Pre-Assessment and Analysis
assesses the knowledge and skills of students in relation to long-term
content goals and district standards and determines the knowledge and
skills each student needs to meet the goals and standards.
In establishing a viable, focused, learning envrionment it is important
for both the instructor, and the student, to know "from where
they are coming" to "where they are going," and once "they get there"
how "they arrived" and how "they did"! When looking at
and analysis it is important for the teacher to pre-assess, plan
instruction, focus on the needs of the student, provide opportunity for
In planning a
lesson it is crucial that the instructor gain baseline data on each
student. Pre-assessment is an important piece of teaching and
instruction, and it can take many different forms. Whether it be
by pre-testing, individual journaling, a KWL
(Know, Want to Know, and What Learned) activity, or just questions and
it is essential that in any learning environment the teacher knows from
where each student will begin his/her learning. Once a
pre-assessment has been completed the instructor can then create
specific lessons that challenge each student; and at the same
time, a true learning environment is established.
knowledge gained, like pre-assessment, is an important piece of
education. As each lesson progresses, each unit completed, or
year is advancing, each teacher must accurately assess and analyze the
growth of each student. Whether it be in a differentiated
classroom or a traditional setting, analysis and feedback from the
teacher allows the student (and the teacher) to know what they need to
do to succeed and reach the established benchmarks. Frequent analysis
by the teacher forces the instructor to know where each student is as
the year progresses.
It is very
important that pre-assessment and analysis of knowledge and skills are
in line with long-term content goals and state benchmarks. As
instruction and assessment are planned and implemented, it is the
educator's duty and responsibility to make sure that the student is
learning what is important so he/she can understand the material and
reach the established benchmarks. By using benchmarks as a
aguideline, one can easily assess the progress of the student.
In every unit
I can easily pull examples of how I assess the knowledge and skills of
of my students. Included is a unit plan on the Civil Rights
Movement of the United States that includes unit goals, benchmarks
that will be
a pre-assessment with scoring guide, and four sample lessons from a
rights unit in my 10th grade US history class. Embedded throughout the
plan are examples of how I assess the knowledge and skills of my
and what each student must do to meet the goals and standards set by
school, district, and the State of Oregon.
I find that in teaching, it is imperative that I always take the
time to understand the curriculum, while at the same time I must know
what the individual needs of my students are. It is important
in the classroom the needs of the students are being met. This
process of teaching content, and knowing each of the students, takes
time and thoughtful consideration. The benchmarks, as established
by the Oregon Department of Education, allow me to focus my curriculum.
Beyond that, it is my responsibility to get to know my students
and what they need. The process of pre-assessment is one that I
hardly ever did when I began teaching. I took it for granted
that every student had to begin where I began instruction. I
took into consideration the multiple different starting points of each
As I have used pre-assessment more and more, I am able to gear my
to the needs of my class. Each class is different, and each
is different. As I improve on my teaching, I will further be able
improve my ability to assess the knowledge and needs of my students.
II. Planning and Design
designs instructional plans that incorporate knowledge of students’
developmental levels, interests, abilities, and learning
accomplishments consistent with content goals and district
One of my
favorite parts of education is lesson design and implementation.
As a team member within my department I work with my peers to
create units that
meet both content goals and state benchmarks. After I have
the road map of what needs to be accomplished, I enjoy creating lessons
that will challenge all my student's developmental needs, interests and
A sample of my
proficiency in planning and design, is a unit I created for my
US history class on post World War II American economic and social
history. I tied the whole lesson together around the idea of the "American Dream".
of this unit, and specific lessons, was for the students to be divided
into groups based on both ability and interest. In addition, the Civil
Movement unit also is an excellent example of my ability to teach to
developmental levels, interests and abilitities. Within this unit
there is one lesson plan that I have built specifically around Howard
multiple Intelligences. This unit is annually one of the students'
and is designed to focus on developmental level, interest and ability.
by looking at the scoring
rubric for the Civil Rights
Project once can see the variance of options in the final
Many students choose their strength, and I recieve many art projects for this authentic
planning and design I build each unit around the M.U.S.I.C. model
by educational researchers Silver and
always include within each unit activities that focus on mastery,
understanding, synthesis, involvement, and creativity. More
specifically, within each daily lesson I attempt to divide the
instructional period into smaller "chunks" to vary the instruction.
In addition, brain based research shows that this is the best
approach in teaching material.
In reflecting specifically on the American Dream project, I
purposely placed the "advanced TAG (Talented and Gifted) students" in
their own group and then divided the remaining students by interest.
Each group was given a topic to research, create a presentation
and visual for their selected topic, and then present an oral
presentation on thier issue. I purposely gave the TAG students
the most difficult topic; one that could easily be completed,
but one that needed a lot more work compared to the other topics.
groups of students readily jumped at the challenge. The TAG
were excited to work together and the remaining students were willing
work together on topics they were interested in. This unit was a
sharing of ideas and content at the same time. All students were
to participate at their own ability level. Differentiation is an
component in establishing a viable learning environment. On the
within the Civil Rights project are all differentiated. A
classroom allows for instruction to take place that will meet the needs
of each student. Differentiation can focus on readiness, ability
design is a key piece in creating an effective learning environment.
constantly find myself reworking, rethinking, or adding ideas into my
I have found, in my eleven years of teaching, that if I can
lessons within a unit and provide opportunities for mastery,
synthesis, involvement and creativity than my learning environment is
that is dynamic and engaging. I always have to look at my goals,
objectives, lesson structure, and individual student needs. If I
so, critically and reflectively, than I have succeeded in creating an
that is academically sound.
III. Classroom Climate
Candidate establishes a classroom climate
conducive to learning, e.g. positive classroom management, a safe and
developmentally appropriate environment, efficient organization of time
and materials, and effective transitions.
When a student
enters a classroom the climate that is established by the teacher is
critical. Students want to learn, they want to be engaged, and
a safe place where they can express their ideas and opinions. I
firmly believe that the environment I create in my classrrom allows
each student, and myself, a chance to learn, grow, and challenge
not built on a set of rules, rather its foundation is built on
In my classroom I expect every member of the community to:
responsible, be respectful, participate, be ethusiastic, and to be
Each student, no matter what their level of involvment or academic
achievement, is expected to work within these expectations. This
approach allows me to extablish a sense of community within the
the climate that I establish is one of professionalism, but at the same
we have a lot of fun! The activities within each lesson may vary,
the daily structure always remains the same. I begin with a
entry to either review previous information, check for understanding,
to introduce new materials or ideas. I then move into the daily
lesson. I always close each period by pulling the lesson
and leaving a couple minutes for last minute thoughts and questions,
by transitioning into the next lesson.
two samples that exemplify my competency of classroom climate.
first is a 2 minute sample video of me
teaching the major
of a typical lesson, and the second is an observation report from my university
I firmly believe that the environment that I establish allows
all students the opportunity to succeed. I must meet each student
at the place where he or she is. I can pull them into the
environment, but I must create an climate where they feel they can
succeed, and be challenged. I constantly am aware of the climate.
I work very hard at making the classroom a place where students
to be. The environment I establish in my classroom
allows the opportunity for each student to succeed. I create a myriad
activities that allow the students to claim the classroom as their own,
and to reinforce the classroom as an environment that is more than a
to sit for 90 minutes. In additon, I also invite students into my
before and after school to help them understand or expand their
If I extend learning outside the boundaries of the class I feel
I am modeling a belief that I hold dear, the concept that learning is a
teaching I have found that students readily conform to my expectations.
feel like I treat them as individuals, and at the same time I expect
to act as individuals within a community. A true sense of
community exists in my classroom. This is because I expect a
community of ideas, responsiblity, respect, and participation to exist.
If the community breaks
down then we as class must stop and solve the issues-- this process
As seen in the
observation report and the video clip I allow for students to express
their viewpoints in a positive, constructive climate. I make sure
have an "out" if they don't feel prepared to answer questions or give
a view point. I encourage a response of "I don't know" if it is
healthy. It is easy to figure out if the student is dodging a
or if they don't want to give feedback. Positive discussion and
responses from me and a communal sense of sharing are critical in a
I also feel
physical set up of a classroom is critical. I place the seats in
semi-circles. (If I had the physical space I would have a complete
This is so I can easily see and reach each student, and they each
As I teach history, I encourage student interaction. The
environment tends to work for me. The seating arrangement also
itself to a feeling of community.
feedback: I really enjoy having peers, administrators,
my classroom. I value the interaction and the feedback that I
receive. I constantly invite people into my classroom. In
complete my continuing teaching licensure I invited my university
into the classroom. Once again this was a positive experience for
me. The feedback, though positive, allowed me to critically look
at my classroom climate. I periodically invite parents to sit in
on lessons. It is always healthy to ask for feedback. I
wish that I am able to interact more with my peers.
reflection: Making the video of my teaching was an
interesting experience. I videotaped myself in my first year of
teaching, and had not done so since then. After eleven years of
teaching I saw a lot of change and growth in my delivery of content,
ease in the classroom, and interaction with each student. I could
visibly see that I was more relaxed as the lesson progressed. As
I circulate around the room I am comfortable with the organization and
how I present the lesson. I am at ease as I ask or answer
questions from students, and how I interact with them. I do not
think that they feel any uneasiness in raising a question or concern
with me. My responses to them are never degrading, demeaning, or
offensive. If I do not know the answer the their comment or
I tell them so. I openly, and frequently, ask for feedback on
climate. I then implement what we feel needs to improve. I
have several student evaluations that I do periodically through
the year, and at the end of the year. (1) and (2). The feedback is
shared with the class and I act
on their suggestions. The largest growth area that I have seen is
in my delivery of the content. I have improved my understanding
of teaching a lesson. I am comfortable creating, and then
presenting the material. This really helps with classroom
climate. Students feel more at ease when the teacher is at ease.
IV. Implementing Instruction
Candidate implements instructional plans
that employ knowledge of subject matter, use research-based educational
practices that reflect how students learn, and are sensitive to
it is important that I understand my subject matter and that I use
instructional practices to deliver the material. By using sound
educational strategies I can insure that my students have a greater
of retaining the information. At the same time it is important
I am sensitive to the individual learner when I deliver instruction.
described in Competencies I and II, I focus on the learner when I plan
and implement curriculum. By using benchmarks, content goals and
outcomes, differentiation, brain-based research, multiple teaching
strategies, and the M.U.S.I.C.
model I readily incorporate
sound teaching strategies into my classroom. In addition to the Civil Rights Movement and
Dream units, I also can
demonstrate my ability to implement instruction by using reseach-based
practices. By looking at my thematic unit on the economic eras of
20th century in the United States. By allowing for a mix of
learning models, in class and out of class assignments, opportunities
extra learning, and different forms of assessment, I feel I provide an
that allows me to successfully implement the curriculum. A great
example of a mix of teaching strategies can be seen by looking at my
organizer for 1968, or a visual created by a differentiated
group on the concept of "Separate, but Equal".
The Progressive Era Unit is a thematic, interdisciplinary
unit focusing on the years between 1900 and 1920. Within the unit
the student watches a video, participates in a role-play, completes a
Venn diagram, improves his/her research skills, works on making and
interpreting graphs, and the reads The Jungle (or pieces of The
Jungle if their reading ability does not
allow them to read the entire book). This unit, along with the
two units already presented in this collection of evidence, is based
the theory of thematic instruction. I firmly believe that
allows the student to make many connections across the social science
and at the same time allows for the student to explore history in
I feel that my teaching has drastically improved since I began to
thematically. I also have seen that the students seem to
and enjoy the material better. The implementation of the
is what the student sees, feels and experiences. I must always be
of the lesson planning, activities and assessment. When each
leaves my classroom I want them to remember the information, if I can
deliver the material than I am on my way of succeeding as an educator.
Candidate collaborates with parents,
collegues, and members of the community to provide internal and
external assistance to students and to their families, if needed, to
promote student learning when necessary.
As a teacher I
am able to collaborate with other educators in either creating lessons,
in working with peers on a student intervention, when communicating
with parents, or collaborating as a team on a planning committee.
is an important part of teaching. One piece of collaboration is
between teachers in different disciplines. For example, Spanish,
math, and social studies can be integrated together into an interdisciplinary unit. One
of the joys of teaching is being able to plan curriculum. When
this is done collaborately it is not only a benefit for the student,
who can make connections, but also for teachers as they work to make
instructional connections across the curriculum. The true essence of
education is demonstrated when students make connections across the
disciplines. In my current position I work on a team, As a team
we plan instruction, share ideas, and evaluate lessons and handouts.
This team concept has only made me a better teacher. My
involvement with teaming and collaboration is exemplified by a letter
written by my Department
Chair. I also
regularily communicate with our special education department on how our
shared students are performing. By talking to other staff members
and students alike we can only improve the educational opportunities
available to students. I also spend time
collaborating with at school sponsored activities like Back to School
Night or Forecasting Night. In addition to these activities, I
also attempt, on a regular basis, to collaborate with parents of
students. This includes parents of students who are both
succeeding and failing. By maintaining open lines of communication all
partie are aware of
what is happening in my educational environment.
Two (1) and (2) examples of
communication to parents include letters
written to me from parents about what my learning environment gave
to their children. I recently was acknowledged for my
collaboration, involvement and teamwork by receiving a wonderful gift from a local family.
important to be able to work as a team. If a student needs an
intervention, and teachers work together for the benefit of the
student, the student will win in the end. Our goal is to
collaborate as an educational community and assist each student.
Sometimes it is necessary to have an academic intervention, or at
other times it is necessary to assist the students socially or
psychologically. At any point the need to collaborate and
communicate is essential. I readily attend interventions and
meeting focused on improving the needs of one student. I firmly
believe that when multiple heads get together there is bound to be a
plan of action that is discussed and implemented that can only help the
I have collaborated with peers, parents, and students (as seen in a letter from my building principal)
is by sitting on numerous planning committees. In my twelve years
of teaching I have sat on committees looking at implementing teacher
advisory programs, improving at-risk education, planning commencement
activities, formulating ideas on how to create smaller learning
environments within a large suburban high school, and adopting
instructional schedules. During
the 2000-01 school year I was asked by my building principle to
our instructional schedule committee. I worked with a team of 15
parents, students, and teachers over a one school year period in
at multiple instructional schedules. Through my facilitation, and
the hard work of the committee, the staff made some difficult decisions
and adopted an instructional schedule that allows the students more
choices, and hopefully improve the educational quality of the school.
The school is currently in the second year of using this
REFLECTION: In reflecting upon the
competency of collaboration, it is important for me to remember that
collaboration is one of the key components of education. As a
professional, I must be able to work with students, parents, peers, and
the administration. If it be sitting on a planning committee;
creating curriculum; or assisting an individual student; open
communication, time, and a sharing of ideas is crucial. As a high
school teacher it is easy to only focus on what happens within my "four
walls", but for a high school student he or she travels between
multiple classrooms and is faced with additional pressures from peers,
family, and society. If I am truly concerned about the student in
my classroom than I must willingly collaborate. In 1992, as a new
teacher in the field, the focus of my collaboration was on my own
survival, but as I have matured as a teacher I am more readily able to
collaborate with my peers on a multitude of issues. I have
learned that if collaboration does occur than in the end all my
students, and myself,
will benefit. I thrive in an atmosphere of teamwork and
Candidate evaluates student progress in
learning, refines plans for instruction, and establishes alternative
or environments for learning when necessary.
educational environment it is important that the instructor can
evaluate student learning as the year progresses. If need be, it
may be necessary to provide alternative goals or environments for
learning to take place. For me, evaluation of a student's
learning progress happens on a daily, weekly, and unit by unit
Assessment can occur in multiple forms including unit tests, check up
quizes, oral exchanges, or even visually. For a unit on the
progressive era I allow students to demonstrate the understanding visually. Evaluation and
assessment of student progress can be demonstrated on a paper and
pencil test or it can also be exemplified by creating an authentic
assesment, such as a powerpoint
presentation. I regularly take the
time to monitor how a student is progressing
in my class. If I see trends in learning, I make arrangements to
modify my instruction, or I problem solve to help address the issue.
It is nice to be able to work with a team of people to help
modify instruction if necessary. I feel comfortable in asking our
Special Education staff or English Language Learners' staff members for
assistance if need be. Before I ask others for assistance I
follow a simple process of evaluation in my class. I sit down and
write about the issue. If need be, it helps to write a student analysis comparison,
comparison forces me to think through
what I am doing, and how two different students are functioning in the
classroom. I then usually brainstorm some ideas of how I can
better meet the needs of the student, at some point in this process I
visit with the student to have his/her input. This is always in
the first part of the evaluation process because often it is a simple
plan that will remedy the problem. If a contract needs to be
made, one will implemented. In the past, I have changed
activities or assessments for some students based on their learning
style, and I have even worked with other team members to provide a
different teacher to provide assistance. The key is to always
keep the lines of communication open between staff members, family, and
most importantly--the student.
In sitting down to write an analysis of different learners in a
classroom it really helped me to define what learning styles that
student was strong or weak in, and also what I could do to help the
student. By closely analyzing a student I am able to help that
student with their learning, and I am able to focus my teaching in
assisting them. I also think that the process of keeping everyone
in the loop of communication is important in evaluating the progress of
student learning and the implementation of curriculum.
I have found in my eleven years of teaching that if the student
what is happening in the classroom; why the information is important;
knowledgable of his/her academic progress; and feels comfortable in
questions, than the evaluation process is fluid and dynamic. This
evaluation process allows me to be a better teacher and at the same
allows the student to focus on his/her own learning.
Candidate documents and reports the
of students in achieving content goals and district standards.
a viable, learning environment the instructor must be able to document
report the progress of all students. The documentation process is
varied one. In my classroom I use several different ways of
the progress of each student.
Grade Updates: Every Friday I update grades and post them on
Monday morning. By updating and posting grades weekly, the
students are able to see how they are performing. If a student
was absent or missed
an assignment they can see the effects of the missed work on their
They can then rectify the grade by completing the work. A
in my class has no excuse for not knowing where he stands in the class.
I update grades with what I have graded; therefore, the grades
are fluid and always in flux. I also encourage students to ask
questions about their grades so they are constantly aware of their
grade. By posting grades a student can also see where they need
extra assistance. Once I identify patterns in the grades I, and
the student, then can begin to focus our efforts on correcting the
problem or enhancing the learning opportunities.
Reports: Every four weeks I print off progress reports for
each student. This is a more detailed account of where they are
in terms of grades, work submitted, and in what areas of the class
(homework, tests/quizzes, participation, and classwork) they are
excelling or deficient in. I also follow school policy of
submitting "D" and "F" progress reports to
parents and counselors once every quarter.
Progress Reports: If a student's IEP (Individual Education
Plan)states that I need to complete a Weekly Progress Report,
or if he/she has been performing poorly in my classes and he/she
carries around a Weekly Progress Report, I complete the report so other
teachers, the student's parents, and the student can see how he/she is
performing in the class. I also can document work submitted and
homework assignments on the Weekly Progress Report.
The documentation of student progress is a crucial piece in
providing a wholistic learning environment for the student. It is
that grades and progress is shared frequently and openly between the
and the student, parent, counseling team, or other teachers. If
student is aware and involved in the documentation process then the
can own his/her grade. I firmly believe that if the learning
is not an open process, than the grade will become only a grade, and
a piece of the the learning porcess. I find it disheartening when a
tells me that they do no know their grade in some classes. I feel as if
they are not connected to the material. Learning is not the
outcome--learning is the process. Documenting the process along
the way is just as important as reporting the grade at the conclusion
of the learning cycle. If there
is open dialogue between the student and the teacher then the
documentation process is dynamic and part of the learning cycle.
Candidate uses emerging research on
teaching, learning and school improvement to enhance practices.
The use of
strong, useful and proven teaching strategies in a classroom enables
the educator to provide an excellent learning environment for the
student. These strategies and currents in education often come
from research. Educational research, if used effectively, can
drive positive school change. For example, solid research on
brain based learning practices has revolutionized how instruction is
delivered and practiced in the classroom. Another example is
research that has been done in the last decade. This research
shows that school who create small learning communities within large
high schools benefit all students. With this trend quickly
sweeping across the nation I spent one year looking at a small piece of
the small learning communities idea--the advisory program. I
completed an action research project on the new advisory program at
Beaverton High School. I constructed a statement of the problem,
purpose of study and a grand tour question looking at the possiblity of
an advisory program succeeding in a high school setting. I spent
several months completing a literature review and then established my
methodology. Since the advisory program was being implemented,
I chose a qualitative research approach and then collected the data.
The completed action research
project showed that it is
very difficult to introduce a new idea into an established educational
setting, but at
the same time the process of researching the advisory program was
beneficial in our school's evaluation of the program and in
implementing changes for the following year.
Completing the action research project was one of the most
rewarding, and at the same time, frustrating educational endeavors I
have ever completed. As
I look back over the whole process I enjoyed the research part of the
assignment the best. I wanted our advisory program to be built on
solid research and sound ideals. I found the collection of data
to be much more difficult than I thought. My personal bias was
always interferring with the
process of collecting data. What I learned most about the whole
is that research does help create a better educational environment.
teaching, learning, and school improvement are all focused on what is
to work, and is successful, then a more viable, lasting, educational
will be established.
IX. Teacher Participation
Candidate participates in designing,
evaluating and improving opportunities for teaching and learning in an
I am very
to work in an environment that values teamwork, lesson design and group
evaluation. I have taught in four different educational
environments, and have
taught every grade level from 6th through 12th (excluding ninth grade).
different environments have afforded me multiple opportunities to
evaluate and improve teaching and learning. Four examples of my
participation within the educational institution include: team
teaching within a
10th grade US history social studies team, sitting on a district wide
studies assessment team, facilitating a Critical Friends Group and
an action team which implemented a change of instructional schedules in
Grade Team: At Beaverton High School, all high school
sit on either a ninth or tenth grade department team. As a member
of the tenth grade team, I interact with other members of my department
on a daily basis. Together we design, implement, evaluate and
improve our tenth grade US history course. I am constantly
working on designing new lessons, evaluating previous activites, or
improving prior practices. The favorite part of my job is lesson
design. I love creating new lessons or improving lessons that
I have previously taught. Over the last couple years we have been
on improving the differentiation of our units. This has been a
and difficult process, but slowly we are creating units of instruction
are truly differentiated, focused, and provide opportunities for all
to learn, be assessed, and that are challenging. An example of
is the "Responses to
Separate but Equal" activity for our Civil
Unit. This is a new format we have used this year. The idea came
a desire we had of improving our note taking and reading strategies
a recent staff development day. This new and improved organizer
helped our students focus on the material as they were completing the
District Social Studies
Assessment Team: Over the last
several years the Beaverton School District (BSD) has been working with
the social studies departments a the fiv comprehensive high schools.
The original goal of the team was to align our curriculum so that
a student at one high school would have the same sequence of courses at
another. This outcome failed and has been transformed into
another goal. We are currently looking at defining expectations
and outcomes. It is very exciting to interact with other high
school teachers in defining outcomes. In social studies it is
to narrow our field because it is so broad and varied, but within the
studies we do have some commonalities. In looking at assessment
team is focusing on looking at the process of defining the outcomes and
looking at aligning the different assessment tools so that we can say
a district that these are the five, six, or seven core outcomes that
every student will leave a BSD high school knowing. I have come
to learn that
all high schools have their own unique climate. In interacting
teachers from all the schools I have learned that we all are passionate
what we teach and we can learn from each other if the opportunity is
Critical Friends Group
Facilitator: The most rewading "new"
activity that I have participated in over the last several years is a
Critical Friends Group (CFG). A CFG is a group that meets periodically,
under a set system of protocals, and shares
information that focuses on improving schools, learning, and the
eduction profession. I was trained as a CFG facilitator and over
the 2003-04 school year I have co-facilitated a group with another
teacher. I readily look forward to our CFG meetings and can say
that this is one of the highlights of my current teaching year.
Please see Competency V. Within Competency V I discussed my
collaboration efforts as chair of the instructional change committee.
One of my peers several years ago said that it is important that
we "leave our four walls" once in a while, and interact more as a
I whole heartedly agree with this statement. It is
important as a teacher to participate in the process of education.
In order for a school community to function the many pieces must
function together. There are many pieces
that exist outside the classroom. This is not to downplay the
of learning in the classroom, but I say this to reinforce the fact that
school is a whole composed of many integrated parts. I want to
in my community, I want to make my learning community a rich, full
and I want to be able to interact with my peers to make sure that we
and provide a sound learning community. I cherish my teaching moments.
love being in the classroom with the students, but at the same time, I
love interacting and participating in the school as a whole. By
in the learning environment I have become a better teacher. I
from my peers, I bounce ideas off my peers, and together we make the
a much better school.
X. Professional Responsibilities
Candidate works to enhance job performance
and advance teaching as a profession.
I have chosen
that I love. I truly enjoy walking into my classroom and working
the many young adults that cross the threshold of room 243 at Beaverton
School. As a professional, I take the time to plan lessons,
enhance my own knowledge of the curriculum, and assist each and every
student to the
best of my ability. An exhibit of these professional
resonsibilities is explified in a
letter from my
responsibility is the delivery of information. I am employed to
teach. In order for me to successfully do my job I need to effectively
plan lessons. I take time to plan lessons that differentiate the
material, challenge the learner, and fit the climate of the classroom.
I have never been the teacher that is able to pull out the
same exact lesson year after year with no modification. It is true that
the content rarely changes, but in the end it is my job to teach the
content so it is understood. The students that come into my
classroom are individuals. I can teach the same content, but mode
of delivery may differ from year to year. When I sit down to plan
lessons I always make modifications--to fit the needs of the students I
am teaching at that point in time. It is my professional
responsibility to deliver the content so each student has an equal
opportunity to meet the benchmarks; and more importantly--learn the
professional, I must be a master of my trade. As an educator this
means learning and then applying multiple teaching strategies in the
classroom. As my career evolves I am always learning new ideas; I
am always taking the time to learn a new strategy that I think will
enhance my learning environment. I find this to be vital.
It keeps me focused, dynamic, and at the same time a student. I
am a life-long learner. I believe that a true educator is one
that is involved with education. I find it not only important to
continue my growth as an educator, but at the same, it is important to
be well-read in the subject I instruct. I find myself rummaging
around in the social science sections of any bookstore in any city.
I love reading about new informtion, or topics I don't know much
about. If I am not excited about the subject I teach than how can
I expect the student to be excited? It is my professional
responsibility to know my trade and to explain the content of the
curriculum to the student in a way he or she can understand and apply
countless hours in review sessions after and before school. As a
teacher who teaches AP/IB classes I need to make myself available to
the students. One of the most rewarding parts of teaching is
working with students in a small group setting and watching them
understand the material. It is my responsibility to provide each
student with the opportunity to learn the material. In advanced
classes time is always hard to come by, there never is enough time.
By providing opportunities for students outside the classroom I
am allowing the individual student to have time to understand the
material, but more importantly I am doing so at a pace that is helpful
to the student. To me a professional teacher is one who opens the
classroom door and allows students to enter and ask questions in a
safe, open environment at any point in the day.
I have always taken my career seriosly. This does not mean
that I do not have any fun, because my job is fun! As I sit and
reflect on the years gone by and look at my professional
responsiblities, I see growth. I see myself first and foremost as
a teacher. It is my job to instruct. It is my job to plan
effective lessons. It is my job to grow as a person and as a
teacher. But more importantly, it is my responsibility day in and
day out to be in the classroom. My career carries a heavy
responsibility. I am able to say that I
have the best career in the world because I hold it with utmost regard.
On average I teach 170 students a year. 2002-03 was my
anniversary as a teacher. This means that I have directly worked
with roughly 1800 students. I as a teacher do more than teach
I teach responsibility; I teach citizenship; I teach
skills; I teach friendship; and I teach community. When all of
these job descriptions are placed together it is then my task to
my responsibilities professionally.
Candidate demonstrates the appropriate and
thoughtful use of technology.
teaching in the Twenty First Century requires the incorporation of
technology into the classroom. The contemporary classroom is one
that is dynamic,
involved and focused on what is relevent to the child and his/her
Technology is a great tool that can be used to assist in record
organization, instruction, evaluation, and research. In using
in the classroom one must always be aware of the fact that "a computer"
is not the pancea of education. Just by utilizing the computer
or having the student "surf the web" one is not really incorporating
into the classroom. To focus this competency I will subpoint my
explanation of how I reach this competency.
1. RECORD KEEPING:
Computer programs enable me to be more
efficient in my daily structure. I am able to keep records that
are up to the minute and accurate.
If it be attendance or daily grades technology allows myself, and
my students, to access pertinent information quicker.
Working in a paperless eductional environment
is near to impossible, but to keep lessons, plans, and handouts on a
shared access network allows me to work in an environment that is
dynamic and fluid. This means that I keep all my curriculum in a
shared access environment that I can
access at any point. By using folder systems within the unit
I can subdivide my classes, units, plans, lessons, handouts, and
teaching resources. Technology allows me the freedom to do this.
Technology is a wonderful tool in the classroom.
By incorporating well thought out, well constructed technological
based activities in the learning environment I am able to expose
students to useful information.
Students are able to access this information and then use it to expand
knowledge of whatever subject we are teaching. I am always aware
the fact that I must plan my use of technology in the classroom.
this in mind I have utilized four different mediums in technology into
Inspiration is an outstanding web design program.
I have all classes use the program to create webs to either
review, synthesize, or present information. My Advanced Placement
European history students use Inspiration to present complex
information learned in class. They create layered concept maps
modeled after one I created on the Renaissance. I find it
an excellent tool to use in the classroom.
--Webquest: I have
found that when I allow students to use
the internet to complete open ended we searches they have a difficult
time weeding through all the sites and information available. To
assist, and focus, student research on the internet I would like to
incorporate the use of a
webquest. A webquest is a tool
that allows the student to research prechosen sites, complete a
well-constructed lesson, and then synthesize the information into the
learning cycle. A webquest can be based around multiple sites or
just one. I am interested in learning more about this
model. I have included a webquest
in progress to demonstrate what
I am working on.
Webquests are valuable tools that both the students and I benefit
--Web Page: I am in
the process of creating a
webpage for my
classes at Beaverton High School. My goal is to have one central
where I can post syllabi, handouts and have links to both primary and
secondary sources. I have found that the main problem is time.
need more time to update and keep the webpage current and topical.
My web page will hopefully become an integral part of my
teaching. In addition to my own web page, I have also facilitated
who have created and maintained a history web
Beaverton High School. I hope to improve upon this site and
continue to maintain a history connection for BHS that is dynamic and
--Power Point: I use
power point in instruction, but more importantly I encourage students
to incorporate the use of power point into their presentations or
assessment. When I allow students to choose their assessment
model I always include a technology option. In the past year I
have received between 10-15 power point presentations. I have
included two different examples for demonstration here, one by Adam White and the other by David Jacobson.
As I become more competent with using technology in the classroom
it is revolutionizing my teaching. There is no way that the
environment will ever function without a human presence, but the
with technology are boundless. At the same time, it is imperative that
students that I teach today are taught how to effectively use
It is my job to do that. By modeling effective use of
and by effectively using technology in the classroom I am providing a
fuller, richer, learning environment. Eleven years ago when I began
teaching, computers were the "fad" in education, and now twelve years
later my educational world is centered around technology. It is a great
teaching tool, and at the same time it is another avenue that my
students can use to become better citizens of the world.
Candidate demonstrates the ability to use
reflection as a tool to improve his or her professional skills.
one of the most under used pieces of the educational process. When I
began teaching over ten years ago, my reflection of my work was limited
to what I need to accomplish for the next day. I rarely sat down
and thought about the profession of teaching, the process of learning,
and the successes and failures of a lesson. But, as the the first
year evolved into the second year, and the second into the third I was
able to sit down and think about my practices. I learned very
quickly that if I took notes as I progressed from day to day that I was
able to evaluate and reflect on the lesson or unit at a much deeper
level. I trained myself in those first several years to take a
few moments at the end of each unit and reflect on the success and
failures. This practice has really improved my practice. I
have continued to reflect on my successes and failures as a teacher.
I truly enjoy feedback and I like when others reflect on my work.
I have found that my soul is filled, and I am at peace when I can
fully reflect on my work
in the classroom. My goal is to begin a teaching journal, I want
create one place where I can jot down all my ideas and reflect upon my
and my profession. The way I have it now is that I have random
and folders containing thoughts, scribbles, ideas, and reflections.
can honestly say that I frequently reflect on my practice, but it is
organized. I am at my best when I can implement my ideas quickly.
have also found that as I plan the same units from year to year I
use my notes and reflections from previous years to improve my units of
Reflection is an invaluable piece of my practice. I have
as a teacher and improved my practice by using reflection.