InTASC 9 - Table of Contents

Standard #9 - Professional Learning and Ethical Practice

In Artifact 9.1 I present evidence of professional learning through my participation in a focused ELL training offered by my placement district titled, Guided Language Acquisition Design or GLAD. During this workshop spread over two days, I learned strategies to enhance language comprehension for ELL and all students. These included using an input chart, shape and color-coding, linguistic buddies, gestures, and others. As a result of this training, I added shape and color-coding to my lesson on tempo for Kindergarten and first grade general music students. I also used a simple gesture of touching your wrist or wristwatch to indicate the word tempo, which means 'time' in Latin. Additionally, I support struggling readers by separating the word, tempo, into parts and asking the students to help me brainstorm rhyming words for tempo. Utilizing this professional and current development supports my students through engaging and meaningful instructional practices (Karten, 2017). ELL and all students can strengthen their learning and understanding when the content is taught supportively.

As part of my continuing self-reflection, I have taken the Washington State Professional Educator Standards Board (PESB) Self-Assessment as well as Harvard University's Implicit Association Test (IAT) on race. I plan to continue reflecting and self-assessing to improve my teaching. After reviewing my scores, I am careful to include visuals and graphics of diverse students and cultures in my digital slides, as well as to choose music and instruments from a variety of countries (Soto, 2015). An area that I am currently working on includes improving how I use technology in the classroom to support students; this element came as a result of the PESB self-assessment and my interest in supporting students through distance learning during this pandemic 2020-2021 school year. In Artifact 9.2, I show my PESB Professional Growth Plan as part of my choice to continue learning and growing as an educator. This growth plan combined with my participation in the Suzuki Association of the Americas, Olympia Music Teachers Association, district Professional Leadership Committee, or PLC, groups and others allows me to regularly revise and advance my teaching through collaboration with colleagues.

In the Central Washington University class, EDU 503, Adolescent Development and Learning for Teachers, I learned about family enmeshment, cultural stereotypes, adolescent development, and how these affect my students and teaching. In Artifact 9.3, I show evidence of my understanding and commitment to support students consistently who are growing physically and mentally. Some students encounter negative situations that effect their growth as their brains work to cope with trauma. I can offer a safe place for students and families in my classroom to voice their concerns and opinions (Rogers et al., 2018; Kivisto et al., 2015). I can choose consistent and ethical practice for supporting students from all backgrounds.

Artifact 9.1 - ELL Guided Language Acquisition Design (GLAD) Training and Application Screenshots

Artifact 9.2 - Sample PESB Technology Professional Growth Plan and SAA Membership

Artifact 9.3 - Understanding Adolescent Development in Girls Essay