, as well as facilitate transitions. Once the day was over, I wrote a reflection based on what I experienced and how I felt about the day. Thinking about the experience and writing specific facts down helped me to analyze and critique my different strengths and weaknesses I displayed that day. I will look back on this reflection to learn about my past experiences and apply what I've learned in my future teaching.

4b. Maintaining Accurate Records

An essential responsibility of professional educators is keeping accurate records of both instructional and non-instructional events. These include students' completion of assignments, student progress in learning, and non-instructional activities that are part of the day-to-day functions in a school setting, such as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and parents and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the type of information being recorded. For example, teachers may keep records of formal assessments electronically, using spreadsheets and databases, which allow for item analysis and individualized instruction. A less formal means of keeping track of student progress may include anecdotal notes kept in folders some teachers keep for all their students.

The elements of component 4b:

Student completion of assignments
Student progress in learning
Non-instructional records

*Names are changed or blacked out to ensure confidentiality.

Document Description: At Minnie Gant Elementary, the teacher used this sheet to organize and track her anecdotal notes of each student's progress towards their IEP goals. I learned that she provided the students with multiple trials each session and recorded accurate data on their performance. The teacher created this sheet and used it in an informal way that made sense to her. I learned through this experience it is important to record each time the teacher works with their students on their IEP goals. As a future special education teacher, I will record the data I gather from my students to monitor their learning and adjust instruction accordingly.

Document Description: For my Senior Practicum course, I was assigned to complete file reviews to ensure the teacher was maintaining accurate records. I learned that completing a file review includes looking over each section of an IEP and clarifying that all the data is recorded and in the correct place. I also learned that completing file reviews is crucial to having current and updated information on student progression. As a future teacher, I plan on completing file reviews to stay up to date and maintain accurate records on my students.

Document Description: At Temple View Elementary, my mentor teacher created punch-cards for her students. Each day after the students completed their assignments, they received a punch for what they completed. I learned that this was an appropriate way for the teacher and para educators to monitor student completion of assignments. I learned that keeping these records allows teachers to be informed of their students' completed tasks. In the future, I will plan to create a system to monitor my own students completion of assignments.

4c. Communicating with Families

Although the ability of families to participate in their child's learning varies widely because of other family or job obligations, it is the responsibility of teachers to provide opportunities for them to understand both the instructional program and their child's progress. Teachers establish relationships with families by communicating to them about the instructional program, conferring with them about individual students, and inviting them to be part of the educational process itself. The level of family participation and involvement tends to be greater at the elementary level, when young children are just beginning school. However, the importance of regular communication with families of adolescents cannot be overstated. A teacher's effort to communicate with families conveys the teacher's essential caring, valued by families of students of all ages.

The elements of component 4c:

Information about the instructional program
Information about individual students
Engagement of families in the instructional program

*Names are blacked out to ensure confidentiality.

Document Description: My mentor from Temple View Elementary uses this class website to keep the parents of her students updated and involved in what is going on at school. I learned that through this website she can communicate with the parents and give them a clear picture of the subjects and activities they are covering in class. I also learned that she can post her monthly calendar to inform the parents of upcoming events and add resources in case the families want further information of school events. Overall, learned that this website is an amazing way to inform the parents about their child's instructional program. In the future, I plan on creating a classroom website to ensure all the parents are aware of the classroom routines, assignments, and school activities.

Document Description: This is a parent communication log used at Minnie Gant Elementary. Each day the teacher fills out this log about the student's behavior and performance, and sends it home to the parents. I learned that this is a easy and simple way to let the parents know how their child is performing each day at school. I also learned that engaging the families helps to establish a greater teacher-parent relationship. Having open communication with the parents about their child is something I plan to incorporate for my future classroom families.

4d. Participating in the Professional Community

Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, and their full potential can be realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect, as well as by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and contribute to the life of the school. Inevitably teachers' duties extend beyond the doors of their classrooms and include activities related to the entire school or district, or both. These activities include such things as school and district curriculum committees and engagement with parent-teacher organizations. With experience, teachers assume leadership roles in these activities.

The elements of component 4d:

Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects

*Faces are blurred and names are blacked out to ensure confidentiality.

Document Description: During my time at Los Alamitos High school, I volunteered working with students with special needs inside and outside of school. For example, I gathered a group of students with special needs and arranged for us to all go to the school formal together. I arranged the dinner, the couples, and the rides. From this experience, I was awarded with an Honorary Service Award. Honorary Service Awards are designed to publicly acknowledge students for outstanding community service to children and youth. In the future, I will continue my passion of helping students with special needs within the community, not only within the school setting. This will help me to improve my practice and contribution to the school.

Chole Astle (1).pdf

Document Description: At Rigby High school, I learned how to write an IEP. Before I wrote an IEP, I created a strong relationship with my mentor teacher and watched as she walked me through the process. My mentor teacher explained to me what she has learned from others in her profession on how to write a proper IEP. I was able to take the information I learned and write a complete and accurate IEP for a current student. This experience has taught me the importance of collaboration and planning in order to promote student learning. In the future, I plan to continue to talk and collaborate with other teachers and professionals, so I can learn new strategies and more to plan for student success.

Document Description: For an Eagle Scout Project, I helped paint and assemble dividers. These classroom dividers were used to separate each area into colored centers. The dividers were donated to a special education classroom and helped the classroom to be organized and run efficiently. I was able to give service by donating my time to help create this project for the special education classroom. I learned that through volunteer work I was able to be involved in the community. In the future, I plan to extend my duties of a special education teacher beyond the classroom and include myself in activities related to the entire school or district.

4e. Growing and Developing Professionally

As in other professions, the complexity of teaching requires continued growth and development in order for teachers to remain current. Continuing to stay informed and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus, growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleagues through such activities allow for job-embedded professional development. In addition, professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession.

The elements of component 4e:

Enhancement of content knowledge and pedagogical skill
Receptivity to feedback from colleagues
Service to the profession

*Permission was granted for classmate photo

Document Description: In my Assistive Technology class, I learned about various forms of technology used for students with communication deficits. I worked together with a group of students to make and display a variety of technology tools that could be implemented in schools. I researched and found ways to adapt curriculum for students based on their communication abilities. We presented our technology tools and devices we bought, created, and researched, to inform other students and staff members at BYU Idaho. Continuing to stay informed and informing others are skills I plan to take with me in order to become an effective teacher.

Document Description: For my Assisitive Technology class, I made an assistive technology tool that could be used in a school setting. I created this slant board out of a clipboard, Velcro tape, and a binder. The slant board was created to assist students who have difficulties in writing. After creating this tool, we donated it to a special education classroom. Through this experience, I was able to find a way to contribute to the profession. In the future, I plan on further advancing my knowledge on assisitive technology and finding ways to help serve people in my profession.

Document Description: For my Senior Practicum course, I filmed a 25 minute lesson I administered to a small group of students with special needs. I then uploaded the video on to Go React, so my professor could watch and add personal feedback on my teaching. I read and applied the feedback I was given into my future lessons. I learned that receiving feedback from my professor was insightful and helpful because it expressed my strengths and weaknesses. Being receptive to feedback from colleagues is crucial for all special educators because it increases their knowledge on ways they can better tend to their students' needs. In the future, I plan to continue to ask for and apply feedback to better prepare myself to become an effective teacher.

4f. Showing Professionalism

Expert teachers demonstrate professionalism in service both to students and to the profession. Teaching at the highest levels of performance in this component is student focused, putting students first regardless of how this stance might challenge long-held assumptions, past practice, or simply the easier or more convenient procedure. Accomplished teachers have a strong moral compass and are guided by what is in the best interest of each student. They display professionalism in a number of ways. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. Furthermore, they know their students' needs and can readily access resources with which to step in and provide help that may extend beyond the classroom. Seeking greater flexibility in the ways school rules and policies are applied, expert teachers advocate for their students in ways that might challenge traditional views and the educational establishment. They also display professionalism in the ways they approach problem solving and decision making, with student needs constantly in mind. Finally, accomplished teachers consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective.

The elements of component 4f:

Integrity and ethical conduct
Service to students
Advocacy
Decision making
Compliance with school and district regulations

Special Education synthesis Essay#1

Document Description: For my Special Education Synthesis Essay, I conducted interviews on special education and general education teachers. I learned from special education teachers that not all students with special needs are being included in the general education setting as much as possible. I learned that some schools today still do not invite students with special needs to the school field trips or events. Learning this information was difficult because as a future educator I hope to involve my students in their least restrictive environment at all times. In the future, I plan to advocate for my students and find ways for my students to be involved with their general education peers as much as possible, even if it challenges traditional views.

Teachers and Technology Application.pdf

Document Description: My mentor teacher at Temple View Elementary wrote a grant for her students to receive chromebooks. She mentioned ways in which the technology would further help her students with their academic goals. My mentor teacher displayed compassion and was guided by the best interest of each of her students. Through my mentor teacher's example, I learned how to stand up for students and look out for their best interests. In the future, I plan to care about my students and advocate for them in order to help them receive access to the resources they need.

Google Sites

Report abuse