Module Five Application Assignment 1 Individual Learning Plan Part 1

Samantha Burke

Walden University

JoAnn P. Susko, Ed.D

EDUC 6610-J-34 Teacher as Professional

December 15, 2018

 I have been a teacher for over ten years. During that time, I have encountered and/or

embraced several methodologies and practices to include recent discoveries and breakthroughs in

educational research, professional best practices and novel technologies. Of course, it goes

without saying that I have adopted and incorporated some of these methods or than I have others.

This essay will be a treatment of how I, in my own assessment, have incorporated best-teaching

practices into my daily encounter with students over the past ten years. I will review Walden

University’s Richard W. Riley College of Education and Leadership (RWRCOEL) Candidate

Dispositions as well as the Five Core Dispositions of the National Board for Professional

Teaching Standards (NBPTS) with the aim of highlighting my strengths and weaknesses. Where

I have identified strengths, I will include specific examples of teaching practices and cite

research in favor of strengthening my actions. In identifying weaknesses, I shall outline a plan of

action incorporating SMART goals to address the areas I will have identified as in need of

improvement.

A quick perusal of the Dispositions Survey self-assessment reveals my principal areas of

strength. We shall examine the first— legal and ethical conduct— and follow up with a

discussion of one of my weaknesses: advocacy in an educational context.

Teachers are custodians, first. This tenet necessitates that the profession is supported by

and practised within the ambits of the law and within a professional air of ethics. With regards to

the RWRCOEL Disposition metrics, I scored 11/12 (92%) in the section measuring my

familiarity with and practice of ethics and relevant laws within the profession. As an example of

this, I frequently update myself on relevant laws governing education and professional conduct

within my state to in order to be mindful of, not only my rights as a teacher, but also of the extent

to which I can lawfully assist my students. A pertinent instance of this is the legalities involving
the grading of assignments. A case in point involves a student of mine who was quite competent

and skilled with numbers but who I could never get to sit through an hour-long test. However,

being knowledgeable of the what I was legally allowed to do in order to help him realize his true

potential allowed me to fairly use other methods of assessments to assign him a passing grade.

Such scenarios naturally conjure up issues of ethics which an adequate knowledge of

professional guidelines can quickly resolve. However, the utility of these practices can be

extended to other areas of teaching as well. To this end, consider the ethical issues that can arise

when contemplating the extent to which a teacher can help a student. I have personally

encountered students who, for example, I have given financial assistance in getting to and from

school due to the inability if their family to support them. However, I have had to refer said child

to relevant school authorities when presented with an issue involving more private living

conditions at home. Another example of a scenario in which I have had to toe ethical/legal

guidelines relates to issues arising from and pertaining to a student’s health. In years gone by, it

was common practice in Jamaica to help soothe a child in pain with over-the-counter drugs or

local remedies. However, as the society became more litigious and more aware of the legal and

ethical liabilities that can arise from rendering such assistance— however well-intentioned— the

practice has in recent times been gradually reduced. It is currently not uncommon for schools,

teachers, and even school nurses to refer a child directly to a physician off-campus in order to

avoid medical liability. Understandably, this has had a few negative feedbacks. However, I

personally prefer erring on caution’s side than assuming the risk. Nonetheless, I do intend to take

further steps to improve my competence in this area. This includes attending professional

workshops and remaining abreast of bulletins and updated guidelines governing student

engagement. For, despite the conundrums that might arise in practice, ethics and ethical behavior
are no less prevalent or important in education (Futterman). Nonetheless, there are in which I

need to improve. Namely, the area of advocacy.

When I was a child it was not uncommon for children to be reprimanded by adults who

were absolute strangers or who were merely had a remote affiliation with one’s family. This was

normal in pre-twenty-first century Caribbean countries. The practice had its roots in the African

tradition of Ubuntu (“It takes a village to raise a child”) and so the growth and prosperity of

every child became the collective responsibility of the entire community in which that child grew

up. However, with the rise of globalism the tradition quickly died out. And with it the role of the

village advocate.

I scored a measly 62.5% in the metrics for Advocacy. I do not conclude that this is

directly attributable to my Jamaican heritage. Neither do I believe that reluctance to speak up on

the behalf of others is a uniquely Jamaican phenomenon. I do, however, believe that the tendency

to advocate is strongly dictated by the general culture of a locale. For instance, I have come to

realize that whereas my New England colleagues are more reserved when interacting strangers,

my Southern friends tend to be noticeably more open and affable. This, of course, spills over in

the class room. One can even comfortably conclude that the tendency to speak out on the behalf

of, not just themselves, but for the voiceless is an integral part of southern culture that goes back

generations (Walls, Hinks). Indeed, advocacy and American on a whole are as inextricable from

each other as the 13 stars are from the star-spangled banner. To this end, it behooves all current

Americans and, more pertinently, Americans in my profession to quickly adapt to and embrace

the role of the Advocate on the behalf of our students and the wider community, in general. This

can be done in several ways, but I have chosen a few which I believe will be most effective in

bringing about a change in my classroom and/or immediate environs. Firstly, I intend to write in
the editor’s column at least once every three months to advocate for more research-based

teaching practices in Jamaica. The current teaching practices being promulgated by the local

ministry of education are not reflective of Jamaican realities but are merely adopted from other

jurisdictions that often have more resources, a larger student populace and a vastly different

culture (Poyser, 2016). Research ought to be done to address Jamaican students and teachers.

Secondly, I intend to engage with local politicians on the municipal (state) level to have them

bring up these issues in Parliament. And I will also be making use of social media outlets such as

Twitter—the modern-day prowling grounds of the rich and powerful. I intend to make no less

than five tweets/posts per week addressing issues my students are facing in the classroom and in

my community, in general. That we are approaching the start of a new year is perhaps most

convenient to my intentions which, at that point, might rightly be labelled resolutions. I also

intent to form an advocacy roundtable by meeting with colleagues on a bi-monthly basis to

discuss engaging with local stakeholders and policy makers.

The NBPTS core dispositions also provide an opportunity for me to make improvements.

As it currently stands, I score lowest on the Core proposition Four: Teachers think systematically

about their practice and learn from experience. This disposition encompasses and include a few

things. To begin with, it entails modelling what it means to be educated— reading, questioning,

and being capable of creating new things. Secondly, one who has mastered it is familiar with

theories and instructional strategies and stays abreast of current issues in American education.

Finally, a master practitioner of this core principle critically examines her practice on a regular

basis to deepen knowledge, expand her repertoire of skill, and incorporate new finings into her

practice (Walden, 2018). Upon close analysis, it is immediately evident that if one were to

become competent in this area it would require one skill in particular: a love for reading.
Admittedly, my responsibilities as a wife and mother prevent me spending as much time as I’d

like between the pages of a book. However, I have come up with a plan of action to address this.

I have identified a few areas to which I’d like to pay keen attention in the coming year. These

are: educational psychology, special education, and best practices in education. I have also

identified a few choice journals for which I will purchase subscriptions (where necessary) and

craft out time in my week to gradually read to order to assimilate the most current knowledge in

the field. For psychology, I have decided to use The Journal of Psychoeducational Development;

The Journals of Special Education and Exceptional Children, for special education; and, to

become abreast of current best practices, Harvard Education Letter and Education Next. These

subscriptions or magazines will cost anywhere from $0-$19 per subscription. I have also

dedicated 30 minutes each night before bed just for reading. And I have reckoned that by July of

2019 I should be 3 grade levels ahead at that rate. However, not to be outdone, my NBPTS

assessment was not all negative. It showed that I exhibit strengths in Core Proposition One:

Teacher Bing Committed to Students and Their Learning. I believe I have accomplished this by

doing several things. Just to list a few, I frequently reaffirm and encourage my students; I always

strive to treat each student equally and fairly; and I tailor, as best I can, course content to meet

their individual needs (Walden University).

Finally, I’d like to take a critical look at making improvements in my Core Technology

Dispositions and Competencies. This is the area in which I scored lowest (55% for Facilitation of

Learning and Assessment). I have always reckoned that my being technologically maladroit— at

least in comparison with my students— is on account of the time in which I grew up and went to

school. To the extent that I can navigate a webpage, interact with email, and network in the latest

social media platforms, I consider myself to be quite competent. However, in the area of
technological hardware and scholastic learning systems and aids, I consider myself a neophyte. I

think this has a lot to do with under exposure as the educational setting in which I first practised

was comparatively under-resourced and thus we had to not only make do with what little we had,

but we also had to become quite effective as well. The effect of this is two-fold. On the one hand,

this habit of conveying my lessons across without heavy reliance on technology has become

second nature. And that has stuck with me even since making the transition from my former

educational setting to one in which I have far more resources at my disposal. On the other hand,

however, the positive spin off to this is that, absent technological means, I had to find creative

and innovative ways of conveying my lessons and I have since then brought this skill to bear on

my new educational setting. Nonetheless, there remain a few key points upon which I’d like to

improve. Firstly, I’d like to incorporate more technological learning aids in my classroom such

as Edmodo, ClassDojo and Reminder App. I will use my winter break to learn how these

technologies work and then incorporate them into my lessons and weekly planning as soon as

school reopens next spring. I will use them to communicate with students, parents and

colleagues to help create a seamless system of learning, assessment and accountability. I have in

the past used these technologies but only with basic competence. However, should I be

successful in execution, there will be a marked improvement in my skills by the end of summer

semester. After all, the research is conclusive: incorporating technology into the classroom offers

a wide and varied array of benefits (Edwards, Schacter).

Citations

Poyser, Andre (2016). Curriculum Complaints - Teachers Unhappy With Regimen. Retrieved on
Dec. 15, 2018 from http://jamaica-gleaner.com/article/news/20161108/curriculum-complaints-
teachers-unhappy-regimen

Hinks, Peter (2017). Early Anti-slavery Advocates in 18th-century Connecticut

Retrieved on Dec. 15, 2018 from https://connecticuthistory.org/early-anti-slavery-
advocates-in-18th-century-connecticut/

Walls, Lumpkins Barbranda. Leading the Charge for Civil Rights Change: 10 black
groups that fought for justice and equality. Retrieved on Dec 14. 2018 from
https://www.aarp.org/politics-society/history/info-2014/history-of-civil-rights-organizations-
photo.html#slide6

Harvard Education Letter. Retrieved on Dec. 14, 2018 from http://hepg.org/hel-

home/home

Education Next. Retrieved on Dec. 14, 2018 from https://www.educationnext.org/

Nordveit, Bjorn. H (Editor). Comparative Education Review. Retrieved on Dec. 13, 2018

from https://www.journals.uchicago.edu/toc/cer/current

Edwards, Laura. Harvard University: The Impact of Technology on Teaching and Learning:

Evidence from Cognitive Neuroscience retrieved on Dec. 13, 2018 from

https://scholar.harvard.edu/files/lauraannedwards/files/laschoolposter.pdf15

National Board for Professional Teaching Standards (2018). Five Core Propositions.

Retrieved on November 7, 2018 from https://www.nbpts.org/standards-five-core-propositions/.

Walden University (2018). RWRCOEL Diversity Proficiencies. Retrieved on October 31, 2018

from
https://class.waldenu.edu/bbcswebdav/institution/USW1/201920_04/1_Standard_Documents/1_Curre

nt_Documents/MSED/MSED_RWRCOEL_Diversity_Proficiencies.pdf

Walden University (2018). RWRCOEL Professional Dispositions. Retrieved on October 31,

2018 from

https://class.waldenu.edu/bbcswebdav/institution/USW1/201920_04/1_Standard_Documents/1_Curre

nt_Documents/MSED/MSED_RWRCOEL_Professional_Dispositions.pdf.

Walden University (2018). RWRCOEL Technology Proficiencies. Retrieved on October

31, 2018 from

https://class.waldenu.edu/bbcswebdav/institution/USW1/201920_04/1_Standard_Documents/1_

Current_Documents/MSED/MSED_RWRCOEL_Technology_Proficiencies.pdf

Walden University (2018). Teaching as Professional: The Teaching Profession Program

Transcript. Retrieved on November 7, 2018 from

https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDUC/6610A/02/WAL_EDUC6610A_02_B_EN.pdf.