Effective Urban Educators are Reflective Practitioners who can accurately assess themselves and develop plans for improvement. Below are artifacts that provide evidence of my ability to assess myself and develop plans for improvement.
Evidence that reflects my process for analyzing and reflecting on my teaching:
During my pre-student teaching and student teaching placements I wrote ten journal entries reflecting on my experience. This final journal entry summarizes those entries and reflects on how I have become an effective urban educator who is reflective, innovative and committed to diversity.
Teaching and Learning Statement
This is reflective statement on my teaching philosophies and practices created during my semester of student teaching. In my statement I explain how constructivism, a philosophy of learner growth and development, can be implemented to create innovative, developmentally appropriate and challenging learning experiences for students, and provide several examples of these learning experiences. I also describe how constructivist-based teaching is inherently student-centered and inclusive, as it welcomes diversity in cognitive, linguistic, social, emotional, and physical areas.
Evidence of a situation that didn’t go as planned and what I did about it:
My Case Study is an exploration of how to use observations of one student to make effective curriculum decisions and create a plan for differentiated learning. My Case Study includes a description of the student, curricular decisions and strategies used with the student, results of these decisions and strategies, and reflection on these results.
An aspect of my teaching that needs improvement and a plan for making these improvements:
Classroom Organization and Management Plan
This plan focuses on creating a classroom that is inclusive of both cultural backgrounds and learning abilities so that all students can feel welcome and meet high standards. My plan includes classroom design and physical accommodations, classroom management strategies, ideas on how to build a community of leaders, and descriptions of the roles of students, teachers, and families.
Additional evidence that I am a reflective practitioner:
My analysis examines the curricula of my student teaching placement district and classroom and compares aspects of these curricula to the Common Core Curriculum. With this analysis, I use evidence from my research to evaluate how to best reconcile the needs of learners, their families, and the community with the requirements of the curricula. Additionally, I look for opportunities within the curricula to meet the needs of each learner.
For our conferences, my cooperating teacher and I decided to conduct student-led conferences. We decided together that this would allow students to take responsibility for their work and would require them to set goals and articulate these goals to their parents or guardians. With the conferences, students reflected upon and were able to display a variety of assessments that have been used in class so that they and their parents could monitor their progress and come up with strategies for improvement.