3. 3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students – As part of the course, Educating Exceptional Students, I researched and wrote a peer review paper on different ways of utilizing and implementing the Response-To-Intervention (RTI) model to support all students in their learning goals. While RTI has traditionally been used as a way to evaluate students with learning disabilities, different districts and schools across the nation have also used it as a similar framework guide for providing extension and challenge to gifted and talented students. In the particular district I student teach in, the RTI model has also become integrated in the the Professional Learning Communities in which teachers collaborate on student benchmark learning across classrooms.Read More »
7.1 Communicating with Families – Throughout this year I have had many opportunities to work with and meet students and their families both in the classroom and outside of it. Teacher-family communication is a crucial part of creating a consistent, engaging, and caring environment that students can flourish and find success in. That communication can take many forms such as e-mail updates, parent volunteering, and also attending PTSA events. From my experience interacting with students and their families is that the most successful communication is both flexible and positive.Read More »
According to a professional development study done by EdSurge (2014), teachers report getting the most value out of informal learning opportunities such as using twitter chats and online learning communities (p. 9). By learning to engage in social media platforms to extend learning teachers can then take those platforms and introduce them in constructive and creative ways into their classrooms (Tucker, 2016). Read More »
What skills or attributes of an innovative educator, such as problem-solving and flexibility with technology, can I model to 3rd grade students and connect to their development in digital fluency?
8.1 Participating in a Professional Community – Relationships with colleagues are characterized by mutual support and cooperation.
While I was part of a program cohort during the summer, I had to redefine my role and identity from student to teacher when I became part of the professional learning community at my internship school. The 3rd grade PLC collaborated on procedures, curriculum, and instruction using different techniques but teaching similar content with consistency throughout the entire grade. This coordination and cooperation has been the most effective in how we organize and teach math.Read More »
8.1 Professional Practice – Participating in a Professional Community
Developing relationships and open discussion with other educators, emerging and experienced, has been a key part of processing the purpose of public education. The constantly changing landscape of education reform in the US, and Washington State, is filled with polarizing opinions, debates, and methods of improvement. Driven by “the search for a panacea” (Hunt, 2005, p.85) to social problems, legislation at different times in history has altered the purpose, funding, and importance of public education. Whether it is the increased emphasis of STEM subjects from A Nation at Risk (1983) or standards based testing through NCLB (2001) schools and teachers are still feeling the effects of education reform efforts. While I continue to understand and empathize with the academic environment I will enter into, collaborating with other professionals challenges me to question the sources of reform and imagine change coming from communities and not just government.Read More »