DESCRIPTION: This was a tool I implemented during my French teaching position at Edmunds Middle School in Burlington, Vermont, in the Spring of 2017 in order to build a positive learning climate marked by respect, rigor and responsibility.

ANALYSIS/REFLECTION: When I began teaching French at Edmunds Middle School in Burlington, the students had had a series of substitute teachers since the end of the first quarter, thus it was crucial to establish a culture for learning. According to my mentor teacher, the French classes had become more of a study hall than any type of class calling for intellectual engagement.

In light of this, I was very clear with students regarding expectations, behaviorally and academically. We discussed this verbally and I wrote them as well in the class. Nonetheless, there was a struggle with one 8th grade class in particular to participate in a positive manner. As many educators know, it can be a small group of students that can disrupt the learning environment for all. I used a number of strategies to encourage participation such as developing a class routine, involving students with creating class expectations and asking my supervisor, the assistant principal to sit in on a class for support. Nonetheless, a small group in this one class persisted in attempting to disrupt the classroom environment in such a way that it was challenging at times to proceed with instructional activities for all students. See here a letter from the assistant principal who attests to my ability to create a culture of learning.

Feeling a bit exasperated, I reached out to my mentor teacher, Sarah Wright, asking for suggestions. She suggested I try a "Class Contract," that clearly outlined the expectations for a respectful learning environment. I wrote up a contract after reviewing a couple other class contracts that articulated clearly what students were to bring to class, what they were to do when they arrived and general behavioral procedures to move on with learning activities. Outlined clearly were the parameters for handling missed work as well as my availability for support if a student wanted some help outside of class.

This contract was also to be signed by a parent, thus it engaged families in our French program as well. Many parents had been concerned that their children had lacked proper French instruction for several months, so an effort to get their support in complying with class regulations and procedures was helpful overall.

In hindsight, I would have implemented a written document sooner in order to create an environment of respect and rapport between myself and my students. I learned that being without a French teacher for several months was deregulating for the students and much structure and clarity was required. In sum, this piece of evidence reflects my willingness and ability to to build a positive learning climate marked by respect, rigor, and responsibility as called for in this teaching standard. In the future, I plan to at the beginning of the academic year, provide the learners and their families with a class outline and expectations.

EVIDENCE #2: Arranged a special guest speaker for my students. Pictured below are the people I collaborated with for this: school principal, the guest speaker, myself and another teacher. Emerson Preparatory School, Washington D.C.

DESCRIPTION: My first French teaching job was in Washington D.C. at Emerson Preparatory School. I moved here after I graduated from Trinity University in San Antonio, Texas in 1988. I am pictured here with the guest speaker, the principal and the history teacher. I arranged for the special guest from the Ivory Coast to meet with my students and others at the school working in collaboration with The African-American Institute and the school staff.

ANALYSIS/REFLECTION: Upon graduating from college in May of 1988, I had obtained an internship at an organization called The African-American Institute and moved to Washington D.C. I had never been here before, but desiring to pursue a career in international relations, the nation's capital was a key place to be and this international organization aligned well with my interest in African-U.S. relations. This position afforded me the opportunity to use my French, learn much about the United State's relations with the African continent, (as one of my responsibilities was to research and write country descriptions,) and most excitingly of all, to meet and work with professionals from diverse African countries who came for professional capacity building opportunities throughout the United States.

This was a part-time unpaid internship, thus I sought paid work and found a part time French teaching job at a nearby private high school on Dupont Circle. This worked well as I waited tables at night, at a French restaurant in the Adams Morgan neighborhood called, "La Fourchette." The owners were from La Rochelle, a city in western France and a seaport on the Bay of Biscay, a part of the Atlantic Ocean. I was familiar with La Rochelle ironically, and had visited there when living in France from 1985-1987.

The position at the African-American Institute called for me to help arrange tours for visiting professionals. I was interested in bringing a teacher from African to speak to enhance instruction and study of this continent to my French classes at the high school. In high school, my interest about Africa had been piqued by an anthropology teacher who had worked there and shared his experiences with our class. The school principal and history teacher were enthusiastic about this and the students had an opportunity to meet someone and learn about their work as a teacher in the country of Ivory Coast, a francophone country in West Africa that we were studying. Thus, this evidence reflects my mastery of this teaching standard of working collaboratively with others to arrange for a special presentation and create an enriching learning environment. In the future, I plan to arrange for many more authentic French speakers to meet with and engage my learners.

Click here for Teaching Standard #3.2