Embedded Files
The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.Â
The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.Â
Artifacts
Each artifact is linked in the title. To view each artifact, click on the title of the artifact!Artifacts
For one of my ELL education courses (Fall 2021), one of our assignments was to create and discuss a plan on how we would keep families in touch and maintain good relationships with my students' families. This assignment deepened my understanding of "schools as organizations within the larger community context" (8A) due to parents, guardians, and caregivers being involved in and outside of school. This plan introduced and helped me grow in my understanding of "the collaborative process and skills necessary to initiate and carry out that process" (8B). From my experience with this assignment, it has helped me develop an appreciation in "understanding the benefits, barriers, and techniques involved in parent and family collaborations" (8D). One of my goals that is communicated in my familial involvement plan is to "work with all school personnel to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals" (8J) which is something I want to achieve with the inclusion of families and caregivers. Including families and caregivers has allowed me to "initiate collaboration with others to create opportunities that enhance student learning" (8L). This plan was designed to help deepen my understanding on how to "develop professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning" (8P) and "establish respectful and productive relationships with parents or guardians and seek to develop cooperative partnerships to promote student learning and well-being" (8Q).
For one of my ELL education courses (Fall 2021), one of our assignments was to create and discuss a plan on how we would keep families in touch and maintain good relationships with my students' families. This assignment deepened my understanding of "schools as organizations within the larger community context" (8A) due to parents, guardians, and caregivers being involved in and outside of school. This plan introduced and helped me grow in my understanding of "the collaborative process and skills necessary to initiate and carry out that process" (8B). From my experience with this assignment, it has helped me develop an appreciation in "understanding the benefits, barriers, and techniques involved in parent and family collaborations" (8D). One of my goals that is communicated in my familial involvement plan is to "work with all school personnel to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals" (8J) which is something I want to achieve with the inclusion of families and caregivers. Including families and caregivers has allowed me to "initiate collaboration with others to create opportunities that enhance student learning" (8L). This plan was designed to help deepen my understanding on how to "develop professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning" (8P) and "establish respectful and productive relationships with parents or guardians and seek to develop cooperative partnerships to promote student learning and well-being" (8Q).
This outline was designed for a literature methods course I took in the spring of 2021. I worked on this unit outline with a partner and we were assigned to take the co-teaching route of teaching the lessons. This project helped deepen my understanding of how to "collaborate with others in the use of data to design and implement effective school interventions that benefit all students" (8C). This unit was designed to expose students to community organizations that work to make the community a better place. This helped enforce my understanding of "school- and work-based learning environments and the need for collaboration with all organization to enhance student learning" (8E). This project had my partner and I working to further our understanding "the importance of participating on collaborative and problem-solving teams to create effective academic and behavioral interventions for all students" (8F) along with "understanding the various models of co-teaching and the procedures for implementing them across the curriculum" (8G). While planning for this project-based unit, my partner and I "participated in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students" (8K). When thinking about what my partner and I wanted our project-based unit to be about, we wanted to include outside resources beyond the district. We deepened our understanding of how to "identify and utilize community resources to enhance student learning and to provide opportunities for students to explore career opportunities." (8T). In planning this unit, we worked to "use digital tools and resources to promote collaborative interactions" (8M). We overall grew in our understanding of how to "use effective co-planning and co-teaching techniques to deliver instruction to each student" (8N) and how to "collaborate with school personnel in the implementation of appropriate assessment and instruction for designated students" (8O).
This outline was designed for a literature methods course I took in the spring of 2021. I worked on this unit outline with a partner and we were assigned to take the co-teaching route of teaching the lessons. This project helped deepen my understanding of how to "collaborate with others in the use of data to design and implement effective school interventions that benefit all students" (8C). This unit was designed to expose students to community organizations that work to make the community a better place. This helped enforce my understanding of "school- and work-based learning environments and the need for collaboration with all organization to enhance student learning" (8E). This project had my partner and I working to further our understanding "the importance of participating on collaborative and problem-solving teams to create effective academic and behavioral interventions for all students" (8F) along with "understanding the various models of co-teaching and the procedures for implementing them across the curriculum" (8G). While planning for this project-based unit, my partner and I "participated in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students" (8K). When thinking about what my partner and I wanted our project-based unit to be about, we wanted to include outside resources beyond the district. We deepened our understanding of how to "identify and utilize community resources to enhance student learning and to provide opportunities for students to explore career opportunities." (8T). In planning this unit, we worked to "use digital tools and resources to promote collaborative interactions" (8M). We overall grew in our understanding of how to "use effective co-planning and co-teaching techniques to deliver instruction to each student" (8N) and how to "collaborate with school personnel in the implementation of appropriate assessment and instruction for designated students" (8O).
"Unity is strength...when there is teamwork and collaboration, wonderful things can be achieved." ~Mattie Stepanek
"Unity is strength...when there is teamwork and collaboration, wonderful things can be achieved." ~Mattie Stepanek
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