Teacher Quality Standard II

"Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students."

Teachers know their students and are able to diversify their teaching approach in order to reach all students.

E L E M E N T A

Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

As students enter the classroom, they are immediately prompted with a list of things they will need during my lesson.

Having this material list ensures that students are prepared with their materials. If they forgot something in another class, this visual reminds them of that! Before class even starts, students have time to go get the material necessary for the lesson. This prevents interruptions from students who need to retrieve an item, or disengagement from students who do not have it.

This list of materials needed also helps with predictability. Students are not shocked when they are asked to get out a certain material. Sometimes, when students are not prepared with the correct materials, they may shut down and disengage from the classroom. This list is a preventative strategy so that doesn't happen and student's refrain from engaging in fight or flight behaviors.

*can be found in Practicum, Lesson Five slideshow

*can be found in Practicum, Lesson Four slideshow

As class settles in, I will always start with an agenda before the lesson begins.

This provides a very predictable flow for students. They can predict how long the lesson will take and manage their energy accordingly.

Using an agenda also leaves no room for any surprises that may throw students off.

Going over an agenda breaks down the lesson step by step so that it seems more achievable; this helps in sustained engagement!

WAIT!!! There's one more way that I want to prove to you that I can meet this Teacher Quality Element...

Please click the photo to the left to be redirected to another website I created for my Classroom Support Plan.

This Classroom Support Plan was made for Dr. Laura Trapp's Dimensions of Behavior (EDSE 325) course. This plan is a very thorough plan that tackles how to best support all kinds of behavior.

I highly encourage you to sift through for 3 minutes (one song length!) and uncover the many thoughtful and intentional ways I have planned to create a supportive, predictable, and loving classroom environment.

Through rules, positive encouragement, supports for adversity, and so much more, it will become evident that I am well equipped with the knowledge to support a positive learning environment.

E L E M E N T B

Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity while working toward common goals as a community of learners.

I recognize a lack of skills in this area for me. I want to grow in diversifying the content and approaches to content to reach a variety of cultures and experiences. For now, I best meet this element by having an awareness and knowledge of diverse learners in special education. This skill is seen in the artifact below.

Each lesson I write includes an area for differentiation and modifications. This section helps prepare me and the instruction to be adaptive to any kind of learner. In this section, I include bullet pointed ideas and changes to make to the lesson so that it can be applied in (hopefully) any situation.

midterm

The Right to Collaboration

This essay is a response to a case scenario where a parent is concerned about their 5th grader going through the special education process.

My response is an introduction to my thoughts on how to collaborate with students and families. Everyone deserves a right to education. It is my duty as an educator that students are treated with inclusivity and equity.

By reading this essay, you will find that I am able to think critically about diverse learners and my instructional approach and alter that in anyway needed to best reach the student.

This can also be found in Donja's Classroom Support Plan website.

This artifact fits well with this element because it shows my ability to break down skills needed in life, and in my classroom, and making that skill accessible to all students. This lesson plan teaches students my expectation of raising their hand while direct instruction is occurring. Not only does this lesson make my expectations accessible to all students, it also helps bring me and my students together as a community of learners. If we do not have rules, procedures, and expectations, then we cannot have a safe learning environment for every type of individual.

edse 325 direct instruction behavior lesson.docx

E L E M E N T C

Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.

This photo shows some reflection notes that I left on a lesson that I felt didn't go well. After teaching this lesson to one of my classes in my practicum, I felt so defeated and incapable because the students did not grasp the knowledge I had hoped for.

I thought that I was a failure in this moment and that I didn't have the skills needed to be a teacher. In reality, I was just learning this element!

Not all students are going to respond the same way. From this learning moment on, I have added scaffolded questions to each of my lessons to reach students who are at different levels.

E L E M E N T D

Teachers work collaboratively with the families and/or significant adults for the benefit of students.

During my Practicum, I got opportunity to observe some parent teacher conferences and listen to phone calls home. I did not play a significant part in these scenarios; I was simply a fly on the wall. Nonetheless, it was insightful to experience these moments. I learned that teachers must think so carefully about how they preset information to parents regardless of it is "good" or "bad" information. I observed my host teacher being patient while she let the parents talk as much or as little as needed. I also observed the importance of data collection and use. My host teacher had data in front of her while she was in meetings and on phone calls. Having this data ready helped give my mentor a foundation to the conversation. When things started to get rocky, she was able to refer to the facts and redirect the conversation back on track. Above all else, I observed my host teacher put the students at the center of each of these conversations.

Parents care deeply about their children and never want to hear the bad things. Making positive calls home is just as important to me as making negative calls home.

During STEP 4 (Student Teaching) my role with parents and family became much more involved. I was an active participant in Parent-Teacher conferences and I emailed with parents frequently. I learned the importance of professional transparency. As much as I want to be a positive teacher that has only positive things to say about students, sometimes what needs to be communicated is not positive. It is a teachers job to communicate the positive and negative things to student's parents so that they can get the most out of their education. Even if it's hard, sometimes parents have to be told hard things. Despite delivering negative news, it is also important that this information is delivered professionally.

Below, I have screenshots of a conversation between me and a student's mom. In this conversation, you will see us professionally discuss a negative thing - a failing grade. In this conversation, I collaborate with her wishes, give her further information, and respond in a timely manner.

Page updated

Google Sites

Report abuse