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RATIONALE CHECKLIST

Rationale V
PART I: ED 284A Module 5 (Week 16)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 9: Professional Learning and Ethical Practice
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Analysis: Influential Factors (From module 1: week 2)
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED284A: Foundations of Inclusion

IV. TEACHING ARTIFACT DESCRIPTION


PARTS I-III DEFINED Choose one factor from the opening story on p. 2-4 that relates to your
educational experience. For that factor, discuss how this might impact a
PART I: student. And, describe one way a teacher might alleviate the stress of this
State standard, teaching artifact, factor to support student success.
and course name. Provide an
accurate description of the Identify one factor of student success from 3 of the categories/layers listed
artifact. Provide a sufficient in the chapter: culture, poverty, language, values, policy, school, students
description of the artifact results. (pages 9-24). Each of these factors contributes to student diversity. For each
factor you choose, give one reason why the text suggests this may influence
PART II: students abilities to be successful in school, and draw a connection student
Identify at least one appropriate diversity and experiences in Hawaii.
sub-standard and include the
entire language.. Connect the On pages 26-32, the chapter suggests that there are many things that
language of the sub-standard teachers can do to become more responsive. Choose two and provide a
to the artifact. State your reason why you think this will help you to become more informed about
proficiency level for the sub- issues (that you have chosen) facing students who are struggling in schools.
standard. Provide appropriate
evidence that supports your self V. TEACHING ARTIFACT RESULTS
assessment. I read the assigned article and reflected on factors that impact student
learning, factors of student success and what teachers can do to become
PART III: more responsive. I thought about my experiences with teaching so far and
Identify an appropriate sub- the advice other teachers have given me. I considered how I have attempted
standard and clearly state a at handling certain situations and what worked well and how I would like to
desired improvement. Describe react differently should the situation arise again.
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 9.3 (Focus Area 1):
represents the overall HTSB CANDIDATE NURTURES STUDENTS RESPECT AND COMPASSION -
standard Does Candidate nurture in students life-long respect and compassion for
themselves and others?
PART II:
Connect the teaching artifact to II. CONNECTION TO ARTIFACT
a sub-standard and assess your I demonstrate that I nurture in students life-long respect and compassion
proficiency for themselves and others by discussing factors that affect students and
their learning and how teachers can effectively respond to different students
PART III: and situations. Some of the factors discussed include challenges with
Improve your proficiency for the student living situations, language, poverty, school environment and cultural
HTSB standard differences. In this assignment I discuss ways for teachers to provide the
best learning opportunities to all students including students affected by
these factors. For example, I can expand my knowledge of different cultures
PARTS I-III DEFINED to help demonstrate respect for others. I also discuss including students
of all cultures and backgrounds in all aspects of learning. This will help all
PART I:
students feel valued, included and teach them to respect themselves and
State standard, teaching artifact,
other students.
and course name. Provide an
accurate description of the
III. SELF-ASSESSMENT
artifact. Provide a sufficient
I would rate myself as a 4 (Candidate always does this as a teacher)
description of the artifact results.
or exceeds proficiency because I always demand that students treat
themselves, their fellow students and me with respect at all times. When
PART II:
students make insensitive comments I correct them and remind them about
Identify at least one appropriate
being respectful even if you dont agree. I also like to allow students to
sub-standard and include the
incorporate their culture into their projects and to share this culture with the
entire language.. Connect the
other students so that everyone can learn appreciation for all cultures.
language of the sub-standard
to the artifact. State your
IV. EVIDENCE OF SELF-ASSESSMENT
proficiency level for the sub-
Evidence that I promote life-long respect and compassion in my classroom
standard. Provide appropriate
includes always having students speak and regard others with respect. If
evidence that supports your self
students make disrespectful comments, we discuss why the comment was
assessment.
disrespectful and how they can show respect for that person instead. When
displaying student work, I select a variety of examples to show that I value
PART III:
and respect all different points of view and expressions of art.
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 9.7 (Focus Area #2):
represents the overall HTSB CANDIDATE IS FAIR AND EQUITABLE TO EVERYONE - Is Candidate fair
standard and equitable in his/her treatment of students, parents, colleagues, and the
public?
PART II:
Connect the teaching artifact to II. WHAT TO IMPROVE?
a sub-standard and assess your While I actively work on always showing fairness to all students, it is still
proficiency something I want to continue to work on everyday. I want to continue to
work on evaluating each situation and developing the fairest treatment for all
PART III: students in all situations.
Improve your proficiency for the
HTSB standard III. RESEARCH FINDINGS
i. During PLC meetings, my co-workers continue to express the
importance of fairness. They have given me advice about making sure I
PARTS I-III DEFINED am always showing fairness to all students at all times because students
are always watching what you do and how you react to each person.
PART I:
They have explained to me how students show respect for teachers who
State standard, teaching artifact,
show fairness in all situations. They advised me to not show favoritism
and course name. Provide an
and to make sure that any consequences I give one student must be
accurate description of the
given to all so to be careful about consequences I choose.
artifact. Provide a sufficient
Resource: Jason Tamura, Robin Gomes, Jamie Ludwig - CTE Teachers/
description of the artifact results.
Department Head
ii. This article discusses some tips for creating a positive classroom
PART II:
environment through demonstrating fairness to all students. Some of the
Identify at least one appropriate
tips that stood out to me the most include: apologizing when you make
sub-standard and include the
a mistake and collaborate with students on projects and let them help
entire language.. Connect the
you make decisions.
language of the sub-standard
Resource: http://www.brighthubeducation.com/classroom-
to the artifact. State your
management/15435-fairness-and-equality-in-the-classroom/
proficiency level for the sub-
standard. Provide appropriate
IV. IMPLEMENTATION OF FINDINGS
evidence that supports your self
Based on my research findings, I plan to practice fairness by:
assessment.
a. Openly admitting when I am wrong/make mistakes and apologizing
to students to be a good role model
PART III:
b. Using a previously distinguished and consistent grading system for
Identify an appropriate sub-
all students on all assignments
standard and clearly state a
c. When possible, have students collaborate with me on creating
desired improvement. Describe
lessons/projects and making decisions such as:
at least two appropriate research
- Project topics
findings with viable resources.
- Options such as creating a message through video, poster, etc.
Describe/demonstrate a specific
- What project to do next - Example: for a video unit either a movie
example how you plan to
trailer or music video
improve.