Running head: NEPF STANDARD 2- RATIONALE

NEPF Standard 2- Artifact 3

Cynthia M. Mirabelli

National University
NEPF STANDARD 2- RATIONALE 2

Abstract

In this paper there is rationale to support the artifacts presented for the NEPF Standard 2 Indicators

on my Professional Development Quest Profile (PDQP). The rationale will be supported through

use of text and resources used throughout the National University Master’s in Elementary

Education program. The objective of this paper is to support, as an artifact itself, the two artifacts

presented in my PDQP.
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NEPF Standard 2- Rationale

Nevada Educator Performance Framework (N.E.P.F.) Standard 2 sets an expectation for

educators to create learning tasks that have high cognitive demand for diverse learners, and to

create progressive tasks to engage the entire classroom during a lesson (Teacher Instructional

Practice Standards and Indicators (NEPF). 2017). Artifact 1 shows an understanding of using

formative assessment to adjust a lesson and create progressive tasks that reach more students

throughout the progression of the lesson (Standard 2, Indicators 1 and 2). Artifact 2 focuses on a

Artifact 1

During a review lesson of place value and numbers in base ten Common Core standards,

I was able to engage all students through the use of multiple strategies. In addition, I used a

Number Talks strategy where students are required to verbally explain the steps to take in a

problem. Throughout the lesson, there were students who were seen struggling with the basic

algorithm addition with regrouping. I knew this because I used a “fist to five” strategy where

students show me their level of comfort with the standard by putting up five fingers on their

chest for complete understanding and a fist for total confusion.

After the quick “fist to five” informal assessment, I had the students think about other

ways we might solve an addition problem using the lesson plan laid out by their math

workbooks. After collaborating on the ideas, several students excitedly raised their hands and

said I should “break down the numbers and then add them back together by place value.” I had

the students walk me through expanded form and addition and used this opportunity to review

math vocabulary of “expanded form,” “standard form,” and “word form.” All students were

more comfortable after adjusting strategies during this review lesson and employed all students’
NEPF STANDARD 2- RATIONALE 4

cognitive abilities and placed appropriate demands on students learning at all levels of

understanding (Standard 2, Indicators 1, and 2).

Artifact 2

Conducting observations and discussing students’ personal perception of a subject area

or school can be very beneficial in creating students’ own belief in their ability to learn. Glasser

(2001), states that, “students need to feel safe, happy, and proud of themselves in a classroom if

they are going to become convinced that schoolwork is worth the time and effort.” (Eby, p 22, pp

5). In the interview I conducted in Artifact 2, I was looking for an understanding for why an

academically capable student had so many negative perceptions about mathematics. Throughout

the artifact, I focus on finding ways to create positive self-talk about math, and really reflecting

on why my student might be struggling with something he is able to understand and do.

This reflection observation focuses on NEPF Standard 2 Indicator 4, “teacher operates

with a deep belief that all children can achieve regardless of race, perceived ability and socio-

economic status” (Teacher Instructional Practice Standards and Indicators (NEPF). 2017). In this

artifact, it is “observed” that I have a deep belief in this student’s ability to succeed in math. This

observation and reflection practice carry on in each of my classrooms, and I plan to continue to

address these “self-talk” struggles with students each year as a strategy.

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Reference
Eby, J. W., Herrell, A. L., & Jordan, M. (2011). Teaching in K-12 Schools A Reflective Action

Approach (5th ed.). Upper Saddle River, New Jersey: Prentice Hall.

Teacher Instructional Practice Standards and Indicators (NEPF). 2017. Retrieved

from: http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Educator_Effe

ctiveness/Educator_Develop_Support/NEPF/Teacher/Teacher-

Instructional%20Practice%20Rubric.pdf