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Standard I: Philosophy

The teacher-intern describes his/her philosophy of education and demonstrates its relationship to his/her practice.
Performance Indicators:
Articulates a vision and purpose for teaching and learning. Shows consistency between beliefs and teaching practices. Makes connections between current education research trends, strategies, and resources. Engages in thoughtful and critical examination of own beliefs and practice.

Rationales:
Artifact 1. Teaching philosophy I am including my teaching philosophy as evidence of performance indicators one and three. My beginning philosophy of teaching provides insight into my personal values and ideas about teaching. After one semester in the CO-OP program I am at the onset of developing what my emphasiss and practices well be as a teacher. APU classes have exposed me to numerous educational ideas and methods and many of those are reflected in my philosophy.

Artifact 2: Lesson Plan: Mars is the Size of a Pea! I am including the lesson plan Mars is the Size of a Pea as evidence of performance indicator two. The lesson requires students to compute the scaled size of the eight planets and then match the appropriate measurement to a food planet. This combination of traditional number crunching and hands on student centered learning is part of my philosophy. The students will finish by reflecting on the lesson in a science journal which helps build higher order thinking skills and inquiry learning-two learning methods that support my philosophy.

Standard II: Learning Theory and Practice


The teacher-intern understands how students learn and develop, and applies that knowledge in teaching practice.
Performance Indicators: Accurately identifies and teaches to the developmental abilities of students. Diversifies instruction to address individual needs and learning styles. Connects lessons to previous learning, and needs.

Rationales:
Artifact 1: Content Area Study I am including a content area study as evidence of performance indicators two and three. The lesson integrates literacy and science and provides several choices for content and product to accommodate student learning styles. Because the lesson addresses science through reading, discussion, writing, drawing and presentations students can access the information through many channels and also connect it to other learning. Artifact 2: Lesson Plan: Lets Count! I am including this math lesson as evidence of performance indicators one and two. This lesson provides activities for five levels of proficiency in students. The lesson has learning centers as well as group and individual work. Students are pre-assessed for ability and then provided appropriate learning and scaffolding to progress.

Standard III: Diversity


The teacher-intern teaches students with respect for their individual and cultural characteristics.
Performance Indicators:
Incorporates characteristics of students and local communitys cultures into instructional strategies. Shows use of instructional strategies and resources to meet individual and special needs of students. Selects materials and strategies that demonstrate knowledge of Alaska history, geography, economics, language and current issues.

Rationales:
Artifact 1: Lesson Plan: Alaskas Favorite Stars! I am including this lesson plan as evidence of performance indicator three. This lesson discusses Benny Benson who created the Alaska State Flag and why he chose to use the Big Dipper constellation.

Artifact 2: Case Study I am including a case study as evidence of performance indicators one and two. The case study show my understanding of an individual students issues, problems and needs. By observing this student over a five week period I gained a partial understanding of possible teaching strategies which might benefit this student and others.

Artifact 3: Lesson Plan; Can Wolverines Lose their Shoes? I am including this lesson plan as evidence of performance indicators one and three. The lesson uses traditional Alaskan Native stories as a starting point for discussion about native culture and how these stories might have developed. The lessons are translated from the Gwichen and Tsimshian languages and a website with additional stories is available to students.

Standard IV: Content Area


The teacher-intern knows the content area and how to teach it.
Performance Indicators:
Demonstrates knowledge of local, state, and national content and performance standards. Demonstrates mastery of content area central concepts, tools of inquiry, and dispositions. Establishes relevancy by making connections between students lives, key concepts, and integrating knowledge across disciplines.

Rationales:
Artifact 1: Interdisciplinary Thematic Unit I am including an Interdisciplinary Thematic Unit as evidence of performance indicators one and three. The unit includes seven subject areas and multiple ASD performance standards. The unit is on the solar system but incorporates content from throughout the curriculum to fulfill multiple GLEs. Key ideas and questions are defined in all lessons. Artifact 2: Lesson Plan: Lets Plot the Stars! I am including this lesson plan as evidence of performance indicators one and three. This lesson incorporates standards from math and science and allows for student choice in assessment. Students can create their own constellation which helps connect the learning to their lives. The key concept of collecting and organizing data fulfills several GLEs and is delivered at three different student readiness levels.

Standard V: Instruction and Assessment


A teacher-intern facilitates, monitors, and assesses student learning.
Performance Indicators:
Creates and uses a variety of instructional strategies and resources to engage students in learning. Uses formal and informal assessment strategies to guide the instructional program as well as assist students in reflecting on their own progress. Uses assessment data to adjust teaching to facilitate individual and group progress. Groups students in flexible ways based on strengths, needs and interest. Maintains systematic records of student learning. Regularly communicates progress to students, families, administrators, and other appropriate audiences.

Rationales:
Artifact 1: Assessment Philosophy I am including my philosophy of assessment as evidence of performance indicators two, three and six. My assessment philosophy is at a beginning level and will include more specific instructional strategies as I gain experience. My philosophy supports ongoing assessment which provides the input necessary for adjusting instruction based on student need. The importance of regular communication with students families and school staff is also stressed in my philosophy.

Artifact 2: Lesson Plan: Who Lives in our Solar System? I am including this lesson plan as evidence of performance indicators one, two and four. This lesson uses a variety of instructional activities to and the students have assessment choices based on interests. Both formative and summative assessments are used and provide information about scaffolding needs. The role of formal and informal assessment used in this lesson support my assessment philosophy.

Standard VI: Learning Environment


The teacher-intern creates and maintains a learning environment in which all students are actively engaged and contributing members.
Performance Indicators: Develops a safe, inclusive, caring and respectful classroom learning community. Maintains high standards for student performance and behavior. Assists students in taking responsibility for own learning Fosters positive, collaborative student-to-student relationships that reflect democratic principles as well as individual accountability.

Rationales:
Artifact 1:Classroom Management Plan I am including my classroom management plan as theoretical evidence of performance indicators one, two and three. The ideas I have laid out in my plan have not been tested in a classroom although through practicum and subbing I have seen many of these ideas used by other teachers. My classroom management plan will evolve over the next year as I increase my knowledge of strategies for creating an effective learning environment. Artifact 2: Lesson Plan: Whos Who in Space? I am including this lesson plan as evidence of performance indicators one, two, three and four. The lesson will help develop and foster a classroom community through collaborative work on a mock television talk show. Students best work will be encouraged through use of specific scoring requirements available to students. Students will work together to develop their space celebrity but they will be individually responsible for completing a final assessment of their choice.

Standard VII: Family and Community Involvement


The teacher-intern works as a partner with parents, families, and with the community.
Performance Indicators:
Engages in regular and meaningful communication with families addressing curriculum, goal setting, progress, and individual issues. Includes contributions and involvement from families and the broader community in student learning. Participates in grade level and school-wide efforts to involve families and the broader community.

Rationales:
Artifact 1: Funds of Knowledge I am including my Funds of Knowledge Project as evidence of performance indicators two and three. This project involved exploring the ASD Highly Gifted program at both Rogers Park Elementary and during an ASD Super Saturday Event at Ptarmigan Elementary. My interest in the project was to research how the highly gifted program could become more diverse and representative of the ASD student population.

Artifact 2: Parent Involvement Philosophy and Approach I am including my Parent Involvement philosophy as evidence of performance indicators one and two and three. My philosophy incorporates the six National Standards for Parent/Family Involvement and provides examples of how I would incorporate and welcome diversity in the classroom. My approach to family and community involvement is supported with both referenced research and examples of my goals as a teacher.

Standard VIII: Professionalism


The teacher-intern participates in and contributes to the teaching profession.
Performance Indicators:
Adheres to state and local policies and procedures including Code of Ethics of the Professional Teaching Practices Commission. Engages in critical reflection on own teaching practices and is able to articulate strengths and priorities for growth. Works cooperatively with host teacher, colleagues, families, the principal. Displays professional dispositions; i.e., accepting constructive criticism, displaying positive attitude, supporting a positive school climate, collaborating with and respecting students, staff, and families, maintaining positive dialog about teaching, learning, the school/district, and staff, professional dress, showing initiative, and commitment to ongoing improvement. Engages in ongoing professional development to improve content knowledge, pedagogy, the classroom, school, or district programs.

Rationales:
Artifact 1: Funds of Knowledge Presentation I am including my funds of knowledge power point presentation slides as evidence of performance indicators four and five. Through my Funds of Knowledge Project I learned a great deal about the ASD Gifted and Highly Gifted programs and the difficulties families in these programs may face. I also became aware of some of the signs of giftedness and how to identify children who may be gifted. During my presentation I was able to share this information with my APU peers and give them specific information about the ASD gifted programs.

Artifact 2: Practicum Teacher Evaluations I am including my practicum teacher evaluations as evidence of performance indicators three and four. I was scored as professional and cooperative to work with. ( located in front of portfolio)

Artifact 3: Teacher Standard Self Assessment I am including my teacher standard self assessment as evidence of performance indicator two and my ability to critically reflect and comment on my teaching practices.