jquinteredportfolio.weebly.comjquinteredportfolio.weebly.com/.../450_teacher_standards… · web...

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16

Teacher Candidate Quality Standards PortfolioIntroduction

During my 450 practicum at Thompson Valley High School in Loris Osier’s eleventh grade language arts class I especially enjoyed the opportunity to further develop my skills in classroom management, lesson planning, and professional collaboration. Working with Loris, as well as Paul Binkley (a student teacher from CSU also apprentice teaching in the class), we guided the students through Arthur Miller’s The Crucible and selected works of American transcendentalist literature, helping the students to work with literary and rhetorical devices while specifically exploring characterization. In attempts to build critical thinking and technical writing/speaking skills, we worked as a team to help our students produce two polished essays, participate in an extensive mock trial, and begin to develop their own thoughts on the notion of the self.

Outside of the classroom, I participated in thorough professional development programs that furthered my understanding of institution of education in a more comprehensive sense, learning about new developments in pedagogical theory, professional practices, and related policy. This experience, combined with my work in the classroom has helped me further expand my capacities as an educator.

Standard 1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

Perhaps the best demonstration of mastery is application through analysis: This semester, I focused intensely on assessment as a tool to measure student’s grasp of the content. By analyzing performance in relation to learning targets, I developed a more complete awareness of students’ needs, and then explored instructional strategies for promoting “student literacy development in reading, writing, speaking and listening”, in correspondence with relevant elements of Colorado State University’s Center for Educator Preparation’s teacher quality standards. Using “tools of inquiry”, I strived to “make instruction and content relevant to students”, providing opportunities for nuanced connection to students’ prior knowledge and contextual knowledge with new material.

In the primary example of this process, my lesson plan was designed to target prior knowledge by building connections to content knowledge, which would then allow for a better understanding of how to approach the delivery of new material in the future. Activation of prior knowledge occurs in the open-ended questioning, which then involves contextual knowledge by inviting the learners to engage the primary text (Arthur Miller’s here). The proficiency with which the students navigated this task would provide me as the instructor with crucial evidence of their understanding, allowing me to identify exactly where areas for specific improvement would be most appropriate. This process allowed me the chance to work directly with the CEP approach to data analysis, delving into the intricacies of using content to develop critical thinking skills, and then reviewing students’ performance with the intent of delivering custom-tailored instruction.

Samples (initial assessment of prior knowledge of characterization and philosophies of identity, accompanied by analysis of data produced):

Lesson Plan: Characterization and Identity in The Crucible


Activity Word, Phrase, Sentence

Featured Standards

11th grade Reading, Writing, and Communication Colorado Common Core State Standards:

1 (Oral Expression and Listening) 1.2.a. Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

1.2.i. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS:SL.11-12.1a)

4 (Research and Reasoning) 4.1.f. Draw evidence from literary or informational texts to

support analysis, reflection, and research. (CCSS: W.1112.9)

UnderstandingsAnd Inquiry ?s

- How does characterization relate to identity?

- How can identity be conceptualized (specifically in relation to the self and others)?

- How do notions of characterization and identity relate to fiction? How does fiction relate to literature and life?

Evidence Outcomes

Learning Targets- I can articulate my own ideas and questions related to characterization and identity.- I can relate critical concepts to my own life, as well as to the text.

Success Criteria- Students actively participate in collaborative work by offering insight, asking questions, and generally furthering thinking of the group.- Students engage in critical thinking about the focus concepts of the lesson, contextualizing them by making connections between theoretical apparatuses, their own lives, and the text.- Students use specific language purposefully to demonstrate thinking.

Assessment 1) Identity and Characterization Question Response (formative):


students will record their thoughts on the complexities of identity and characterization, then come up with a Word, Phrase, and Sentence to explain their own perceived identities.

2) Character WordPhraseSentence: Students will collaborate in groups to develop WPS characterizations of a selected main character form the text, then share and support their results with the class.

Anticipatory Set - Introduction to concepts- Critical Questions(found on handout)

Procedures 1. Introduction/learning targets/goals/teacher rationale (3 minutes)2. Warm-up: Student response on their own to the set of critical questions (4-6 minutes)3. Discussion of response to questions (6-8)4. Students assigned groups and given time to gather (3)5. Collaborative activity explained (2-3)6. Group work time/discussion (10)7. Group presentations (7-10)

Materials - Paper and Writing Instrument- White board- Dry-Erase Markers

Assessment Reflection

(See evidence outcomes.)

Differentiation - Modification: Students with IEPs relating to collaborative work will be given the option to complete the assignment on their own; if they do opt to join groups, they will be placed with students they have demonstrated they can work well with in the past, or simply allowed to choose where they would be most comfortable.

- Expansion: As this activity is about critical thinking and implementing theoretical apparatuses rather than skill/task-based learning, students can do as much with the questions as they are capable; to promote this in ALL students, I will be sure to circulate around the room throughout, posing additional custom-tailored questions based on what ideas students are interested in pursuing.

Student Profile This section is a regular Junior English class of considerably varied proficiency in language arts. Though six students have IEPs, most are related to test-taking and extended writing and reading assignments; only two will most likely impact this activity significantly: each of these students can be overwhelmed in collaborative settings. Otherwise,


there are learners of all types in the room. For the most part, in my experience, the class is overall fairly calm, and willing to cooperate if not always actively participate. The motivation level varies as well, with some quite disinterested, while some students strive to always think.

Rationale I chose to focus on characterization and identity because these notions are central to the play we are reading in class; additionally, I believe many of the students in class demonstrate great capacity for critical thinking, but are not confident in their abilities. I believe this activity will be an excellent way to give them a voice, by considering their own philosophies, lives, identities, relationships, etc., and then sharing them with their classmates and instructors while relating them to the text. By prompting them to question what identity itself means and how it can be contextualize, I hope to engage them from the start, and prompt them throughout to continue considering the implications of the thoughts triggered by our discussion and reflections far beyond the reaches of our classroom.

Handout: Characterization through Collaboration and Creation

Introduction Please respond to the following on a sheet of notebook paper:1) What is identity? 2) Who determines it?3) Is there depth to identity? In other words, can a person have different identities that describe surface level traits and deeper qualities?4) Give one word to explain your identity,5) Now a phrase (think hashtag, advertising slogan, catch phrase, etc.),6) Finally, a sentence (please no run-ons).

*Now share with a group of 2 or 3 people around you; we will come back and discuss as a class after.

Collaboration Students will be split into groups and assigned one character from The Crucible to focus on; the group will be asked to thoughtfully characterize.

- Write the name of that character, as well as your group identification on the board in large, legible font.

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16- Discuss with your group to come up with a Word, Phrase, and Sentence to characterize your character (designate a scribe to record ideas; this will be turned in).

- Each group will come up to board and write the W.P.S created for their character; the designated presenters will then explain the corresponding portion of WPS. 1) Scribe (already chosen)2) Word Presenter3) Phrase Presenter4) Sentence Presenter

Data AnalysisSubject Area: English

Grade: 11

Formative or Performance Task: This activity was used as a low-stakes pre-assessment to gain better awareness of students’ prior exposure to basic literary theory. A description of the activity will be found below.

A. Reaching Consensus about Proficiency

What are the students expected to do?

1) Identity and Characterization Question Response (formative): students will record their thoughts on the complexities of identity and characterization, then come up with a Word, Phrase, and Sentence to explain their own perceived identities.

2) Character WordPhraseSentence: Students will collaborate in groups to develop WPS characterizations of a selected main character form the text, then share and support their results with the class.

Which standards (CCSS or content standards) or curriculum expectations are being assessed?


1 (Oral Expression and Listening)B. 1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

C. 1.2.i. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and


other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS:SL.11-12.1a)

4 (Research and Reasoning)D. 4.1.f. Draw evidence from literary or informational texts to support analysis,

reflection, and research. (CCSS: W.1112.9)

What do you consider to be a proficient response on this assessment? Exactly what do students need to say or write for you to consider their work proficient?

To demonstrate proficiency, I need to see that students can arrive at and begin to negotiate critical questions such as:

- How does characterization relate to identity?

- How can identity be conceptualized (specifically in relation to the self and others)?

- How do notions of characterization and identity relate to fiction? How does fiction relate to literature and life?

Proficient responses to these questions move beyond what is readily available in common discourses, destabilizing traditional notions of identity in the process.

Did the assessment give students a good opportunity to demonstrate what they know?

I believe it did, as students were provided with questions that guide them through potential sub-questions that help explore the questions above. Additionally, students were given a chance to demonstrate their mastery through application (in this case in the context of the play).

B. Diagnosing Student Strengths and Needs

After reaching consensus, read student work and without scoring, do a “quick sort” of students’ work by the general degree of the objectives met, partially met, not met. You may need a “not sure” pile. After sorting, any papers in the “not sure” pile should be matched with the typical papers in one of the other existing piles.

High- 23.5%

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16Expected- 17.6%

Low- 58.8%

C. Choose a few samples to review from each level (low, expected, high) and discuss and identify the prerequisite knowledge that students demonstrated that they knew.

High


Expected


Low

Lo


D. Using the reviewed samples from each level, discuss and identify the misconceptions, wrong information, and what students did not demonstrate that was expected.

High

These examples did a wonderful job of discussing how identity functions socially from multiple angles, which shows the students are about ready to move to the next step, and begin to deconstruct the term.

Expected

Most responses in this category were still stuck in accepting identity as a necessary and transcendent idea. These students’ most significant roadblock is their commitment to the notion of truth, barring them from further questioning.

Low

Students in this category did not demonstrate ability to develop responses that investigate the concepts in any way. In other words, they did not even begin to question what identity

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16is, how it functions, why it is valued, etc.

E. Identifying Instructional Next StepsAfter diagnosing what the student knows and still needs to learn, discuss as a team the learning needs for the students in each level considering the following questions:

Based on the team’s diagnosis of the student’s performance:

What patterns or trends are noted for the whole class?

Ultimately, the class will need to get comfortable with giving themselves room and time to be comfortable prioritizing questions, not expecting answers, as answers signal an end to the thought process. Even the “high performing” students are restricted by their inability to move beyond what is recognizable to think about what is possible, or what cannot already be evidently identified.

What instructional strategies will be beneficial for the whole class?

Most students have evidently received little instruction in the realm of foundational philosophical texts. Studying these thinkers directly would give them a stronger basic vocabulary with which to approach the questions posed in the assignment.

Based on the team’s diagnosis of student responses at the high, expected, and low levels, what instructional strategies will students at each level benefit from?

High- These students are ready for more complicated philosophical texts, and can practice exploring different areas of thought through analytical writing in which ideas are offered based on conjectures made about other previously offered ones in the field.

Expected- Comparing, contrasting, and inferring writing on core literature will likely help these students to take the next step in their thinking, providing them with a clear structural approach to more complex texts.

Low- To help these students progress further with their ideas, most need a stronger technical foundation in reading, writing, and logic first. Significant gaps in these areas seem to be holding these students back from progressing further. In other words, after some more intensive writing work-shopping, close-reading practice, and reasoning activities, these students will have access to the appropriate tools to approach this type of thinking.

*Template adapted from the National Center for the Improvement of Educational Assessment

and the Center for Collaborative Education

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

The classroom environment is perhaps the most important element in ensuring productive and healthy academic process. This semester, I found that the most effective way to foster this in my own classroom is to address students’ individual interests, needs, and concerns as directly as possible. In other words, working with students on an individual basis to fine-tune their own personal work allows the instructor to become familiar with the students’ academic personalities. Specifically, in my experience, I instructed students on the process of technical argumentative writing by conducting intensive writing workshops alongside my mentor teachers. We moved from student to student to address specific points of adjustment, providing personalized guidance for students. This hyper-personalized approach approaches the pinnacle of differentiation, striving to provide each learner with as customized instruction as possible within a classroom-community; this way, the educator can “adapt teaching for the benefit of all students, including those with special needs across a range of ability levels”.

I came to realize though, that a classroom environment extends far beyond the isolation of any individual content area; students exist beyond our classrooms, in the school as a whole. As each student is comprised of a variety of academic environments, I aimed to explore other areas of student involvement that are specifically relevant to the students I know. This pursuit particularly involved visiting a choir rehearsal and a soccer game, extracurricular extensions of the academic community that students of mine are invested in. The result of these visits have been both personal and social expansion, in the sense that I myself felt more connected with the school because I, a member of the community had become tangentially more holistically a part of it, while my students seemed to share this experiences; thus we collectively participated in the sensation. Ultimately, the benefit of this is communication: if all members of a community feel as though they exist as healthy members of the collective, productive, less obstructed communication is possible, as all individuals in this case consider the health of all individuals to correspond with the well-being of the whole to an extent; the result has been the fostering of “commitment to and respect for diversity, while working toward common goals as a community” in myself and others.

Samples (mini-lesson in preparation for writing workshop, and extracurricular reflections)

Lesson Plan: Drafting Effective Conclusion Paragraphs

Activity Word, Phrase, Sentence

Featured Standards


3 (Oral Expression and Listening)


3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)

3.2.b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2)

UnderstandingsAnd Inquiry ?s

- What does an effective conclusion paragraph do for a piece of writing?

- How can a conclusion paragraph be developed with purpose, clarity, and creativity in a way that is optimized for a specific piece of writing?

Evidence Outcomes

Learning Targets- I can articulate my own ideas and questions related to conclusion paragraphs.- I can draft conclusion paragraphs, understanding the necessary qualities and designing ways to personalize them to my own written work.

Success Criteria- Students generate final paragraphs for their essays that are targeted and cohere with the rest of the essay.- Students are able to discuss the purpose and elements of each piece of the multi-paragraph essay.

Assessment 1) Students will evaluate sample conclusion paragraphs based on the criteria of effective conclusions taught in the brief lecture.

2) Summative: Students will draft their own conclusion paragraph for their argumentative essays on Arthur Miller’s The Crucible.

Anticipatory Set - Introduction to concepts- Critical Questions- Implementation

Procedures 1. Introduction/learning targets/goals/teacher rationale (3 minutes)2. Brief lecture on and modeling of conclusion paragraphs accompanied by examples and handout /sample evaluation (5 minutes)3. Individual work time for practicing developing conclusions (5-10 minutes)4. Essay workshop (rest of period)

Materials - Paper and Writing Instrument, Computer Lab


Assessment Reflection

- Final drafts of the essays, which will serve as the summative assessment, will be evaluated holistically, taking into account each element of the multi-paragraph format. Thus, the conclusion portion focused on in this lesson will be evaluated based on how effectively it supports the essay overall.

Differentiation - Modification: As we are three teachers strong in this classroom setting, any students needing additional assistance in this process will be given the opportunity for extra one-on-one help. These students can also receive additional assistance from other classmates who are further along in the writing process.

- Expansion: Though this specific lesson focuses on the final paragraph of their essays, students will be invited to continue to polish their written work no matter what level of academic accomplishment. Beyond striving to improve their own work, though, high-level students will be encouraged to help classmates; the process of teaching others strengthens mastery.

Student Profile This section is a regular Junior English class of considerably varied proficiency in language arts. Though six students have IEPs, most are related to test-taking and extended writing and reading assignments; only two will most likely impact this activity significantly: each of these students can be overwhelmed in collaborative settings. Otherwise, there are learners of all types in the room. For the most part, in my experience, the class is overall fairly calm, and willing to cooperate if not always actively participate. The motivation level varies as well, with some quite disinterested, while some students strive to always think.

Rationale Conclusion paragraphs are the next logical step in teaching basic argumentative rhetoric to this section of language arts students. These technical writing skills and the thought processes that accompany are essential to develop, as they are required for effective participation in any profession or academic setting.

Handout: Conclusion ParagraphsEffective- Synthesize information, tying together the reasoning of the essay: Show how main point, support points, and evidence fit together.- Suggest what implications your work might have for further thought: What can those interested in the topic do with the ideas offered in the writing? What is the relevance?


Not Effective-Simply repeat what you’ve already written without tying together the main point and support points/evidence from the essay.- Stray from analytical writing style: Making emotional, simplistic, or overly ambitious claims.- Include material that is not directly relevant to the thesis statement (which should mean also relevant to the prompt).

Extracurricular Summary 1After volunteering to take tickets at Thompson Valleys’ soccer match at Mountain

View High School on September 29th, I was reminded of the dire importance of educator involvement in extracurricular activities due to the need for student/staff relations and school culture.

When I arrived, I received no further guidance beyond the brief instructions I was given prior; I actually was being looked to for guidance myself, as I was in charge of checking in the officials and providing TVHS rosters to the opposing school’s coaching staff. This responsibility provided an excellent opportunity for me as a member of the Thompson Valley educating team to conduct interactions in such a way that I felt conveyed the attitude and values of our school. As I was the only neutral point of contact for the officials and coaching staffs, my conduct played a significant role in their developing perceptions of our school. Furthermore, I was initial and primary TVHS contact for spectators, greeting guests (families of the players, school staff members, students, and friends of the team) and providing an introduction to the match, and any corresponding information needed. In these sorts of positions, the volunteers hold considerable power, since they have the ability to make such an impression upon all others present in relation to the school they represent. The school’s culture is largely delivered at extracurricular events by these personnel.

Furthermore, volunteers at extracurricular events such as this place themselves in an ideal position for relationship building with the student body. Many students are involved in extracurricular activities, pursuing their passions and joys through them. Seeing teachers at these events is one of most effective and direct ways for educators to communicate that they value what their students care about. When students believe their teachers respect what students invest their time, thoughts, and emotions in, they are exponentially more likely to be understanding of the educators- This is in the most basic sense, the very foundation for cohesive and productive school culture. I myself had the privilege of developing my own relationships with students at this particular event, as one of my AVID students plays on the varsity team, and a student from my first period language arts class plays junior varsity. Beyond seeing them play, talking to them and watching them operate outside of the classroom context certainly helped me to feel like we knew each other better as people. Recognizing this shared humanity we all have seems to always develop a more meaningful connection between one another in ways that allow us to be more sympathetic and honest when interacting.

As an added bonus, I also have developed my relationships with the Thompson Valley administrative staff thanks to this experience; coordinating with athletic directors,

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16financial personnel, and bookkeeps has allowed me to feel even more supported as an educator, as my professional network has expanded. This simple, but crucial element of everyday teambuilding through familiarity not only benefits the parties directly involved in the sense of staff community strength, but conjecturally is healthy for the students, as we can set positive examples and also be better prepared to assess and cater to students’ needs as a collaborative team.

Extracurricular Reflection 2In exploration of Thompson Valley High’s extracurricular opportunities in the arts, I

visited Bryan Kettlewell’s mixed vocal ensemble rehearsal. This group showcases a diverse range of student interests both artistically and otherwise, and was in the process of preparing a new piece for a concert based on the northern lights. Since a few students of mine are involved in the choir, I was excited to get to know them more comprehensively by supporting them in other areas outside of my own content area (language arts).

Bryan’s capacity for establishing a supportive and productive classroom management was impressive; he treated the students with respect by demonstrating he cared for their success, and also provided guidance for their development. At the time of my visit, the Colorado All-State Choir auditions were rapidly approaching, and so Bryan had decided to volunteer his own time to conduct an afterschool boot camp for his students to help them prepare, encouraging all students to participate, no matter their experience. Furthermore, he was vigilant in promoting healthy mindsets for students- He had specifically bought lights that could be adjusted for relaxation and focus. Additionally, he frequently assessed in-class to help his students identify their gaps in understanding and make the proper adjustments. The premier environment for these was during sight-reading, in which the students would first do a cold run of a section of music, without having heard the notes prior. The director then revisited sections of confusion to build a foundation for the singing, after which he would polish any sections the singers could especially improve upon diction, dynamics, and voicing to make sure they can navigate the nuances of the song as effectively as possible. Beyond this, Bryan made sure to make adjustments to behavior as needed to maintain a respectful environment in which the choral community could function properly.

The students seemed to respond well to these teaching practices, working hard to better their craft and act as members of a collaborative unit. An appreciation for Bryan’s methods are evident in my own class; I often observe first-hand the importance of the music program to my students in their writing. I work-shopped an essay draft recently that that focused on the importance of the extracurricular music programs in her mental and emotional well-being, as it promotes relaxation and focus for her, two of the mindset goals evident in Bryan’s choir classroom environment.

I have just recently completed the development of a cross-curricular unit involving the integration of language arts and music, inspired by this experience of the value of music as an extracurricular content area, in an attempt to explore strategies for providing a more comprehensively-minded education for students.

Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.


It seems the most effective way to demonstrate effective instruction is by addressing reflection on teaching practices; in order to plan and deliver instruction that is academically productive, reflecting critically on what works and does not is imperative to continue to develop skills in instruction. Along these lines, I have included an example in which I reflected on a lesson previously showcased, which focuses on “results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills” in the context of a lesson that incorporates “opportunities to work in teams and develop leadership qualities” and “high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills”.

Establishing an environment that facilitates student learning, the most important prerequisite is a preemptive community plan that aims to “meet the developmental and academic needs of students”. The following example of this is a concise management plan that strives to clearly communicate my own intentions and purposes to students.

Lesson 1 Reflection

(From CEP Reflection Guide)

1. I think that while I did my best to move students toward recognizing their capacity for achieving the lesson objectives, these objectives could not be accomplished in one day. I am eager for the opportunity to continue working towards this sort of critical thinking as I spend more time with the class, and hopefully develop the culture a bit to correspond.

2. For this class in particular, I think they were simply not prepared for this sort of activity in many ways. First, I think because it was early in the morning on a Thursday, many were not mentally existing in the classroom space, so next time I’d like to do some more check-in and warm-up with them to get them primed for learning. Additionally, I believe that they would be much better prepared to receive this sort of instruction if I could have outlined some more extensive theoretical background for them early in the year; this would set them up to be less shocked by the sort of critical concerns we approached. Lastly, I do think this group would benefit from more structure; it seems as though they have not been expected to focus their thoughts and interactions much, and so more blatant structure may help foster these skills.

3. For the next lesson, I’d like to give students more agency and voice in relation to the themes and ideas explored during this first lesson by having them write short narrative pieces that examine the intricacies of characterization. This could be achieved through any artistic medium, as long as narrative is delivered. Students would be asked to demonstrate characterization by recontextualizing a character from our play; for example, one could write a narrative free-verse poem about John Proctor’s road trip to see extended family in contemporary southern California, or construct a comic-book style short story in which Reverend Hale finds himself in a car accident outside of the supermarket.


Overall, I think I did my best to create a comfortable, yet challenging environment for students to think in, but it seems I need to do some work still in getting them to understand what in means to be asked to participate in critical thinking activities in a productive and academic way. I believe implementing more precise structure in the classroom procedures will help this, and that thematically, they just need more practice (as do I).

Management PlanStyle and Belief Summary

My classroom management style is centered in relationship building, as I find that knowing students, and allowing them to know me helps to develop a more respectful and productive learning environment. I aim to check in with students frequently, which communicates that I am interested in them and care about their lives. In my experience, this prompts students to communicate more effectively, helping me to understand their needs as learners and people overall. Additionally, I think this model teaches students to maintain relationships with each other, resulting in a close-knit classroom community, which results in more meaningful learning experiences.

This attitude towards management coheres closely with the Love and Logic model, which focuses on social mindfulness and tact in interactions. My strategies for approaching both desirable and undesirable student behaviors specifically are strongly influenced by the skills I have developed after professional development in this area. When addressing student behaviors that do not cohere with classroom expectations, productive corrections are the most effective means for helping a student to not only understand why these behaviors can be detrimental to the learning environment, but also to develop agency in establishing more appropriate habits. These corrections must initially be crafted to direct the student back to expectations, serving as a friendly reminder or two. If this is alone not effective in adjusting behavior, the next step is a simple additional check-in with the student; this process involves discussing with the student one on one to come to an understanding of what both the student and instructor needs to help each other maintain a productive learning environment. If after this step, circumstances cannot be improved without additional assistance for any reason, the student and teacher will need to reach out to the appropriate resources at the school to continue the problem solving process. The most important dimension of this model is that the instructor’s aims must remain constructive; the student’s, class’s, and school’s well-being and learning have to be the primary concerns. This is how relationships in education are effectively fostered maintained. Thus, it can be inferred that positive student behaviors are treated in compliance with such practices, treated students who are performing effectively as growing learners as well, praising performance, but more importantly growth, helping these students to continue to improve.

The physical space will be structured to facilitate this relationship-oriented learning and teaching style: Desks will not be static, but moved to fit the social aspects of each lesson if appropriate. In the spirit of cooperative learning, students will help to decorate the room, creating a space that is representative of the class-community. There will be a

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16relaxation area where students may go to read, regroup, recover, and re-center, featuring comfortable seating and casual reading materials.

Sample Expectations HandoutWelcome students! I look forward to a year of learning, fun, and growth. It is my hope to get to know you all during our time together in the academic setting, so please help me in this process. Below, you will find our collaboratively developed classroom expectations; I ask that you review these once more before signing at the line following the list in agreement

I agree to the classroom expectations listed above, as developed in collaboration with my fellow students and instructor.

Thank you again for your help in developing these expectations and compliance with them. There are some policies that we are not able to develop together, however, which are outlined below. These policies are non-negotiable in regular circumstances, but as we are human, thus not perfect, I understand that in some cases accommodations may be necessary. These policies are in place not to limit students, but to facilitate a healthy and productive learning experience for all.

- Infractions on other’s physical, emotional, or mental well-being are not acceptable, and so will not be tolerated and addressed as needed.

- Late work will not be accepted for credit, however, learners interested in taking an active role in their education are encouraged to still complete all work, as feedback will always be given.

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16- In the case of unexcused absences, students will still be expected to complete all assignments on time.

- Plagiarism in any form is entirely unacceptable, as it is counterproductive to the learning process, and will immediately be addressed with school administration.

- Participation, though sometimes difficult to measure is necessary for effective group learning and for building social skills, so each student’s active participation is required.

Additionally, I will include below a reference guide to the grading practices implemented in this course, as well as information about assessment overall.

GradesStandards-based grading will be the premier style of marks granted in this class, addressing students’ proficiency in the competencies of reading, writing, and critical thinking. Please visit ACSD.org or the Colorado Department of Education for more info on the standards and related grading methods.

Example chart from Action-Reaction Instructional Methods

AssessmentStudents will be assessed frequently in order to maintain awareness of proficiencies, styles, and critical interests. These assessments will usually be low-stakes, intended to provide the students and instructor with consistent and productive feedback. This can be anything from quizzes to discussions, group work, and quick writes (etc.). More comprehensive assessments such as projects and essays will be considered more completely, as they are more thorough and time-intensive, giving more time for demonstrations of specific proficiency and corresponding feedback.

Weight Chart for assessments:50%- Essays, major projects, major presentations25%- In-class activities (participation included)25%- Reading skills, vocabulary/language, quizzes


I appreciate your cooperation with these policies and expectations, and am excited for our time together! Please let me know if you have any questions, concerns, or would like to discuss at any time. **I am available after school each day, and by appointment as needed.

- Mr. Quinter

Standard 4: Teachers reflect on their practice.In order to demonstrate “analysis of student learning, development and growth and

apply what they learn to improve their practice”, I have included another reflection, this time on the second lesson plan previously included. This serves to show response to a “complex, dynamic environment” in ways that particularly target individual students’ written material, directly working to fine-tune the craft of language in a meaningful context of navigating the concepts of characterization and blame in contemporary societies.

Lesson 2 ReflectionThis lesson proved to be generally successful, as many students have been able to

product more effective conclusion statements since, as evidenced by their performance in both argumentative analytical essays and editorial commentary. I found that specifically, the workshop time helped immensely, since I was able to expand upon the lecture portion of the lesson, instructing students specifically in the context of their personal written work. This application practice helped the students to better understand the concepts by implementing them directly, exploring the process of drafting in critical contexts.

I particularly benefitted from this lesson as an educator in the cooperative element of developing the lesson in conjunction with my partner teachers’ instructional materials in order to deliver a cohesive collaborative product. This experience will surely be valuable as I progress as an educator, as cross-curricular and department teamwork is crucial to maintaining a healthy school community.

The only change I would make to this lesson for the future is to frontload more. By this, I mean I would like to introduce technical writing elements in a more focused and intensive mini-unit before the writing process in underway in cases where students need more comprehensive writing instruction. This could be done in a hyper-structural way, focusing on constructing effective essays by outlining in correspondence with logical process.

Standard 5: Teachers demonstrate leadership.In attempts to “contribute knowledge and skills to educational practices and the

teaching profession”, I participated in a professional learning committee who’s goal was to develop a cross-curricular unit plan that addressed ancient Eastern philosophy in language arts, music, and visual arts. As the language arts specialist, I took charge of focusing on the rhetorical and theoretical backgrounds during this unit, planning to arm students with the tool of effective analysis and critique. Our team was able to accomplish our mission because each of us were leaders; this must happen in an academic community, as each member must take charge of their own learning while maintaining careful attention to other’s. The artifacts included below summarize this project, outlining the basic structure

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16and goals, demonstrating my capacity for leadership specifically in collaborative planning and presentation.

Cross-Curricular Unit Overview (developed from CEPs template for engaging in cross-curricular design)

As part of your unit design and lesson planning experience in EDUC 450, your group will develop the Stage 2 of Understanding by Design from the perspective of an interdisciplinary unit. Your Stage 2 will include:

Introduction to set the stage of your unit and includes your topic

In this unit, students will explore the history of Eastern Philosophy in Japan through literature, art, and music. Confucianism, Taoism, Buddhism, and Hinduism will be explored through related items in art history, historical texts such as the Dao De Jing, Confucian poetry, the Bhagavad Gita, and Buddhist Sutra-Gatha study, and music.

Standards and objective (Evidence Outcomes)

Standards:

Comprehend, Create, Transfer

Objective:

Reflecting on history of Eastern philosophy, students will be able to create a personal shrine using literature, visual art, and music that explores their understanding of central themes/ideas, form/structure, and connections.

Big Ideas/Essential Understandings for each content area

Language Arts-

Art- Artists use symbols to reflect personal philosophies.

Music- There are various characteristics that contribute to the performance, understanding and and creating personal meaning to ancient Japanese Eastern Philosophy and the corresponding music.

Inquiry Questions How do my value systems and thought processes relate to ancient eastern philosophies? How do beliefs evolve across time and space? How do technical elements such a structure, form, style, etc., function in different

mediums of art. In music, what are the structural elements needed to create cultural context? What music theory, history and technique do I need to represent the era as accurately as

possible through performance?

Possible misconceptions Everyone in the area (Japan) believes these philosophies


The purpose of this study is to teach what is right or true, rather than to conduct a more broad investigation of what has been thought and what it means to think.

What aspects of ancient Asian music has been assumed by American tradition and adaption?

Formative assessment ideas (2 per content area, e.g., social studies and English, math = 6)

o Describe the assessmento What exactly will you assess (evidence outcome), and how will this data drive

your instruction

Lang:

1- Socratic Seminar: Students will participate in a whole-class inquiry based discussion of Taoism and Confucianism, questioning how these different philosophical models function across societies.

2- Technique Analysis- Students will conduct a brief analysis of written pieces, gathering noticings and inferences about the form and structure of the works and how these technical aspects are used to communicate the concepts.

Art:

1- Educator Interview: Students will have short one on one meetings with the educator to discuss theme and ideas to check in with process and materials needed. Teacher will have the opportunity to check in on ideation process and provide any needed resources.

2- In progress critique: Students will participate in a one-on-one critique with guiding questions. A two column paper will be folded in half and answered by students looking at a partner’s piece. They will answer questions about each other's pieces regarding form and structure, theme and ideas, and connections. These connections will be about the viewer and the creator and lead into the summative assessment portfolio.

Music:

1- Mind Map of Eastern Philosophy in Japan; Students create a map in their interpretation (Prezi, powerpoint, etc.). This would entail analysis of harmonic, historical, cultural and structural of Eastern Philosophy in Japan and the influence of music. There are three tiers of questions; what did you learn, how is it applied and expansion of curiosity.

2- Harmonic analysis and concert performance of representative music; Students will discover and be provided with music of the era. In an informace method at a concert students will present the influence of the philosophy on the development and the performance of the music. This will include; form, harmony, instrumentation, etc.

Description of Summative Assessment– (do not write a test)

EDUC 450 Jake QuinterProf. Heidi Frederiksen 12/1/16*My Personal Shrine across content

Students will be creating a shrine to something that is valuable to them personally. This subject specifically should be one that is integral to personal emotional and mental health and growth. A musical aspect will accompany this physical representation, supporting and enhancing the project by setting appropriate tone. A critical reflection/description will explain the choices made during the process, providing further context and analysis.

Language Arts element: Students will produce a critical reflection of their shrine project, explaining their reasoning behind their creative and formal choices in creating the visual art and musical elements.

Visual Arts element: Students will create a digital portfolio to record their personal artistic process and connections to the hero they chose to represent.

Music element: Students will use either assessment from language arts or visual arts to interpret. Using the tools ranging from but not limited to compositional techniques to instrumental techniques to write and present an original composition in the style of the era.

Rubric of Summative Assessment

My Personal Shrine

The Sandwich Rubric

Deluxe Sub-Loaded up with all the works!

Classic-All of the basic ingredients are here and executed well!

Plain-The foundation is here and well made, but could use some extra zest!

Bun-You’ve got the most important part; now let’s work to build a full product!


Form and Structure

Technical aspects of the project demonstrate thorough knowledge of form and structure by directly implementing these elements in written work, doing so highly effectively by critically supporting concepts and connections.

Technical aspects demonstrate knowledge of form and structure by implementing these in written work effectively by implementing elements in written work, sometimes by way of reference or replication, relating to concepts and connections.

Technical aspects demonstrate limited knowledge of elements, mostly commenting on them and referring to concepts and connections.

Technical aspects demonstrate basic knowledge of elements by identifying them, though do not directly attend to concepts and connections.

Concepts and Themes

Concepts and themes are expanded upon through nuanced questioning.

Elements are explored and understood.

Elements are generally understood.

Elements are identified.

Connections Connections are detailed and well-supported.

Connections are entirely logically successful.

Connections are evident

Connections are general.

Poster Presentation of Project Assessment

jquinteredportfolio.weebly.comjquinteredportfolio.weebly.com/.../450_teacher_standards… · web...

Documents