Meta-reflection: Standard 12: Professional Citizenship

Promoting equity and cultural pluralism will help children of minority groups to navigate from one culture to another while discovering the importance of diversity in the process of learning. The following document provides a glimpse at the educational history of our Native American populations of the U.S. The following document is an artifact that satisfies standard 12: Professional citizenship: Willingly engages in dialogue that transcends the individual classroom, taking informed, coherent positions on important matters of educational policy and practice.

Native Americans in Educational History

I also find the following document to be essential to standard 12: Professional citizenship as creating a dialogue surrounding our current grading practices of exceptional learners is an area in need of improvement.

Exceptional Learners and the Grading System Powerpoint Presentation

Below is a direct link to all artifacts that I feel have implications regarding professional citizenship.

https://oswook.wordpress.com/category/standard-12-professional-citizenship/

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Meta-reflection: Standard 11: Inquiry/Research

The following artifacts satisfy standard 11: Inquiry/research: Competently consumes and produces where necessary empirical data to guide educational practice.

In the following document you will see my research proposal for enhancing Native students’ educational experience through professional development for teachers of Native students.

Native American students have consistently scored lower than their European American peers on the WASL in the areas of reading and math. Teachers that receive professional development centered  around the needs of Native American populations will have a positive impact on the academic success of Native American students as well as provide a more diverse education for non-Native students.

Native American Research Proposal

The following data was compiled as a response to concerns regarding equity in public school spending. Data was collected from all 50 states from the Digest of Education Statistics, an annual publication of the U.S. Department of Education. The data compiled in this report is analyzing the frequency distributions of the average verbal SAT scores, the average math SAT scores, the percentage of students eligible for free or reduced-price lunch and the percentage of persons with disabilities nationally. The following document is my summary analysis of the data.

Interpretting and Applying Educational Research II

Below is a direct link to all artifacts and discussions that I feel have implications regarding standard 11.

https://oswook.wordpress.com/category/standard-11-inquiryresearch/

Meta-reflection: Standard 10: Technology

Here is my 5 minute technology tip on how to use the word processing tool Buzzword. This is an easy to use program that allows for the development of documents collaboratively! This is so much easier than trying to develop documents school wide than emailing Word documents back and forth! This artifact satisfies standard 10: Technology: Integrates current technology into instruction and professional communication/collaboration activities where appropriate.

Here is the link to my screencast tutorial on Buzzword (using Jing):

http://screencast.com/t/fLsT1MPZKki

My outline of the technology tip is attached below in a Word document.

Buzzword Outline

Below is a direct link to all artifacts and discussions that I feel have implications regarding technology standard 10.

https://oswook.wordpress.com/category/standard-10-technology/

Meta-reflection: Standard 9: Cultural Sensitivity

A partnership between communities, homes, and schools is vital to the success of all children. A partnership implies that all parties involved have equal responsibility to foster literary development in all aspects of a child’s life. A common vision targeted at high expectations is necessary for student achievement. This artifact satisfies standard 9: Cultural sensitivity: Establishes a culturally inclusive learning climate that facilitates academic engagement and success for all students.

A Partnership for Success

Two of my colleagues and I created this power point presentation to better understand and aid our fellow educators’ understandings in how children learn language, to investigate the positive and negative impacts of second-language learning and to better serve students with language disorders. This artifact also satisfies standard 9: Cultural sensitivity.

Language Development and Linguistic Diversity Powerpoint Presentation

Below is a direct link to all artifacts and discussions that I feel have implications regarding cultural sensitivity.

https://oswook.wordpress.com/category/standard-9-cultural-sensitivity/

Meta-reflection: Standard 8: Exceptionality

Grading…a challenge for every teacher. An extra challenge -grading children with an IEP; different learning goals than the general education student. What can we do to grade appropriately? Well, this PowerPoint will answer some questions and give some good ideas. It is important, however, to remember that grading processes are often to measure a child’s progress in comparison to the norm. Including an additional progress report with a quarterly report card, that highlights their progress in correspondence with their IEP, would be beneficial to all parties involved in the child’s education. The artifact below satisfies standard 8: Exceptionality: Addresses the unique learning and behavioral needs of all children, collaborating with other educators and professionals where necessary.

Exceptional Learners and the Grading System Powerpoint Presentation

Another artifact that satisfies standard 8 is the following presentation on Attention Deficit Hyperactivity Disorder.

Attention Deficit Hyperactivity Disorder Powerpoint Presentation

Two of my colleagues and I created this power point presentation to better understand and aid our fellow educators’ understandings in how children learn language, to investigate the positive and negative impacts of second-language learning and to better serve students with language disorders. This artifact also satisfies standard 8: Exceptionality.

Language Development and Linguistic Diversity Powerpoint Presentation

Below is a direct link to all artifacts and discussions that I feel have implications regarding exceptionality.

https://oswook.wordpress.com/category/standard-8-exceptionality/

Meta-reflection for Standards 6 & 7: Communication & Collaboration

The process of completing a needs assessment was extremely informative! I loved creating, administering, and analyzing my own (with my partner) survey and hearing confidential (so, more truthful) answers to tough questions. We created the survey in the end of January because we wanted to get started right away. We asked the staff to get back to us within a week and a half. We got most of the staff’s results and began our analysis of the data and completing our needs assessment. After our face-to-face meeting, Star and I received feedback and then began our Action Plan. Star and I did 100% of the project together; we completed nothing without the presence of the other. We found the data analysis not only surprising at times but also reassuring that we weren’t the only ones feeling that one particular aspect was lacking or another was already robust. This is in regards to the Nine Characteristics of High Performing Schools (which was the bases of all our questions we created for the survey). I found that completing the Action Plan was more difficult than I had thought it would be at first. It was challenging to create a SMART goal and make sure that all the steps that needed to be accomplished in order to accomplish the SMART goal were addressed.  Star and I, as indicated in the action plan, intend on bringing this product to our Building Learning Team (BLT) to see if the implementation of Critical Friends Groups (CFGs) and more effort toward increasing family involvement (specifically in conferences) could be pushed forward! The artifact below is the survey given to the staff, the needs assessment and the action plan that was developed in regards to the previous documents. These artifacts satisfy standard 6: Communication: Communicates regularly and effectively with colleagues, parents, and students through a variety of mediums. These artifacts also satisfy standard 7: Collaboration: Cooperates with other professionals to bridge gaps between schools and community and between departments/disciplines with schools.

Response Summary Survey

Needs Assessment

Action Plan

Below is a direct link to all artifacts and discussions that I feel have implications regarding communication and collaboration.

https://oswook.wordpress.com/category/standard-6-communication/

https://oswook.wordpress.com/category/standard-7-collaboration/

Meta-reflection for Standard 5: Assessment

Attached is a sampling of Kaitlin’s growth portfolio that shows her progress in backward number sense and numeral identification. The first table in this document is Kaitlin’s initial assessment of these skills and is followed by intervention assignments as well as follow-up assessments of both her backward number sense and numeral identification skills.  These artifacts illustrate her exceptional growth in these mathematical concepts. This artifact satisfies standard 5: Assessment: Assesses students’ mastery of curriculum and modifies instruction to maximize learning.

Student Growth Portfolio

Below is a direct link to all artifacts that I feel have implications regarding assessment.

https://oswook.wordpress.com/category/standard-5-assessment/

Meta-reflection for Standard 4: Pedagogy

The instructional strategies addressed in this paper foster effective and nurturing learning environments that promote cooperation and inquiry. This artifact satisfies standard 4: Pedagogy: Engages students in learning experiences that are meaningful, stimulating, and empirically proven to promote intellectual growth.

Instructional Strategies

Below is a direct link to all artifacts that I feel have implications regarding pedagogy.

https://oswook.wordpress.com/category/standard-4-pedagogy


Meta-reflection for Standard 3: Curriculum

In this paper I analyze the Everyday Mathematics curriculum as well as the Strength in Number program so that I may be a more effective and purposeful instructor while developing each unique students’ mathematical processing and reasoning skills. This artifact satisfies standard 3: Curriculum: Provides knowledge and skills that bring academic subjects to life and are aligned with state content standards.

Mathematics in the Classroom

Below is a direct link to all artifacts that I feel have implications regarding curriculum.

https://oswook.wordpress.com/category/standard-3-curriculum/

Meta-reflection for Standard 2: Learning Environment

The artifact below focuses on my understanding of how people learn, what the best environmental contexts for learning are, what motivates learners, what my role as a professional educator is and how these all combine into my personal pedagogy. This artifact satisfies standard 2: Learning environment: Creates and maintains school-wide and classroom environments that are safe, stable, and empowering.

Human Development and Principles of Learning

Another artifact that satisfies standard 2: Learning environment, is also from EDU 6655. This artifact discusses how to maximize motivation in order to maximize learning. Motivation is the key to effectively educating children. There are three main aspects to maximizing a child’s motivation to read: choice, collaboration, and competence (Gaskins, 1998).

Maximizing Motivation

Below is a direct link to all artifacts that I feel have implications regarding learning environment.

https://oswook.wordpress.com/category/standard-2-learning-environment/

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