Professionalism Learning & Ethical Practice

InTASC Standard #9

The teacher engages in ongoing professional learning and reflection.

Throughout my student-teaching experience, I committed myself to continuous growth, reflection, and professionalism. Working in multiple sixth-grade science classrooms taught me how to take feedback, evaluate my choices, and adjust instruction based on the needs of learners. Every day, I reflected on my glows and grows, strengthening my awareness of how my tone, pacing, and instructional decisions impacted student learning and classroom culture.

I demonstrated professionalism by reviewing IEPs at a glance, keeping student information confidential, maintaining a positive attitude, communicating respectfully with colleagues, and supporting classes beyond my assigned cohort when needed. I asked questions, sought clarification, and actively participated in planning for lessons on the rock cycle, weathering and erosion, plate tectonics, atmospheric layers, and the scientific method.

Through my logs and daily reflections, I learned to analyze misunderstandings, identify classroom patterns, and adjust in real time. I grew more confident in pacing lessons, modeling tasks, redirecting behavior, and supporting learners with diverse needs. Professional learning became a natural part of my practice as I routinely evaluated what worked, what didn’t, and what I needed to improve.

Overall, this experience strengthened my commitment to ethical decision-making, reflective teaching, and professionalism. I aim to carry this same level of intentionality, humility, and growth mindset into my future classroom.

Strength: I consistently reflect on my teaching, identify patterns in student engagement, and adjust my approaches based on feedback from my mentor teacher, observations, and student responses. I uphold professional expectations at all times, maintain confidentiality, and assist across classrooms when needed to support the broader school community. I actively seek ways to improve my instructional practice through self-reflection, collaboration, and a willingness to try new strategies. My openness to feedback and my commitment to ethical practice allow me to grow intentionally and show up as a responsible, dependable educator.

Weakness: I am still learning to document behavior patterns, learning trends, and student needs earlier so I can make long-term instructional adjustments more proactively rather than responding only in the moment. At times, I rely on verbal reflection instead of recording consistent data that could guide future planning. Strengthening my documentation habits such as tracking recurring behaviors, student misconceptions, and engagement levels will help me anticipate needs more effectively and make strategic decisions that support student growth over time.

Professional Collaboration Through MTSS and RTI Practices

During my student-teaching experience, I deepened my professional understanding of collaborative school practices by interviewing Mr. Brooks about how MTSS and RTI operate at Howard University Middle School. Through this experience, I learned how teachers, specialists, administrators, and families work together through common planning periods, data meetings, IEP reviews, and intervention planning to support students’ academic, behavioral, and social-emotional needs. Hearing real examples such as family participation transforming a student’s behavior and co-teaching structures promoting equity expanded my perspective on what effective collaboration looks like in practice. I also gained insight into the challenges teachers face, including gaps in professional development and inconsistent family engagement. This experience strengthened my ability to communicate with colleagues, analyze student data collaboratively, and understand how shared responsibility leads to meaningful student growth. It was a major part of my professional learning and helped me see myself as an educator who contributes to a larger system of support.

Professional Development Framework Evaluation Activity

During our professional development day, I participated in a collaborative activity where each group was assigned a specific Danielson Framework for Teaching component to analyze. Using a set of IB learner profile resources, ATL skills, and evaluation instruments, my group evaluated our assigned component and created an anchor chart that synthesized our findings. We then engaged in an “art gallery walk,” where all groups rotated around the room, reviewed each other’s charts, and left comments, questions, or points of agreement. This activity directly supports Standard 9 because it strengthened my ability to engage in continuous professional learning, analyze instructional frameworks, and reflect on effective teaching practices. By discussing interpretations with colleagues, asking critical questions, and comparing perspectives, I deepened my understanding of what high-quality teaching looks like and how to apply these expectations in real classroom settings.

Professional Development in Practice

During my student teaching experience, I participated in a professional development activity that strengthened both my instructional practice and my ability to collaborate with other educators. This PD gave me the opportunity to learn new strategies, engage in hands-on activities, and reflect with colleagues about how these approaches could support student learning. By discussing ideas with other teachers, sharing insights, and applying the strategies in my own classroom, I deepened my understanding of how professional learning directly enhances teaching. This experience demonstrated my commitment to continuous growth and collaboration, and it helped me see how ongoing PD is essential to meeting the diverse needs of students. Through this activity, I learned how to refine my instructional decisions, adapt new techniques, and work more effectively as part of a professional learning community.

During this placement, I learned that professionalism is not just about showing up, it’s about being intentional, reflective, and willing to grow. I learned to advocate for student needs, collaborate with colleagues, and maintain a positive presence even on challenging days. My reflections helped me understand my strengths, acknowledge my areas for improvement, and build the mindset needed to excel in the teaching profession.

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