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RATIONALE CHECKLIST

Rationale IV
PART I: ED 285A Module 4 (Week 14)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 2: Learner Differences
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Case Study Analysis A
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION


PARTS I-III DEFINED Case Study Analysis - How to maintain student interest and create a stable
classroom/shop environment with minimal behavioral disruptions.
PART I:
State standard, teaching artifact, Read each of the following scenarios. Submit your detailed plan for how to
and course name. Provide an effectively manage each situation. Each scenario is worth 10 points. Refer to
accurate description of the 11a Case Study Rubric.
artifact. Provide a sufficient
description of the artifact results. V. TEACHING ARTIFACT RESULTS
For this assignment I read each of the classroom scenarios. Then I thought
PART II: about what I would do to effectively manage each situation. For each
Identify at least one appropriate scenario, I considered school protocols and made sure that my actions
sub-standard and include the followed proper school procedures. Then I considered advice given to me
entire language.. Connect the by my many mentors including school administration, my veteran teacher co-
language of the sub-standard workers, my college supervisor, and family members who are also teachers.
to the artifact. State your I used a combination of their expert advice and my own personal teaching
proficiency level for the sub- style and approach to create ways to effectively manage each situation.
standard. Provide appropriate
evidence that supports your self
assessment.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 2.6 (Module 3 - Focus Area #11)
represents the overall HTSB CANDIDATE FOLLOWS SCHOOL INTERVENTION PROTOCOLS - Does
standard Candidate follow a process, designated by a school or district, for identifying
and addressing learner needs (e.g., Response to Intervention) and document
PART II: learner progress?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I follow a process, designated by a school or district for identifying and
addressing learner needs by making sure that my response to each given
PART III: scenario follows school and state protocols. For example, in situations where
Improve your proficiency for the physical danger is involved, I make sure to contact security immediately since this
HTSB standard is the protocol given by admin to minimize danger to all parties involved. Also, in
the example where a student is under the influence of drugs and alcohol, again,
it is our school protocol to immediately contact administration and security. I
PARTS I-III DEFINED also demonstrate following school intervention protocols by maintaining student
confidentiality, such as in the instance where a student has a learning disability.
PART I:
State standard, teaching artifact,
III. SELF-ASSESSMENT
and course name. Provide an
I would rate myself as a 4 (Candidate always does this as a teacher) or
accurate description of the
exceeds proficiency because I constantly making sure that everything I do
artifact. Provide a sufficient
follows school intervention protocols. I carefully think through each situation
description of the artifact results.
that comes up in my classroom to make sure that I follow school guidelines
for the protection of students and myself. I also always reflect on each
PART II:
situation that occurs and evaluate what I did well and what I can improve on
Identify at least one appropriate
for further situations.
sub-standard and include the
entire language. Connect the
IV. EVIDENCE OF SELF-ASSESSMENT
language of the sub-standard
My plans for each scenario clearly show consideration of school protocols. I
to the artifact. State your
also regularly attend teacher trainings as designated by our administration
proficiency level for the sub-
on days such as teacher work days. Such trainings include classroom
standard. Provide appropriate
management and how to handle problematic situations such as those
evidence that supports your self
involving student safety, drug use, etc.
assessment.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 7.7 (Focus Area #9): CANDIDATE USES FLEXIBLE GROUPING TO SUPPORT
represents the overall HTSB LEARNERS - Does Candidate identify learners with similar strengths and/or needs
standard and group them for additional support?

PART II: II. WHAT TO IMPROVE?


Connect the teaching artifact to I want to work on providing a larger variety of learning opportunities for students,
a sub-standard and assess your especially opportunities to work with other students. I have students work in
proficiency groups often, so I would like to work on my grouping strategies of intentionally
having groups of students work together based on similar strengths and/or
PART III: needs.
Improve your proficiency for the
HTSB standard III. RESEARCH FINDINGS
i. During a professional learning community meeting, my co-worker, a veteran
teacher, I was describing my difficulties with managing a classroom of thirty
PARTS I-III DEFINED students all at different stages of a hands-on project. He suggested that
I have students who are far ahead of others finish their projects and then
PART I:
have them help the students who are having a more difficult time. This way,
State standard, teaching artifact,
the students who need help are getting help from other students and the
and course name. Provide an
students providing help are further mastering the content knowledge and
accurate description of the
skills by teaching what they know to other students.
artifact. Provide a sufficient
Resource: Jason Tamura, Arts & Communication CTE teacher
description of the artifact results.
ii. I recently discussed one of my problematic group dynamic situations
with one class that my college supervisor, Jan Ikeda, witnessed during an
PART II:
observation. We discussed potential strategies to dealing with this group of
Identify at least one appropriate
students. She gave me pros and cons to different strategies. For example,
sub-standard and include the
splitting up this group of students can help to make sure each group finishes
entire language.. Connect the
the project because each student will be placed with another group of
language of the sub-standard
responsible students. On the other hand, placing problematic students
to the artifact. State your
together in one group could help them be accountable for their own project
proficiency level for the sub-
and if they fall through, it would only affect themselves.
standard. Provide appropriate
Resource: College supervisor Jan Ikeda
evidence that supports your self
assessment.
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to implement student grouping in the following
PART III:
ways:
Identify an appropriate sub-
standard and clearly state a
i. Grouping based on similar needs - I will have students sit in different areas
desired improvement. Describe
of the classroom depending on which stage of the project they are working
at least two appropriate research
on. All students working on step one will sit together, all students in step two
findings with viable resources.
will sit together, etc. This ensures that students will all be working on similar
Describe/demonstrate a specific
steps and have similar needs. This way they can turn to each other for help
example how you plan to
and guidance. This also makes it easier for me to help all students so that I
improve.
can address all students working on step one at the same time compared to
if they were scattered around the classroom.
ii. Grouping for additional support - I will have students who finish early help
students working on previous steps in the project. This way the students ho
need additional support can get help from fellow students.