Collaborative Relationships 

Rationale for Artifact #1:

Description: This artifact was an introduction letter I sent out to parents at my first placement at Jackson Elementary. In this letter I introduce myself to the overall parent population and inform them of my presence for the 9 weeks I would be present in the school. I made sure to include my email so parents could contact me with any questions or concerns throughout my 9 weeks with the school. 

Connection: This artifact aligns with ITPS knowledge indicator 8A which states: "The competent teacher understands schools as organizations within the larger community context". This letter was intended not only to introduce myself to the wide range of parents in the community, but it also was intended as an invitation to reach out to me for any opportunities they think would be appropriate. 

Importance: This artifact shows that it is important to make a positive first impression on the parents in the community. It is always important to show a positive first form of contact, so parents are aware of who I am and how I work with their children. This opens up the door for future communication down the road whether that be positive or constructive. 

Rationale for Artifact #2: 

Description: This artifact is a lesson I implemented in my elementary school placement. This lesson included several aspects of student specific planning on the second page. Several students were in need of modifications necessary for them to succeed in the activity. 

Connection: This artifact aligns with ITPS performance indicator 8S which states: "The competent teacher participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted". This artifact highlights how those modifications and adaptations within student's IEPs were taken into account when planning the lesson. 

Importance: This lesson highlights the importance of student specific planning and being a part of the process of planning for student needs. I would frequently ask student where they feel comfortable and where they need assistance within the lesson. This helped me when planning instruction and opened up the door for a collaborative relationship with the students so they could take ownership in their learning as well.