Uet Standards
Standard 1: Learner Development
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
Rationale:
Students learn when content is made meaningful or when it is relevant to them in their lives. This kite project was chosen to illustrate how subject matter has been made meaningful for students in my class. With this hands-on activity, students are actively engaged and are using their background knowledge to make connections from what they know and what they can see and feel. I wan able to incorporate Social Studies, Language Arts, Science and Math in this kite activity.
Students learn when content is made meaningful or when it is relevant to them in their lives. This kite project was chosen to illustrate how subject matter has been made meaningful for students in my class. With this hands-on activity, students are actively engaged and are using their background knowledge to make connections from what they know and what they can see and feel. I wan able to incorporate Social Studies, Language Arts, Science and Math in this kite activity.
Standard 2: Learning Differences
The teacher understands individual learner differences and cultural and linguistic diversity
Rationale:
Not every student learns in the same way. This artifact was chosen to illustrate how instructional techniques can be adapted for the classroom full of learners who think in differing ways. I incorporate multiple elements to scaffold each lesson to ensure that all of my diverse learns have an equal opportunity to learn.
Not every student learns in the same way. This artifact was chosen to illustrate how instructional techniques can be adapted for the classroom full of learners who think in differing ways. I incorporate multiple elements to scaffold each lesson to ensure that all of my diverse learns have an equal opportunity to learn.
Standard 3: Learning Environments
The teacher works with learners to create environments that support individual
and collaborative learning active engagement in learning, and self motivation.
Rationale:
Creating behavior and academic expectations at the beginning of the year is key to a positive and productive classroom. I chose this video because it demonstrates how successful this classroom management system worked for these students. The students know that when we transition they have specific tasks that have to do to seamlessly move from one activity to another. These expectations lead to higher levels of engagement. Creating a safe environment and a positive relationship with each student will ensure that each student will reach their full potential.
Creating behavior and academic expectations at the beginning of the year is key to a positive and productive classroom. I chose this video because it demonstrates how successful this classroom management system worked for these students. The students know that when we transition they have specific tasks that have to do to seamlessly move from one activity to another. These expectations lead to higher levels of engagement. Creating a safe environment and a positive relationship with each student will ensure that each student will reach their full potential.
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of discipline.
Rationale:
I chose this video to demonstrate my content knowledge. For this Language Arts lesson I have written the lesson objective is student friendly. I use student friendly language throughout the lesson to ensure that the basic foundation can be laid. I also include the use of the vocabulary words that we have learned, to ensure that the students receive repeated exposure to these words.
I chose this video to demonstrate my content knowledge. For this Language Arts lesson I have written the lesson objective is student friendly. I use student friendly language throughout the lesson to ensure that the basic foundation can be laid. I also include the use of the vocabulary words that we have learned, to ensure that the students receive repeated exposure to these words.
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the
outcomes described in content standards have been met.
Rationale:
After the "I Do" portion of lessons the students and I move to the "We Do" portion. Once I feel that the majority of the students have mastered the content, they move onto the "They Do" portion. I chose this artifact to show the white board work the students use as I informally assess them during the "We Do" portion of the lesson. From this assessment I differentiate the independent portion of the lesson. I pull a few students into a reteach group and a few students into an enrichment group. From here the students take formal assessments. Data is collected from the pre and post scores of the assessment to show student growth.
Standard 6: Instructional Planning
The teacher plans instruction to support students in meeting rigorous learning
goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context
Rationale:
Collaboration among teachers helps to reinforce Core
Curriculum standards and best practices. Teachers who plan collaborative
have the support and wide knowledge base to draw from to be able to achieve
learning goals for every student. The artifacts below are photos of my planning book
and of the new math book, Go Math!, that is used by Granite District. My planning book
allows me to see how I want to plan out each day for the week and how I can integrate
my instruction when possible. The math book is an example of how I could state my
objectives to the class, and they can continue to look back at them, and how the
content connects to the real world
Collaboration among teachers helps to reinforce Core
Curriculum standards and best practices. Teachers who plan collaborative
have the support and wide knowledge base to draw from to be able to achieve
learning goals for every student. The artifacts below are photos of my planning book
and of the new math book, Go Math!, that is used by Granite District. My planning book
allows me to see how I want to plan out each day for the week and how I can integrate
my instruction when possible. The math book is an example of how I could state my
objectives to the class, and they can continue to look back at them, and how the
content connects to the real world
Standard 7: Instructional Strategies
The teacher uses various learning strategies to ensure that all learners develop a deep
understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
Rationale:
I chose this video to demonstrate my use of instructional strategies. Prior to this art lesson we read a an informational text about rotting plants. The text used beautiful descriptive words that I used to help teach the student about the comprehension strategy of visualization. After the visualization activity I decided to help deepen the strategy through the use of art. In this lesson students were asked to select their favorite descriptive paragraph from the text and create what they visualized using water colors.
I chose this video to demonstrate my use of instructional strategies. Prior to this art lesson we read a an informational text about rotting plants. The text used beautiful descriptive words that I used to help teach the student about the comprehension strategy of visualization. After the visualization activity I decided to help deepen the strategy through the use of art. In this lesson students were asked to select their favorite descriptive paragraph from the text and create what they visualized using water colors.
Standard 8: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate and
adapt practice to meet the needs of each learner.
Rationale:
I use pre and post assessments to monitor student growth and the effectiveness of my instruction. I keep detailed data on each student to ensure that they are reaching their full potential. This artifact represents that my instruction is producing student growth and the activities are continuing to help my students succeed.
I use pre and post assessments to monitor student growth and the effectiveness of my instruction. I keep detailed data on each student to ensure that they are reaching their full potential. This artifact represents that my instruction is producing student growth and the activities are continuing to help my students succeed.
Standard 9: Leadership and Collaboration
The teacher is a leader who engages collaboratively with learners, families,
colleagues, and community members to build a shared vision and supportive
professional culture focused on student growth and success.
Rationale:
While student teaching at Granger Elementary I planned and collaborated in PLC
meetings. The collaboration that I experienced with my fourth grade team was a
major part of my successful experience. I had the pleasure of designing a lesson
and hands on activity that directly tied to the science core and our field trip to the
Natural History Museum. Prior to the field trip, I introduced the lesson and was
asked to teach the lesson in a first year teacher’s classroom. My lesson also
had an extension worksheet that the students took to the museum to work on as
they explored the exhibits. It was wonderful to see every fourth grade student
at the museum with the worksheet that I developed.
While student teaching at Granger Elementary I planned and collaborated in PLC
meetings. The collaboration that I experienced with my fourth grade team was a
major part of my successful experience. I had the pleasure of designing a lesson
and hands on activity that directly tied to the science core and our field trip to the
Natural History Museum. Prior to the field trip, I introduced the lesson and was
asked to teach the lesson in a first year teacher’s classroom. My lesson also
had an extension worksheet that the students took to the museum to work on as
they explored the exhibits. It was wonderful to see every fourth grade student
at the museum with the worksheet that I developed.
facts_and_inferences_nhmu.pdf | |
File Size: | 174 kb |
File Type: |
museum_worksheet.docx | |
File Size: | 18 kb |
File Type: | docx |
Standard 10: Professional and Ethical Behavior
The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
Rational:
I have had a background check and fingerprinting done twice during my time in the education program at the University of Utah. I have taken and passed the ethics exam. I take professional and ethical behavior very seriously. As educators we have the responsibility to be a positive example in our students lives by demonstrating ethical behaviors.
I have had a background check and fingerprinting done twice during my time in the education program at the University of Utah. I have taken and passed the ethics exam. I take professional and ethical behavior very seriously. As educators we have the responsibility to be a positive example in our students lives by demonstrating ethical behaviors.