• My Teaching Philosophy
  • Professional Standards for Michigan Teachers
  • Professional Documents
  • Non-Teaching Experience
  • Archives
  • Categories
  • Standard 5

    2010 - 10.24

    A. I “uphold the State of Michigan Professional Code of Ethics” and often engage in meaningful reflection and “self-evaluation.”  Throughout my Professional Internship, for instance, I reflected upon my teaching of every single lesson taught, evaluating the efficacy of my actions, and striving to teach each day in an ethical and effective manner.

    B. In my Action Research, performed during my Professional Internship, I identified and used “current research to reflect on and improve” my teaching “related to content, technology, pedagogy, and other factors that impact student achievement.”  In my classroom, I found that my third grade students struggled to pay attention, particularly in the afternoon hours.  Hoping to help my learners to focus and learn more effectively, I consulted professional research, and found that learners often benefit from movement.  In my research, I investigated this connection between periodic active breaks and student focus, and indeed found that my learners benefited from the movement.  With these breaks, my students were more able to focus on their afternoon work, and were able to achieve more than they had in those same afternoon hours before.

    Please click here to read more about this action research.

    C. In my Professional Internship, as well as throughout my teaching, I worked hard to consult with others, striving to build “positive relationships with other teachers, parents/guardians, students, administrators, counselors, and other personnel.”  These connections helped me to be as informed and supported as possible, such that I could better meet the needs of my learners.  In my Professional Internship, my mentor teacher and I sent multiple notes home, keeping parents informed about student achievement, and requesting information and participation where needed.  I also was in constant contact with other teachers, administrators, and other professionals in informal discussions and formal professional development meetings.  In these instances, I was able to learn from other perspectives and build relationships with other professionals.  These opportunities were invaluable to my teaching and learning throughout my student teaching.

    D. I have demonstrated an understanding of the importance of analyzing “the effects of teacher dispositions, decisions, and actions upon others (e.g., families, other personnel, and all students, including those with disabilities).”  I constantly reflect upon my teaching and its impact on my learners.  As mentioned above, I reflect upon each lesson that I teach after I teach it.  I also reflect on all units taught and all projects completed in field placements and as a part of education courses.  These reflections allow me to make any changes necessary to best meet the needs of my learners.

    E. I am very aware that teaching is a “lifelong learning process.”  As such, I admit openly to my students and myself that I am still a learner who is constantly growing as a teacher and learner, just as my students are developing in their own right.  To facilitate this growth in my teaching, particularly during my Professional Internship, I participated in every professional development opportunity provided for me.  I went to numerous seminars and meetings, spoke with and listened to many professionals about teaching and learning, and read several books about new strategies for teaching and learning in various subjects.  These opportunities were extremely helpful as I worked to improve my teaching, and I look forward to continuing to seize these chances for improvement as my career progresses.

    F.  In my Professional Internship, my mentor teacher and I worked hard to “involve and work effectively with parents/guardians […] to maximize opportunities for school achievement and success.”  Though we reached out constantly to parents with requests for information, descriptions of in-class work, opportunities for extra-curricular enrichment, and individual student achievement, garnering parent involvement was not always successful.  We issued weekly assignments to be completed with parents, about half of which were ever turned in.  Requests for information or involvement were only completed by a handful of parents, and when provided insight into individual student achievement (the achievement of their own child), typically only a few parents would respond.  Unfortunately, this was a struggle that we strove to overcome throughout the semester; however, it was difficult to build strong relationships with many of the parents of our students.

    G. My creation of a virtual learning environment in the Showcase Unit Plan taught during my Professional Internship provided great practice for interacting with parents/guardians using “best practices for personal and technology-based communication.”  Despite creating this environment, I was not able to accomplish much in terms of actual parent interaction.  It was difficult for my mentor teacher and I to facilitate much parent interaction and involvement throughout the semester (not for lack of trying), and a lack of parent access to technological resources made using technology-based communication almost impossible.  Nevertheless, I am a believer in the importance of parent involvement and communication to “maximize student learning at school, home, and in the community,” and look forward to working towards this goal more effectively in the future.

    Please click here to view my virtual learning environment.

    Please click here for further reflections about my virtual learning environment.

    H. As of right now, I have not had the privilege to help a disabled learner by participating in the development of an individualized learning plan (IEP, or Individual Education Plan).

    Comments are closed.


    Bad Behavior has blocked 4 access attempts in the last 7 days.