Professional Development Folio

Professional Development Folio Guide for Teachers and Library Media Specialists SEVENTH EDITION, REVISED

“Professional educators use reflection and problem-solving to make informed, ethical decisions.”

TABLE OF CONTENTS Foreword......................................................................................................................................... 4 Missouri Baptist University’s Statement of Mission & Purposes .............................................. 5 Missouri Baptist University School of Education Mission Statement ....................................... 6 Missouri Baptist University School of Education Conceptual Framework .............................. 8 Missouri Baptist University’s Commitment to Diversity ......................................................... 28 FOLIO OVERVIEW ................................................................................................................... 29 Folio Process ..................................................................................................................... 30 Teacher Certification ........................................................................................................ 32 Teacher Certification Timeline ......................................................................................... 33 Changes in Educator Preparation Requirements ............................................................... 35 Missouri General Education Assessment (MoGEA) Information .................................... 36 Missouri Content Assessments (MoCA)........................................................................... 37 FOLIO INTERVIEWS ................................................................................................................ 41 Introduction to Teacher Education Interviews .................................................................. 42 Interview Tips for Students ............................................................................................... 43 Zoom Interview Protocol .................................................................................................. 44 Checklists for Admission and Student Teaching Interview .............................................. 45 Interview Questions .......................................................................................................... 46 FOLIO SECTION I ..................................................................................................................... 47 Introduction and Personal Information ............................................................................. 48 Autobiographical Sketch (Sample) ................................................................................... 49 Philosophy of Education (Sample) ................................................................................... 52 Resume (Sample) .............................................................................................................. 56 Vision and Mission Statements (Samples)........................................................................ 58 FOLIO SECTION II.................................................................................................................... 59 Introduction to Reflections and Artifacts .......................................................................... 60 Missouri Teacher Standards .............................................................................................. 61 Missouri Teacher Standards and University Course Connections .................................... 65 Recommended Artifacts.................................................................................................... 66 Theorists Related to Missouri Teacher Standards............................................................. 68 Standard Reflection Review Checklist ............................................................................. 71 Reflection Checklists and Sample Reflections: 1. Content Knowledge ......................................................................................... 72 2. Student Learning, Growth, and Development ................................................. 85 3. Curriculum Implementation ............................................................................. 97 4. Critical Thinking ............................................................................................ 105 5. Positive Classroom Environment ................................................................... 113 6. Effective Communication .............................................................................. 121 7. Standard Assessment and Data Analysis ....................................................... 131 8. Professionalism .............................................................................................. 142 9. Professional Collaboration ............................................................................. 151 Folio Scoring Guide for Teachers ................................................................................... 159

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SCHOOL LIBRARIANS

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Overview of Folio Requirements for School Librarians ................................................. 161 Theorists Related to Missouri Standards for School Librarians ..................................... 163 Standard Reflection Review Checklist ........................................................................... 166 Missouri Standards for School Librarians and Sample Reflections: .............................. 167 1. Teaching for Learning.................................................................................... 170 2. Reading and Literacy ..................................................................................... 177 3. Information and Knowledge .......................................................................... 186 4. Leadership and Advocacy .............................................................................. 193 5. Program Management and Administration .................................................... 200 6. Technology Integration .................................................................................. 210 7. Professional Development ............................................................................. 216 Folio Scoring Guide for School Librarians ..................................................................... 221 APPENDICES ............................................................................................................................ 222 A. Useful Websites for Students ..................................................................................... 223 B. Assessment Requirements for Graduation & Certification ........................................ 224 C. Job Search Information .............................................................................................. 226 D. Upgrading from Initial Professional to Career Continuous Certificate...................... 227 E. MBU Lesson Plan Format .......................................................................................... 228 F. MBU Lesson Plan Rubric ........................................................................................... 232

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FOREWORD Welcome to the Teacher Education Program of the School of Education of Missouri Baptist University. The School of Education intends for this field-based program to be both challenging and rewarding and invites you to make any suggestions you believe would help enhance the Teacher Education Program. This Missouri Baptist University Professional Development Folio Guide, the University Undergraduate Catalog or Graduate Bulletin, and any other special publications of the School of Education comprise the procedures students are expected to follow to successfully complete the Teacher and Library Media Specialist Education Programs of Missouri Baptist University. The following pages are designed to guide you through the professional Folio process on Google Drive. It is the student's responsibility to observe all the policies, procedures, and deadlines for his or her program of study in order to complete the program. It is the faculty's responsibility to inform and guide students toward the successful completion of their program.

Also, the School of Education recognizes the importance of diversity in education and attempts to provide students with a sound experimental base through coursework and field experiences. Students from diverse backgrounds are addressed throughout several courses required for certification to prepare America's youth to be college-and-career-ready in a diverse global society. Every education course has objectives addressing differentiated instruction and diversity in education.

Furthermore, the Missouri State Department of Elementary and Secondary Education (DESE) occasionally changes or updates the certification requirements reflected in the catalog/bulletin under which the student plans to graduate. In such cases, the DESE requirements supersede the catalog/bulletin requirements and this manual, and a student may be required to complete courses in excess of his/her original requirements. The School of Education faculty will make every effort to notify students of these changes in advance so that they can complete their program in a timely manner with as little inconvenience as possible.

Once again, we welcome you into the Missouri Baptist University Teacher Education family! We look forward to helping you meet your goal of becoming a professional educator/library media specialist.

In Christ's love, The School of Education Faculty

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STATEMENT OF MISSION AND PURPOSES Missouri Baptist University Mission Statement: Missouri Baptist University is an evangelical Christian, liberal arts institution of higher learning whose purpose is to offer programs of study leading to professional certificates, undergraduate degrees, and graduate degrees in an environment of academic excellence from a Biblically-based Christian perspective. The University is committed to enriching students’ lives spiritually, intellectually, and professionally, and to preparing students to serve in a global and culturally diverse society.

The University seeks to prepare students who are motivated by ideals of service for effective performance in careers which are appropriate to the Christian commitment of the University. The University is open to all qualified students, regardless of race, gender, national origin, religion, age, or qualified disability.

Faculty and students work together toward the following purposes: 1. To develop a personal philosophy of life and an ethical and spiritual commitment which is based upon an awareness of alternatives and which is examined in the light of Biblical revelation.

2. To grow in an understanding of themselves, as well as others, and to cultivate an ability to employ this knowledge for self-development, for mental and physical health, and for social and family relationships.

3. To prepare for living in harmony with the physical environment by becoming aware of its basic principles, and of the means for intelligent use and conservation of its resources.

4. To develop effectiveness in the use and understanding of communication, both spoken and written, employing analytical and logical thinking in the process.

5. To become contributors to society in a manner consistent with Christian principles, participating responsibly in church, school, community, and world affairs, employing insights derived from a broad range of studies.

6. To grow in understanding, appreciation, and enjoyment of literature and the arts, and to become participants in creative and aesthetic activities in the community.

7. To prepare for continuing study by becoming acquainted with electronic technology resources and methods of scholarly research.

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SCHOOL OF EDUCATION MISSION STATEMENT: The School of Education at Missouri Baptist University seeks to develop reflective, problem-solving, professional educators of excellence from a Christian perspective; to enhance the lives of students in the classroom intellectually, spiritually, physically, and socially; and to significantly influence students through the demonstrated integration of Christian faith and learning in the classroom, so that they may become positive change agents in a globally and culturally diverse society.

This means more than simply valuing human diversity; it includes an imperative to promote equity and social justice and to intentionally prepare candidates to develop the knowledge bases, interpersonal skills, and dispositions for serving diverse populations. Preparing candidates to become agents of social change is consistent with the Christian perspective and is reflected not only in the classroom, but also in field experiences in diverse settings. Based on its mission, the unit has undertaken the task of ensuring each candidate has experiences in schools with students from varied socioeconomic backgrounds, varied racial and ethnic groups, English language learners, and exceptional learners.

The following nine standards serve as the guiding principles by which MBU’s educator preparation programs are measured: Missouri Baptist University prepares licensure candidates who: 1. Consistently demonstrate the content, pedagogical, and pedagogical content knowledge necessary to facilitate learning for all students, and to demonstrate the knowledge, skills, competencies, and dispositions defined as appropriate to their area of responsibility.

2. Analyze and reflect on their practice using a variety of assessment strategies, including action research and are committed to continued professional development.

3. Observe and practice solutions to problems of practice in diverse clinical settings and with diverse PK-Grade 12 student populations.

4. Use their self-awareness and knowledge of diversity to create learning environments that support their belief that through active hands-and-mind-on learning, all students can learn challenging curricula.

5. Demonstrate and promote the strategic use of technology to enhance learning and professional practice.

6. Support schools, students, and community through leadership, service, and personal involvement.

7. Develop effective and supportive relationships that enhance communication among students, parents, and colleagues to facilitate learning.

8. Exhibit empathy for and sensitivity to students and colleagues.

9. Actively practice the profession’s ethical standards.

Drawing from a rich combination of broad-based experiences and academic preparation, the professional education faculty seeks to facilitate in each student: 1. The development of an educational posture which is child-centered, experientially and authentically based, and consistent with a Christian perspective; 2. The enhanced awareness of Christian moral and ethical responsibilities relative to education in a diverse and changing society; 3. The development of critical thinking and effective problem-solving skills through a variety of traditional technologically-based experiences; and 4. The application of experiential and research-based theories into the pedagogical process.

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This program fosters in students a reflective and problem-solving heuristic (model) so that Missouri Baptist University graduates are able to make informed decisions as professional educators. The program consists of a planned integrated system (pattern) of coursework and authentic learning (field) experiences designed to enable the student to acquire a strong knowledge base and core of subject competencies, as well as to develop constructive social and personal attitudes to serve as a reflective professional in the education field. To that end, all students seeking state certification within the School of Education at Missouri Baptist University are expected to know and be able to demonstrate their competency.

Those seeking initial certification to teach must demonstrate their competency in nine (9) standards as adopted by the Missouri State Board of Education as a part of the Missouri Teacher Standards.

1. Content Knowledge Aligned with Appropriate Instruction 2. Student Learning, Growth and Development 3. Curriculum Implementation 4. Critical Thinking 5. Positive Classroom Environment 6. Effective Communication 7. Student Assessment and Data Analysis 8. Professionalism 9. Professional Collaboration Those seeking initial certification as a Library Media Specialist must demonstrate their competency in seven (7) standards as adopted by the Missouri State Board of Education as part of the Missouri Standards for School Librarians.

1. Teaching for Learning 2. Reading and Literacy 3. Information and Knowledge 4. Leadership and Advocacy 5. Program Management and Administration 6. Technology Integration 7. Professional Development

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Missouri Baptist University School of Education Conceptual Framework

Shared Vision: The Missouri Baptist School of Education (the “unit” here-and-after) and its administration, faculty, candidates, and community partners have a shared vision of providing educational opportunities for individuals who live and work in the St. Louis Metropolitan area and beyond. Missouri Baptist is a faith-based liberal arts university that serves a culturally diverse urban population as well as surrounding suburban and rural communities. The Unit also reaches out to a broader constituency through distance education programs serving those individuals who do not have the advantage of a local college or university. The wide diversity of the area (urban-suburban-rural) is taken into account when decisions are being made about programs, policies, and delivery systems of the unit. This concern to serve the entire community is rooted in the mission of the University which states that “The University is committed to enriching students’ lives spiritually, intellectually, and professionally, and to preparing students to serve in a globally and culturally diverse society.” To this end, the unit provides programs that emphasize the importance of collaboration with partners, varied and diverse educational experiences, and critical problem-solving skills. The unit offers a context that encourages a posture that is child-centered, experientially and authentically based, culturally aware, and consistent with a Christian perspective.

In its initial and advanced programs, the unit prepares candidates to serve as competent teachers at elementary and secondary levels and also prepares candidates in advanced programs for a variety of professional and leadership roles in counseling, educational administration, and curriculum development. In keeping with the core purpose of the University, the unit is committed to “teach, empower, and inspire students for service and lifelong learning.”

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Candidates develop reflective and problem-solving skills through action research and experiential learning that allow them to continue to evolve as lifelong learners. Both full-time and part-time faculty are appropriately credentialed academically and are serving or have served as experienced professionals in the field. This combined background provides a climate for developing candidates who are reflective practitioners in the classroom and/or other professional contexts. Outreach efforts in the regional learning centers provide a dynamic and interactive connection with urban, suburban, and rural communities that allows the unit to continuously monitor and respond to educational needs in the larger region. The many partnerships and relationships with community colleges and PK-12 administrators, counselors, and teachers provide a rich source of feedback for continuous improvement of the unit’s programs.

In formal coursework and through diverse experiences in the field, candidates in the various initial and advanced programs are expected to develop professional dispositions that reflect the characteristics of effective and successful PK-12 teachers and other school personnel. The development of these dispositions confirms the level of learning and practice candidates have achieved in the program. The unit believes that to be successful and effective as professionals in the field, candidates should possess and demonstrate the following dispositions: ▪

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Candidates are enthusiastic about the discipline(s) they teach/practice; appreciate the complex and ever-evolving nature of knowledge; and are committed to continuous learning about the discipline(s) they teach/practice and how individuals learn (Gardner, 2011; Sousa & Tomlinson, 2010; Tomlinson & McTighe, 2006; Woolfolk, 2010).

Candidates appreciate multiple perspectives, convey to learners how knowledge is developed in diverse contexts, and see the connections between the disciplines they teach/practice and everyday life (Alvermann, Gillis, & Phelps, 2012; Jacobs, 2010; Tomlinson & McTighe, 2006).

Candidates demonstrate that they understand that everyone can learn challenging concepts at high levels and persist in helping them achieve success (Gardner, 2011; Gregory, 2008; Gregory & Chapman, 2007; Costa in Ornstein, Pajak, & Ornstein, 2011).

Candidates value flexibility and adaptability in the teaching and learning process as necessary for developing learners’ thinking, problem-solving, and decision-making skills (Bloom in Ornstein, Pajak, & Ornstein, 2011; Egbert, 2009; Wiles & Bondi, 2010).

Candidates use learners’ strengths as a basis for growth and their errors as an opportunity for learning (Gregory, 2008; Gregory & Chapman, 2007; Marzano, 2006).

Candidates use a variety of assessment strategies to promote growth by identifying learners’ strengths and areas in need of improvement (Alvermann et al., 2012; Gregory & Chapman, 2007; Marzano, 2006).

Candidates are committed to reflection, assessment, and learning as an ongoing process (Caine & Caine, 2010; Marzano, Boogren, Heflebower, Kanold-McEntyre, & Pickering, 2012; Tomlinson & McTighe, 2006).

Candidates value long- and short-term planning, but are willing to adjust those plans based on learner needs and changing circumstances (Ornstein & Hunkins, 2009; Tomlinson & McTighe, 2006; Wiles & Bondi, 2010).

Candidates are committed to seeking out, developing, and continually refining practices that address learners’ individual needs (Caine & Caine, 2010; Gardner, 2006; Tomlinson & Imbrace, 2010).

Candidates respect students as individuals with differing personal and family backgrounds and various skills, talents, and interests (Gardner, 2011; Haynes, 2007; Woolfolk, 2010).

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Candidates appreciate and value human diversity, show respect for students’ varied talents and perspectives, and use the multiple intelligences theory and differentiated instruction to successfully provide for diverse learning styles (Armstrong, 2009; Gardner, 2006; Gregory & Chapman, 2007).Candidates are thoughtful and responsive listeners who value the many ways in which people seek to communicate, and are sensitive to the cultural dimensions of communication (Alvermann et al., 2012; Bagin, Gallagher, & Moore, 2008; Egbert, 2009).

Candidates take responsibility for establishing a safe, positive, participatory, collaborative learning environment for all students (Marzano, 2003; Marzano, Foseid, Foseid, Gaddy, & Marzano, 2005; Tomlinson & Imbrace, 2010).

Candidates are concerned about learners’ cognitive, emotional, social, cultural, and physical well-being; are alert to signs of difficulties; and are willing to consult others in the school, the home, and the community about their education and well-being (Bagin et al., 2008; Woolfolk, 2010).

Candidates respect learners’ privacy and the confidentiality of information (Cormier, Nurius, & Osborn, 2013; Kaplan & Saccuzzo, 2013).

Candidates appreciate the role of technology in improving learning and professional productivity (Egbert, 2009; March, 2008; Prensky, 2012).

These professional dispositions reflect the vision of the unit. It is expected that candidates who demonstrate these dispositions will create an optimal learning environment and provide equitable opportunities for students to succeed and achieve their academic and career goals.

Mission of the Unit: The mission of the unit is aligned with the mission of the University and “seeks to develop reflective, problem-solving, professional educators of excellence from a Christian perspective; to enhance the lives of students in the classroom intellectually, spiritually, physically, and socially; and to significantly influence students through the demonstrated integration of Christian faith and learning in the classroom, so that they may become positive change agents in a globally and culturally diverse society.” This means more than simply valuing human diversity; it includes an imperative to promote equity and social justice and to intentionally prepare candidates to develop the knowledge bases, interpersonal skills and dispositions for serving diverse populations. Preparing candidates to become agents of social change is consistent with the Christian perspective and is reflected not only in the classroom, but also in field experiences in diverse settings. Based on its mission, the unit has undertaken the task of ensuring each candidate has experiences in schools with students from varied socioeconomic backgrounds, varied racial and ethnic groups, English language learners, and exceptional learners.

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The Model for the Conceptual Framework: A visual model has been developed to illustrate the philosophy and knowledge bases of the unit. This model provides a representation of the unit’s commitment to enriching all students’ lives spiritually, intellectually, and professionally using a faith perspective as its foundation and integrating that perspective with the works of various educational theorists, research in the field, and the best practices of the profession. The visual model is of a building with foundational steps, six pillars, an entablature, and a dome, which together represent the various components of the educational program.

Foundational Steps 1. Faith Perspective Just as buildings need a strong and secure foundation, the unit is built upon a foundation that integrates a faith perspective and contemporary educational theories and practices. The Christian perspective is the lens through which faculty and candidates view the teaching and learning process. This perspective is modeled on the work of Hungarian scientist and philosopher Michael Polanyi (1891-1976), whose major philosophical work stressed the Augustinian concept of fides quaerens intellectum, faith seeking understanding. Human understanding rests on a tacit belief in the reality of an objective world explored within the context of an affirming community. The faith perspective does not close down inquiry, but opens up reality so there is expectation and wonder about order and process. Polanyi believed that “into every act of knowing there enters a passionate contribution of the person knowing what is being known” (Polanyi, 1974, xiv). The rationality of the cosmos is a premise that is understood and accepted by faith. This focus on the foundation of faith, rather than closing down thinking, encourages openness to inquiry in all areas of disciplinary focus with a confidence that education and life will make sense through the process of learning.

This faith perspective on the rationality of the universe has been the framework for the establishment of many faith-based institutions. These institutions have a long and distinguished history in American education with the establishment of some of the most exemplary and prestigious universities in the country including Harvard, Yale, Princeton, Notre Dame, and Duke among others. Although some of these institutions have subsequently severed their ecclesiastical ties, hundreds of faith-based institutions of higher education continue to provide academic communities with particular missions that emphasize the importance of a breadth of knowledge in the liberal arts and specializations at the undergraduate and graduate levels to prepare individuals for various callings and careers within society.

A foundation of faith extends beyond simply believing in a rational universe, it also focuses on an ethical life that emphasizes social justice and peace (Wolterstorff, 1994). How does an individual live faithfully in relationship to a diverse social order? Education is not only the development of a specific knowledge base, but also includes forming individuals who demonstrate the importance of justice and peace in their everyday relationships in society. This requires more than just platitudes, but includes the ability to “listen” to the voices of those who are often not heard and to “embrace” those who have been marginalized and disenfranchised. As Yale theologian Miroslav Volf has argued, social justice requires “the will Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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to give ourselves to others and ‘welcome’ them, to readjust our identities to make space for them is prior to any judgment about others, except that of identifying them in their humanity” (1996, p. 29). This commitment is indiscriminate and precedes any kind of moral evaluation of the world. Education must prepare candidates to engage the world in a way that creates social change and social justice (Adams, Bell, & Griffin, 2007). The unit is committed to preparing candidates with the knowledge and skills that assist them to interact with students from diverse backgrounds and varied viewpoints in a process that will help them to achieve their academic and career goals.

2. Life Experiences The unit believes that candidates bring with them a lifetime of experiences to the learning process and that their socio-cultural background, spiritual beliefs, and prior academic experiences influence the development of their knowledge and beliefs about teaching and learning (Page, 2008; Payne, 2005; Posner & Vivian, 2009; Vygotsky, 1978). Pre-service teachers, administrators, and counseling candidates bring to the classroom “a strongly constructed practical theory,” based upon at least twelve years of observations and experience with traditional teaching practices (Davis, 2000). These personal theories are often firmly established and resistant to change (Rand, 1999; Rodgers & Chaile, 1998; Rodgers & Dunn, 2000; Stuart & Thurlow, 2000). The role of educator preparation, therefore, is to help candidates explore and expand upon their life-experiences and personal theories through course work and authentic field experiences (Roders & Chaile, 1998). Faculty assist candidates in broadening their perceptions of their roles as reflective, problem-solving professional educators by reflecting on their life experiences with involvement in participatory learning, classroom discussions, exploration of various theories, and experimentation with a wide variety of strategies and techniques in diverse settings with diverse populations. Furthermore, the faculty, through their own teaching practices, model these multiple strategies by utilizing active and participatory learning techniques, including the use of technology, reflective thinking, and exposure to contemporary literature to help candidates construct a strong foundation of professional competencies. In addition, candidates are expected to participate in professional education organizations to broaden their understanding of the profession and its standards. Organizations such as Kappa Delta Pi, Student Association Supervision and Curriculum Development, and Student Missouri State Teachers Association provide candidates opportunities for leadership and the advantage of networking with future teachers, counselors, and administrators. This professional growth experience instills awareness that education is a profession requiring continual personal, pedagogical, and practical development.

3. Liberal Arts Foundations Traditionally, even the most conservative faith-based institutions have emphasized the importance of a breadth of knowledge that supports and provides a foundation for areas of specialization. Depth of knowledge in the liberal arts contributes to the formation of a whole person who recognizes that specific knowledge and skills are necessary to provide an integrated context for developing special skills (Ryken et al., 2012). The general education program at Missouri Baptist University places a strong emphasis on a broad, cohesive foundation in the arts; languages; the natural, social, and behavioral sciences; literature; and the humanities. These broad disciplinary studies are also bolstered by courses on critical thinking and writing. The general education program helps candidates gain a wider and more diverse vision of the world Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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that undergirds the specialized knowledge base, methods, and practices in the field of education. The faculty and administration of the University believe that without this foundation, candidates may become proficient to perform particular tasks, but will be limited in their understanding of the world.

It is assumed that candidates in advanced and graduate programs enter these programs with a strong general education background. Advanced programs build on an undergraduate degree that provides evidence of a strong general educational foundation regardless of where the degree is completed. Candidates are expected to demonstrate, for example, strong writing skills and to engage in critical thinking in all advanced classes. These expectations are reflected in the course and program objectives in all advanced programs. Although the state Articulation and Transfer policies attempt to guarantee an equivalency in general education background, candidates may be required to receive remedial assistance if they are considered to be deficient particularly in writing, technology, and critical thinking. The unit believes that administrators, teacher leaders, curriculum specialists, and counselors are expected to have a broad understanding of the various disciplines, such as science, math, social studies, and literature, to help teachers and students improve within the P-12 system. A breadth of knowledge is necessary for professionals to examine and assess significant cultural, social, and economic changes in the environment that may seriously influence the future of P-12 programs and every student’s ability to access quality educational programs.

Pillars Jerome Bruner describes the educator’s role as performing the job of “scaffolding” the learning task so it is possible for students to internalize knowledge (Wertsch, 1985). The Unit provides “pillars of support” (scaffolds) designed to create competent teachers, counselors, and educational administrators (Moss & Brookhart, 2012). These pillars are essential for the development of professional practitioners, and through a scaffolded approach, the responsibility for learning is shared by faculty and candidates. The architectural model of the building identifies the following supports: 1. Theoretical Orientation: Active Learning Candidates begin their academic experience with a variety of social, religious, and economic backgrounds. They have different perspectives about life that may or may not be helpful in the process of learning. The responsibility of the unit faculty is to challenge the candidates’ prior knowledge by engaging them in active learning and participatory study to stimulate critical and reflective thinking. The purpose of active learning is not to negate previous beliefs and knowledge, but to encourage candidates to construct a belief system based on the relationship between prior knowledge and new knowledge acquired while interacting with faculty, candidates, and professionals in the field so they will integrate these personal experiences and critical reflection (Bonwell & Eison, 1991).

The unit faculty do not believe that learning is a passive transmission of information, but assumes that learners actively create new knowledge based on a foundation of previous learning (Bransford, Brown, & Cocking, 2000; Hoover, 1996). This new knowledge is organized in networks that are increasingly more complex and abstract. This constructed knowledge is under Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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a nearly continuous state of reorganization and restructuring (Noddings, 2007). Learning is not simply the retrieval of rote-learned facts where knowledge is poured into the minds of learners by giving them information. Knowledge is constantly evolving and changing as learners have new experiences that cause them to build on and modify their prior knowledge (Reeves, 2011; Sidani-Tabbaa & Davis, 1991). Candidates are active participants in the learning process whether they are experiencing new concepts in factual knowledge, pedagogical and professional knowledge, or new roles. Action combined with critical thinking and reflection helps individuals construct new understandings (Ammon & Levin, 1993; Mansilla & Gardner, 2008).

The belief in active learning and critical thinking does not suggest that teacher candidates have no active role in knowledge construction, since “any interpretation is as good as any other” (Borko, Davinroy, Bliem, & Cumbo, 2000, p. 275). Rather, teachers and other school professionals serve as guides, facilitators, coaches, and co-explorers who encourage learners to “question, challenge and formulate their own ideas, opinions, and conclusions” (Abdal-Haqq, 1998, p.1). Educators must be aware of candidates’ incomplete understandings or conflicting beliefs and strive to build upon their ideas to help them reach a more mature understanding of these concepts (Bransford et al., 2000). In ongoing research and policy statements, such as “Developmentally Appropriate Practice in Early Childhood Programs” by the National Association for the Education of Young Children (2009), “Principles and Standards for School Mathematics” by the National Council of Teachers of Mathematics (2000), “Breaking Ranks: Changing our American Institutions” by the National Association of Secondary School Principals (1996), and “Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education” by the American Educational Research Association’s Panel on Research and Teacher Education (2005), educators have called for a change from the traditional teaching practices of the past to strategies that encourage candidates’ critical thinking skills through active learning.

2. Field-Based Coursework: Scaffolded Field Experiences The unit’s educator preparation programs at both the initial and advanced level are based upon the belief that learning is developmental and is built on prior knowledge and experiences (National Council for Accreditation of Teacher Education, 2010). Field experiences for all educator programs are carefully sequenced to provide support for candidates as they gain professional and pedagogical knowledge and skills (Bransford, Derry, Berliner, & Hammerness, 2005). Support for learning at every level requires giving information, prompts, reminders, and encouragement at the right time in the right amount, and then gradually allowing the candidate to do more and more independently (Moss & Brookhart, 2012). Faculty assist learning by adapting materials and problems to candidates’ current developmental levels, demonstrating skills or thought processes, introducing candidates to complex educational issues, and giving feedback or asking questions that refocus the candidates’ attention until they mature into independent professionals in their own respective fields of endeavor (Koenig, 2010; National Council for Accreditation of Teacher Education, 2010). In addition to the carefully sequenced field experiences, the unit requires initial teacher preparation candidates to work with faculty and students from a variety of cultural and socioeconomic backgrounds. The unit also develops P-12 partnerships throughout eastern Missouri with school districts so that candidates may participate in even more extended experiences in contexts that will enhance their ability to work more effectively with diverse populations.

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The phase-specific, scaffolded experiences are similar across programs including teacher education, school counseling, administration, library media, special reading, and psychological examiner programs. Each program follows this developmental process: ▪

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Phase I: Exploring the Profession - This phase is an introduction to the field with observations and shadowing experiences in classroom, counseling, and administrative settings. The purpose of this phase is to allow candidates the opportunity to experience particular settings and various student behaviors in age-appropriate groups (Posner & Vivian, 2009). These experiences also allow candidates to reflect on their career choice and to observe and evaluate the developmental needs of students to determine whether it is the age group they feel is the best fit.

Phase II: Immersion in the Profession - During this phase, candidates increasingly become participants in educational settings with P-12 students in their chosen level of development. Candidates are required to participate in the professional process in diverse settings whether it includes teaching, counseling, or administrative activities. Candidates assume more independence in the planning and development of instructional, counseling, and administrative strategies, but continue to benefit from ample faculty and professional support. These field experiences are combined with multiple opportunities for reflective discussion, student interaction, problem-solving, and journal writing. An integral part of these courses and field experiences is the interchange of ideas among the candidates, field supervisors, and faculty (Cushner, McClelland, & Safford, 2011).

Phase III: Professional Internship – Candidates spend more intensive and concentrated time in school, district, or clinical settings during this phase and are responsible for student learning, student educational and behavioral problems, concerns, and district needs. Candidates begin to immerse themselves into their chosen educational career from a professional perspective rather than a candidate’s perspective. During Phase III, candidates are required to meet with faculty supervisors in a university classroom setting to discuss their internship experiences, share ideas and concerns, and collaborate with colleagues about professional roles and responsibilities. Candidates are expected to converse daily with cooperating teachers and other designated professionals involved in the field experience as an integral part of the reflective process. Experiences during this phase are conducted in different contexts and settings to ensure sustained opportunities with diverse communities.

3. Emphasis on Diversity and Social Change As indicated earlier, a faith-based approach to education emphasizes not only the importance of helping candidates to understand and to respond to a diverse society, but also the commitment to social justice and change. The unit believes that educators who understand the value of diversity also have a moral imperative to embrace diversity and advocate for social change.

Justice for every person regardless of race, gender, ethnic or national origin, age, socioeconomic status, or disability is one of the guiding principles of American democratic society and appreciation of diversity is a tool for justice and social change (Adams et al., 2007; Soler, Walsh, Craft, Rix, & Simmons, 2012).

In an effort to promote equity and social justice, the unit provides diverse experiences for candidates in field-based coursework, the practice of educational strategies (teaching, counseling, and leadership), and the development of dispositions related to diversity (Sue & Sue, 2012). The valuing of diversity is also reflected in the attitudes, perceptions, and goals of Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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the faculty, administrators, and supervisors of the unit (Banks, 2001). The unit emphasizes the importance of candidates developing both the knowledge base and interpersonal skills and attitudes for serving diverse populations (Higgins, MacArthur, & Kelly, 2009; Stier, 2003; Sue, Arredondo, & McDavis, 1992). As part of the process for achieving this goal, the unit has established competencies related to diversity and continues to evaluate and revise syllabi in every program to ensure that these competencies are addressed and assessed.

As previously indicated, preparing candidates to become social agents requires not only course work, but also field experiences in diverse settings. Recent trends in American education illustrate the disparities in learning and achievement between high and low socioeconomic communities and the importance of developing strategies that meet the needs of these students (Jensen, 2009; Kozol, 2005). The unit requires that all candidates have experiences with students from varying socioeconomic backgrounds, students from different ethnic groups, students who are English language learners, and students with exceptionalities.

4. Action Research The unit embraces the model of the teacher/researcher and incorporates action research in both the initial and advanced programs. Action research, as currently understood in the field, has been defined as “a process in which participants examine their own educational practice, systematically and carefully, using the techniques of research” (Watts, 1985, p. 119). This method has evolved into a credible process for individual teacher and school district improvement (Dimetres, 2010; Schmuck, 2006). This cyclical inquiry leads to a process in which teachers, counselors, and administrators continually observe, evaluate, and revise their instruction and other strategies as they learn more about themselves and their students (Bruce & Pine, 2010; Robinson & Lai, 2006).

Teacher certification students in the unit are introduced to action research concepts in the two Folio courses (EDUC 201 Professional Growth and Folio Development I and EDUC 401 Professional Growth and Folio Development II), and are required to complete an action research study in several subsequent education courses, culminating in the 10-Week Action Research Project completed during student teaching.

Advanced candidates in masters’ programs (curriculum, teaching, technology, and administration) are required to take GRED 543 Methods of Inquiry I in which a variety of research methods are explored, with an emphasis placed on action research. An action research study is completed during the masters’ programs. GRED 543 Methods of Inquiry I also prepares candidates for post-master’s research. Candidates in both tracks of the Educational Specialist programs are also required to complete a data-focused course, GRED 653 DataAnalysis for Decision-Making. The Doctor of Education Leadership in Teaching and Learning program requires two additional research courses which focus on either quantitative or qualitative methods, GRED 753 Methods of Inquiry II and GRED 763 Methods of Inquiry III. Doctoral candidates must complete a dissertation which must be approved by a dissertation committee before completion of an oral defense. Two additional courses in the doctoral program, Leadership in Teaching and Learning: EDUC 723 Transformational Theories and Applications and EDAD 743 Advanced Strategic Planning, include field-based research as a component of the course.

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5. Integration of Technology in Coursework and Field Experiences One goal of the unit is to integrate technology into all coursework and field experiences for the teacher education, counseling, and administration programs (Rosaen, Shram, & HerbelEisenmann, 2002). Candidates at the University are introduced to technology as a degreerequirement. Candidates in undergraduate educational programs are required to complete EDUC 373 Technology and Instructional Media. The Education faculty builds on this knowledge with assignments requiring candidates to demonstrate their competency in technology in subsequent coursework and field experiences (Forcier & Descy, 2008; NETS, 2007; NETS, 2008). Candidates are also required to document their competency in the use of technology with artifacts that are included in their professional development folio prior to certification. The University library has implemented e-Library in science and education and University classrooms have been updated with the latest technology for instructional purposes. Technology training for faculty includes workshops and in-service activities. Faculty are also trained to use the Canvas learning management system for either hybrid or asynchronous online courses and programs. Faculty utilize their training to enhance candidates’ pedagogical and professional knowledge and skills (Bai & Ertmer, 2008; Prensky, 2012; Egbert, 2009).

Candidates in the MAT, MET, and MSE programs are required to complete EDUC 573 Applications of Technology and, as with undergraduate candidates, must demonstrate competency in the use of technology in their completed portfolios. The Methods of Inquiry courses (I, II, III) also include the use of an electronic statistical program to analyze data and doctoral candidates use this package for their formal project. During the program and field experience opportunities, candidates are encouraged to enhance their instruction and PK-12 student learning with the use of technology (Chen & Thielemann, 2008).

6. Service Learning The unit believes that students of all ages develop morally, emotionally, and socially as they become actively involved and solve real-life problems with peers, adults, and the community. This emphasis is in keeping with the view of R. W. Tyler who argues that learning occurs “through the active behavior of the student; it is what he does that he learns, not what the teacher does” (1942, p. 63). Many of the seminal theorists in the field of education and moral development stress that to provide a framework for learning, schools must integrate experiential learning into the curriculum (Kinsley & McPherson, 1995). Through active involvement and situational problem-solving, candidates become cognizant of and sensitive to the needs of others. Service learning provides a stimulus that helps candidates develop moral behavior and character, foster an ethic of service to the community, and build positive relationships with peers and adults as well as individuals in diverse contexts (Eyler & Giles, 1999). Community service experiences integrated into the curriculum provide opportunities for candidates to make real contributions to their school and community. In both the initial and advanced programs, including the doctoral program, candidates engage in field experiences and applied research in an effort not only to identify difficult issues but to seek solutions to real problems. Many of the service learning activities prepare candidates for working in diverse school settings, including urban, suburban, and rural schools and developing structure for students with unique needs that require creative and varied strategies.

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Entablature: Standards and Competencies The entablature is the “plate” that sits on top of the pillars and supports the dome. It both supports and secures the rest of the structure. With this in mind, the unit seeks to produce reflective, problem-solving professionals who demonstrate competencies adopted by the Missouri State Board of Education, the Council for the Accreditation of Educator Preparation (CAEP), and unit competencies which provide the standards for preparing teachers, counselors, and school administrators. It is imperative that the goals of the unit meet state and national standards of performance to provide quality educator preparation programs. This is why the competencies required of the unit’s candidates are aligned with state and national standards. These standards provide an external framework for assessing the level of quality for the unit’s programs to ensure that expectations are equivalent to or exceed those of institutions throughout the state and nation. A thread that runs throughout the standards, at both the state and national level, is the importance of preparing candidates to be self-directing, self-motivating, and self-modifying. The unit attempts to assist candidates to continuously move in the direction of autonomy through its phase-specific, developmental process. Because candidates are continuously experimenting and gaining new knowledge, the standards provide important markers for assessing their level of achievement in meeting this goal.

Dome: Reflective Practice The dome in the architectural model used for the conceptual framework is the over-arching structure that pulls together all the other components including the foundation, the pillars, and the entablature. Through the process of reflective practice and assessment, the unit is able to determine whether what has been learned and achieved is integrated into a whole, indicating that the candidate is appropriately prepared for entry into the profession. The performance outcomes are measurable results that indicate what the candidate has learned in the various programs and are assessed to determine whether the program is accomplishing its mission.

A primary task of the unit is to develop candidates who are self-reflective, problem-solving professionals who are life-long learners and who demonstrate the competencies required for professionals in the field (Hammerness, Darling-Hammond, & Bransford, 2005). Reflective professionals do not take learning for granted; rather they constantly challenge themselves and their students to apply critical thought, analysis, interpretation, and synthesis to information as opposed to simply accepting information without judicious reasoning (Barnett, Copland, & Shoho, 2009; Brookfield, 1995). Educators who rely on habitual behavior, impulse, custom, or authority, will have a difficult time growing as professionals. Reflective thinking also entails the ability to self-assess, to determine where one’s level of knowledge and skills fit in terms of the standards and overall expectations of the profession (Rodgers & Scott, 2008). Reflective thinking is composed of many parts and indicates the individual desire to engage in inquiry and aggressively seek self-awareness, self-knowledge, and new insights into the world of professional practice (Brookfield, 1995). The unit strongly values reflection as an instrument for growth and expects its candidates to engage in reflective practice as an integral tool that ensures professional growth. The faculty model reflective thinking in their engagement with candidates, their ability to assess their own knowledge and skills, their interest in changes in theory and practice, and in their scholarly pursuits related to the field of education.

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The curricula for teacher preparation, educational leadership, and counselor education are designed to integrate critical thinking throughout the program. It is also an integral component of instructional strategies emphasized by the unit. Candidates are expected to critically relate the knowledge and practices of their study and practice to the standards and competencies of the program through writing and participatory dialogue. Education courses are expected to provide specific opportunities for candidates to practice reflective thinking by relating the content of classroom discussions and dialogue to their personal paradigms. Critical reflection leads to the construction of new knowledge and insight from the interchange of ideas (Brookfield, 1995). Candidates are expected to continually improve their sophistication and the depth of their reflection as they progress through the program (Estes, Mintz, & Gunter, 2010). There is an expectation of developmental progression of critical thought as the candidates move through the program that corresponds to the phases of exploration, immersion, internship, and induction into the profession.

Performance Outcomes In addition, the unit has identified a number of outcomes that relate candidate expectations to the state and national standards and to the mission of the University. Each of the outcomes for teaching and other school professions also correspond to one or more of the architectural features described in the conceptual framework. The key outcomes require that candidates display the following: ▪

▪

▪

▪

▪ ▪ ▪

▪ ▪

Consistently demonstrate the content, pedagogy, and pedagogical content knowledge skills, competencies, and dispositions defined as appropriate in their area of responsibility (Estes et al., 2010; Gardner, 2011; Jacobs, 2010; Sousa & Tomlinson, 2010).

Analyze and reflect on their practice using a variety of assessment strategies including action research and provide evidence that they are committed to professional development (Caine & Caine, 2010; Marzano, et al., 2012; Tomlinson & Imbrace, 2010).

Observe and practice solutions to problems of practice in diverse clinical settings and with diverse PK-12 populations (Armstrong, 2009; Gardner, 2011; Haynes, 2007; Woolfolk, 2010).

Use their self-awareness and knowledge of diversity to create learning environments that support their belief that through active hands-and-mind-on learning all students can learn challenging curriculum (Cushner et al., 2011; Posner & Vivian, 2009; Sue & Sue, 2012).

Demonstrate and promote the strategic use of technology to enhance learning and professional practice (Egbert, 2009; March, 2008; Prensky, 2012).

Support schools, students, and the community through leadership, service, and personal involvement (Bagin et al., 2008; Farina & Kotch, 2008).

Develop effective and supportive relationships that enhance communication among students, parents, and colleagues to facilitate learning (Bagin et al., 2008; Caine & Caine, 2010; Egbert, 2009; Farina & Kotch, 2008).

Exhibit empathy for and sensitivity to students and colleagues (Caine & Caine, 2010; Jacobs, 2010; Woolfolk, 2010).

Actively practice the profession’s ethical standards (Bagin, Gallaher, & Moore, 2008; Cormier, Nurius, & Osborn, 2013; Kaplan & Saccuzzo, 2013).

These performance outcomes are assessed in multiple ways throughout the program.

Ultimately, they indicate whether the candidate is prepared to enter the profession with the basic Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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knowledge and skills necessary to practice as a professional in the field. These outcomes are expected to be a starting point for a life of learning that designates a continual process of selfdirected reflective thinking, collecting and analyzing data, acquiring solutions for change, and implementing strategic change based on action research (Guskey, 2008).

Assessment Institutional objectives reflect the mission of the University as well as the Christian, liberal arts emphasis. The institutional abilities expected of all candidates at MBU are as follows: ▪ ▪ ▪ ▪ ▪ ▪ ▪

Critical Thinking Integration of Faith and Learning Diversity/Globalization Oral and Written Communication Social Interaction Aesthetic Engagement Use of Technology

The unit, program, and course objectives and outcomes reflect the general learning and broad core expectations of candidates majoring in a particular field or discipline, i.e. knowledge bases, attitudes, skills, and abilities. There is a correlation between the institutional objectives and the program objectives.

A systematic and multi-dimensional plan for assessment has been developed for teacher, school leader, counselor education candidates, and other school personnel. This plan employs a variety of internal and external assessment strategies to measure each candidate’s readiness to be admitted to the profession of education with the requisite knowledge, skills, and dispositions appropriate for the expected roles and responsibilities as defined by the unit, the State of Missouri, CAEP, and the program appropriate learned societies (Armstrong, 2006; CochranSmith & Power, 2010). The unit defines “internal assessment” as a tool or method of evaluation developed and/or implemented by the faculty and “external assessment” as a tool or method of evaluation designed and/or implemented by an organization (such as ETS or Pearson) or a faculty member/professional/partner external to the unit or institution (Rowntree, 1987). Assessment is accomplished at varying levels (course, program, and unit) and throughout the three developmental phases of each program. Candidates are assessed based on unit, state and national standards including content knowledge, professional and pedagogical knowledge, and dispositions. Although each program has assessments specific to that program, both initial and advanced programs have common assessments in which data are collected and analyzed at multiple points in each program to determine candidates’ development and growth in the program (Willis, 2006). The unit has an annual cycle of collecting, analyzing, and reporting data from assessments to make necessary and timely changes in the program (Willis, 2006).

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Forcier, R. C., & Descy, D. E. (2008). The computer as an educational tool: Productivity and problem solving (5th ed.). Old Tappan, NY: Pearson.

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Hammerness, K., Darling-Hammond, L., Bransford, J. with Grossman, P., Rust, F., & Shulman, L. (2005). How teachers learn and develop. Darling-Hammond, L., & Bransford, J. (Eds.). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Haynes, J. (2007). Getting started with English Language Learners: How educators can meet the challenge. Alexandria, VA: ASCD. Higgins, N., MacArthur, J., & Kelly, B. (2009). Including disabled children at school: Is it really as simple as ‘a, c, d’? International Journal of Inclusive Education, 13(5), 471-487.

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Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD. Jensen, E. P. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. Alexandria, VA: Association for Supervision and Curriculum Development.

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Koenig, R. (2010). Learning for keeps: Teaching the strategies essential for creating independent learners. Alexandria, VA: Association for Supervision and Curriculum Development.

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Page, M. (2008). You can’t teach until everyone is listening: Six simple steps to preventing disorder, disruption, and general mayhem. Thousand Oaks, CA: Corwin Press.

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MISSOURI BAPTIST UNIVERSITY’S COMMITMENT TO DIVERSITY Missouri Baptist University is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person. Missouri Baptist University affirms that an important part of the integration of faith and learning is the recognition that all people are created in the image of God and worthy of respect and dignity. We seek to ensure that all students have full access to the educational, social, and spiritual growth opportunities that the University provides to ensure that students understand and appreciate one of the University’s core values which is “social change through service and leadership.”

Through its curricula and classroom experiences, the university seeks to develop and nurture diversity because it strengthens the organization, promotes creative problem solving, and enriches us all.

The goal is to present materials and activities that are respectful of diverse groups including, but not limited to, race, gender, color, national or ethnic origin, age, qualified disability, military service, learning differences, socioeconomic status, or genetic information.

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Folio Overview ❖ The Folio Process and Link for How to Upload Files to Google Drive ❖ Teacher Certification ❖ Teacher Education Timeline ❖ Changes in Educator Preparation Requirements ❖ MoGEA Information ❖ Missouri Content Assessments (MoCA) Information

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FOLIO PROCESS The Folio demonstrates what candidates have learned through coursework and field experiences addressing all nine of the Missouri Teacher Standards established by the Missouri Department of Elementary and Secondary Education and Missouri Baptist University. The Folio process requires the inclusion of reflections and artifacts which highlight the candidate's current educational and personal experiences in diverse educational settings.

Your Folio will be divided into three sections: Section I: Foundational Documents This section includes specific information about you, your educational proficiencies, and your experiences. This information is gathered in the form of your five foundational documents: Autobiographical Sketch, Resume, Philosophy of Education, Vision Statement, and Mission Statement.

Section II: Standard Reflections You will write nine reflections (one for each of the nine Missouri Teacher Standards) and include at least two artifacts you personally develop for each reflection. Two theorists' viewpoints and how you have practiced or will practice those theories must be included in each reflection as well.

The following categories of diversity must be included within the nine reflections and artifacts in your Folio: • Socioeconomic Status • English Language Learners • Ethnicity/Race • Exceptionalities Section III: Artifacts Go to YouTube and search “How to Use Google Drive” for informational videos.

Suggested Order for Uploading (Not all items are required): Section I: Personal Information 1. Name and Certification 2. Autobiographical Sketch 3. Philosophy of Education 4. Resume 5. Letters of Recommendation 6. Evaluations 7. Vision and Mission Statements 8. Transcripts 9. MoGEA and ACT/SAT scores for undergraduate degree-seeking students only 10. Missouri Content Assessment(s) score report(s) for each content area for which recommendation for certification to teach is being sought

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Section II: Reflections for Teachers: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Content Knowledge Aligned with Appropriate Instruction Student Learning, Growth, and Development Curriculum Implementation Critical Thinking Positive Classroom Environment Effective Communication Student Assessment and Data Analysis Professionalism Professional Collaboration

Reflections for School Librarians 1.

2.

3.

4.

5.

6.

7.

Teaching for Learning Reading and Literacy Information and Knowledge Leadership and Advocacy Program Management and Administration Technology Integration Professional Development

Section III: Artifacts The development of the Folio will be a rewarding and continuously changing process based on knowledge gained in coursework, observations, and field experiences.

Artifacts for Teachers (Two Required) 1.

2.

3.

4.

5.

6.

7.

8.

9.

Content Knowledge Aligned with Appropriate Instruction Student Learning, Growth, and Development Curriculum Implementation Critical Thinking Positive Classroom Environment Effective Communication Student Assessment and Data Analysis Professionalism Professional Collaboration

Artifacts for School Librarians (Two Required) 1.

2.

3.

4.

5.

6.

7.

Teaching for Learning Reading and Literacy Information and Knowledge Leadership and Advocacy Program Management and Administration Technology Integration Professional Development

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Teacher Certification The Missouri Baptist University Teacher Education Program prepares professional educators for certification in both public and private educational settings at the following levels: Early Childhood

Birth-Grade 3

Elementary

Grades 1-6

Middle School

Grades 5-9

Secondary

Grades 9-12

K-12

Kindergarten-Grade 12

Special Education: Birth-Grade 3 • Early Childhood • Cross-Categorical Disabilities Mild to Moderate Kindergarten-Grade 12 Driver Education*

Grades 9-12

Special Reading*

Kindergarten-Grade 12

*Endorsements requiring initial certification in another field At the middle school level, certification is offered in the following content areas: Business Education, Language Arts, Mathematics, General Science, Social Science, and Speech/Theatre.

At the secondary level, certification is offered in Biology, Business Education, Chemistry, English, Marketing Education, Mathematics, Social Science, and Speech/Theatre. At the K-12 level, certification is offered in the following areas: Health, Music (vocal or instrumental), Physical Education, and Library Media Specialist (available at the graduate-level only). Special education certifications include Early Childhood (birth-grade 3) and Cross-Categorical Disabilities Mild to Moderate (K-12). Driver Education and Special Reading (graduate only) are programs which require Missouri certification in another field. Special Reading also requires two years of teaching experience.

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TEACHER CERTIFICATION TIMELINE KEEP THIS PAGE FOR FUTURE REFERENCE TASK

REQUIRED COMPLETION TIMELINE

Enroll in EDUC 201 Professional Growth and Folio Development I and EDAS WM7 Watermark 7-year license

Must be enrolled in these classes in the second semester of the sophomore year or first semester of enrollment for candidates transferring with junior standing or better. EDUC 201 must be in progress or completed prior to first interview.

Complete first draft of reflection for 1 of the 9 Missouri Teacher Standards (or 1 of the 7 Missouri Standards for School Librarians).

Complete all 5 foundational education documents.

Complete introduction to School of Education (SOE) Professional Dispositions assessment instrument and review process, including signing Initial Certification Dispositions Usage and Purpose Agreement*

EDUC 201 Professional Growth and Folio Development I

During EDUC 201 Professional Growth and Folio Development.

Official copy of ACT or SAT on file in Education Office (or exemption request if eligible) (undergraduate degree-seeking students only) Official MoGEA score report on file (undergraduate degree-seeking students only) Candidates who have not passed MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years.

FIRST INTERVIEW: Approval for admission

Must be enrolled in these classes concurrently with EDUC 201. Courses must be completed prior to first interview.

All candidates except for Music Education majors should be enrolled in this class prior to first interview, completion preferred. As part of this course, candidates will complete their first dispositions self-assessment, have their instructor complete a dispositions assessment, and will have a meeting to review and compare those two results. (Music Education candidates will complete self-assessment in conjunction with MUED 313 Early Childhood/Elementary School Music Methods.)

Complete at least two semesters prior to student teaching. (Music Education candidates enroll in EDCL 211 in conjunction with MUED 313.) As part of this course, the candidate’s Cooperating Teacher will complete a dispositions assessment on the candidate, submitting it to the University Supervisor as a course assignment.

Complete prior to first interview in conjunction with EDUC 201, EDUC 203, and EDUC 303 (or MUED 313).

Undergraduate Degree-Seeking Students Only Complete prior to first interview Undergraduate Degree-Seeking Students Only Complete prior to first interview during same semester as EDUC 201. [Students who are ineligible to appeal based on ACT composite score of 20 or higher (or comparable SAT score) within the last five years must have passed at least 2 sections of MoGEA prior to the first interview, with evidence indicating they have registered for the next available exam date.]

In conjunction with enrollment in EDUC 201, 203, and 303 for all candidates:

•

•

Complete EDUC 203 Teaching in A Diverse Society

Complete EDUC 303 Methods of Teaching and Differentiated Instruction, including instructor and self SOE Professional Dispositions assessment*

Enroll in and complete EDCL 211 Teaching Field Experience I, including Cooperating Teacher SOE Professional Dispositions assessment* Submit Teacher Education Admission Packet*

•

All items listed above must be completed before interview is scheduled In addition, a 2.00 overall cumulative GPA as well as a content area GPA of 3.00 and professional education GPA of 3.00 (with no grades below a "C" in professional education or content area requirements) are required for admission.

•

Candidates with less than a 2.00 overall cumulative GPA or less than a 3.00 in the content area or professional education must have a plan to raise GPA. Undergraduate degree-seeking students, who are have not passed MoGEA and are ineligible to appeal based on ACT composite score of 20 or higher (or comparable SAT score) within the last five years, may be accepted for probationary admission only. MoGEA must be passed to be fully admitted.

Faculty Vote and Formal Approval for Admission

Letter will be sent to candidate with notice of formal faculty approval for admission

Graduation/Certification Check Completed SOE Professional Dispositions assessments to date are reviewed, with follow up as needed with the candidate for any identified areas of question or concern*

When enrolled in EDUC 201 or first semester of junior year Upon completion of EDUC 303 Methods of Teaching and Differentiated Instruction (or MUED 313 Early Childhood/Elementary School Music Methods), EDCL 211 Teaching Field Experience I, AND EDUC 201 Professional Growth and Folio Development I. Completed review required before candidate begins EDCL 411/511 Teaching Field Experience II. (Music Education candidates enroll in EDCL 411 in the semester prior to student teaching.) Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411/511.

Complete in conjunction with EDUC 401 Professional Growth & Folio Development II See Professional Development Folio Guide for Teachers and Library Media Specialist for courses in which first drafts are to be submitted. Candidate must be fully admitted to the Teacher Education Program to enroll in EDUC 401.

Complete prior to student teaching, generally the semester before. (Music Education majors enroll in EDCL 411 the semester prior to student teaching.) As part of this course, the candidate’s Cooperating Teacher and University Supervisor will each complete a dispositions assessment on the candidate as course assignments. Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411.

Complete the semester prior to student teaching in preparation for student teaching interview. As part of this course, the candidate will complete a dispositions self-assessment and the instructor will complete a dispositions assessment, to be used as part of the final Folio Evaluation. Candidate must be fully admitted to the Teacher Education Program to enroll in EDUC 401.

The final Professional Development Folio Evaluation must be "Pass” or “Pass with Distinction” prior to the student teaching semester.

Complete final draft of reflections for all 9 Missouri Teacher Standards (or all 7 Missouri Standards for School Librarians) Complete EDCL 411/ 511 Teaching Field Experience II, including Cooperating Teacher and University Supervisor SOE Professional Dispositions assessments.*

Complete EDUC 401 Professional Growth & Folio Development II, including instructor and self SOE Professional Dispositions assessments. * Final Professional Development Folio Evaluation *

DATE

Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

33

TEACHER CERTIFICATION TIMELINE KEEP THIS PAGE FOR FUTURE REFERENCE TASK

REQUIRED COMPLETION TIMELINE

DATE

At least one semester before student teaching: SECOND INTERVIEW: Approval for student teaching

Complete background check(s) and any additional district-specific requirement for student teaching placement

Placement Deadlines for Student Teaching Take Missouri Content Assessment (MoCA) for each area in which recommendation for certification is being sought.

Complete all coursework

Complete EDUC 471/EDMU 470 Student Teaching Seminar with either Student Teaching or EDCL 4700 CPL Student Teaching Evaluation, including University Supervisor and self SOE Professional Dispositions assessments* Action Research Inquiry-Based Project Students will engage in an action research project to demonstrate instructional impact. Students will select a focus, identify research questions, collect and analyze date, and report results with informed actions.

Achieve passing composite score on Missouri Educator Evaluation System (MEES) summative evaluation Complete Professional Development Plan (PDP)

• •

Create job profile using AppliTrack (district specific websites)

Create job profile on Missouri REAP http://www.moreap.net/ Application for Certification https://k12apps.dese.mo.gov/webLogin/login.aspx Commissioning Service

• •

For August (fall semester) student teaching, interview must be completed by April 1st.

For January (spring semester) student teaching, interview must be completed by November 1st.

Candidates must be fully admitted before second (student teaching) interview is scheduled.

• Family Care Safety Registry (FSCR) background check is a co-requisite for student teaching and is required for all candidates.

• See the handout School Districts That Require Additional Information for Student Teaching Placement • Complete FBI Fingerprint Background Check before the end of student teaching semester (required by DESE for certification; see handout Help Guide for DESE’s Online Certification System) • Placement requests will NOT be sent out until second interview has been passed.

• Any request for Credit for Prior Learning (CPL) must be submitted at the same time candidates apply for student teaching placement.

Complete prior to student teaching (Passing score required for conferral of professional education degrees and completion of certification program requirements.)

Prior to student teaching (Candidates will not be allowed to student teach if all education courses have not been satisfactorily completed with a final grade of C or CR or better. Music Education majors must successfully pass the hearing for their Senior Recital before they can be approved for their student teaching semester and must complete the Senior Recital before beginning the student teaching semester.)

Final Semester

EDUC 471/EDMU 470 Student Teaching Seminar

Student Teaching or EDCL 4700 CPL Student Teaching Evaluation (required for conferral of professional education degrees and completion of certification program requirements) During EDUC 471/EDMU 470

During EDUC 471/EDMU 470

After successful completion of all coursework, including student teaching, and passing all required exit assessments Held at the end of the Spring semester prior to Commencement

*Related to School of Education Professional Dispositions assessment The Missouri Baptist University (MBU) School of Education (SOE) identifies specific professional dispositions, defined as categorized descriptions of teacher behavior that affect positive influence in the professional setting and promote gains in P-12 student learning. Initial teacher certification candidates are expected to meet proficiency expectations for each of these defined dispositions as part of program completion in the MBU SOE. Candidates will complete dispositions assessments at specific checkpoints in coursework during their program to measure their progress toward proficiency. In addition, at any time a SOE instructor may require completion of a dispositions assessment if a dispositions concern arises in his / her course, whether in the university setting or in practicum experiences.

If an instructor determines that a disposition is at the “Needs Improvement” level and requires further intervention, the candidate will be referred to the MBU SOE Educator Review Committee, comprised of select SOE administrators and faculty members, for intervention and/or remediation. The committee will recommend specific interventions intended to help the candidate achieve the expected targets and benchmarks. Intervention/remediation activities may include, but are not limited to, reduced course load, retake of same course, and guided study. Intervention/remediation always requires enrollment in a 0-6 credit hour SOE course: EDCL 370-376 Professional Development.

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CHANGES IN EDUCATOR PREPARATION REQUIREMENTS In 2013, the Missouri State Board of Education approved the new Missouri Teacher Standards and Missouri Standards for School Librarians. These standards replace the previous Mo-STEP Standards. The Missouri Teacher Standards and Missouri Standards for School Librarians can be found in the "Reflections and Artifacts" Section of the Professional Development Folio Guide for Teachers and School Librarians or on http://dese.mo.gov/educatorquality/educator-effectiveness/educator-standards/teacher-standards or http://dese.mo.gov/educator-quality/educatoreffectiveness/educator-standards/librarian-standards.

GPA requirements have changed. Students entering MBU beginning with the SU-21 semester must have a content area GPA of 3.00 and a professional education GPA of 3.00 (with no grades below a “C” in professional education or content area requirements), or a program GPA of 3.00 for early childhood, elementary, or special education (with no grades below a “C” in program courses), in order to be fully admitted and placed for student teaching. DESE eliminated the overall cumulative GPA requirement effective May 15, 2021, but the University’s minimum cumulative GPA requirement of 2.00 still applies.

Missouri Educator Gateway Assessments (MEGA) The Missouri Educator Gateway Assessments (MEGA) are a part of the Missouri Standards for the Preparation of Educators (MoSPE) Standard 2 – Design and Assessment. MEGA has three objectives in identifying the right educators, evincing knowledge of content, and demonstrating a positive impact on student growth. Students will be required to complete any new assessments that are implemented during the course of their certification program as required by DESE. The Missouri General Education Assessment (MoGEA) has replaced C-BASE as the general education entry examination. Undergraduate degree-seeking students who are pursuing teacher certification will take MoGEA in the same semester as EDUC 201 Professional Growth and Folio Development I (second semester of the sophomore year or first semester of enrollment for students transferring with a class rank of junior or higher). Information on MBU’s MoGEA passing scores for 2013-2014, 2014-2015, 2015-2016, and 2016-2017/2017-2018/2018-2019/20192020/2021-2022/2021-2022 follows on page 38.

The Missouri Content Assessments (MoCA) replaced Praxis as the content area exit exam in Missouri beginning September 2014. Candidates must pass the MoCA for each content area for which they are seeking certification.

Information on MoCA follows on page 39.

Visit the MEGA website http://www.mo.nesinc.com/ for more information or to register for the MoGEA or MoCA. The required performance assessment to be completed during the student teaching semester has changed from the Missouri Preservice Teacher Assessment (MoPTA) or the Missouri Librarian Performance Assessment (MoLPA), effective 9/1/2018. Candidates for certification now must achieve a passing composite score on their Missouri Educator Evaluation System (MEES) summative evaluations by their cooperating teacher and field supervisor.

COURSES REQUIRED FOR TEACHER CERTIFICATION HAVE CHANGED Students who did not complete all program requirements for certification – including passing their professional development folio, MoCA, and performance assessment (MoPTA or MoLPA) – by July 31, 2017, will need to meet the new certification rules as outlined in the current Undergraduate Catalog and degree plan worksheets or Graduate Bulletin and certification worksheets.

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MOGEA INFORMATION The Missouri Department of Elementary and Secondary Education (DESE) adopted a new general education assessment for those seeking initial teacher certification, Missouri General Education Assessment (MoGEA), 9/1/2013. Any previously passed C-BASE scores expired 12/31/2016.

No undergraduate degree-seeking candidate will be admitted into the Teacher Education program without satisfying the required general education assessment measure.1 Students must be admitted to the Teacher Education Program before they will be permitted to enroll in EDUC 401 Professional Growth and Folio Development II and EDCL 411 Teaching Field Experience II, which are prerequisites to student teach.

The Missouri Department of Elementary and Secondary Education has implemented a testing policy whereby: • Candidates have one opportunity to register to take all subtests in the assessment at one test session.

• Candidates may register to take each subtest independently.

• Note that a revised four-subtest version of MoGEA began administration 8/31/2015 and will be administered until the new MoGEA becomes available. Students may mix and match passing scores from the five-subtest version and the four-subtest version except for Science and Social Studies. Students who did not pass both 004 Science and 005 Social Studies must pass the new combined subtest 069 Science and Social Studies.

• MoGEA 081 is a new version of the Missouri General Education Assessment currently in development and will become available during the 2021–2022 program year, possibly in March 2022.

• For the 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019, 2019-2020, 2021-2022, and 2021-2022 testing years, each educator preparation program in the state will set its own passing scores for each section of MoGEA. • MBU’s passing scores are listed below.

2013-2014 MBU Passing Scores MoGEA Subtest Score 001 – English/Language Arts 002 – Writing 003 – Mathematics 004 – Science 005 – Social Studies

• • • •

209 193 183 202 195

2014-2015 MBU Passing Scores MoGEA Subtest Score 001 – English/Language Arts 002 – Writing 003 – Mathematics 004 – Science 005 – Social Studies

203 193 183 183 183

2015-2016 MBU Passing Scores MoGEA Subtest Score 066 – Reading Comprehension & Interpretation 067 – Writing 068 – Mathematics 069 – Science & Social Studies

202 193 200 204

2016-2022 MBU Passing Scores MoGEA Subtest Score 066 – Reading Comprehension & Interpretation 067 – Writing 068 – Mathematics 069 – Science & Social Studies

220 193 220 204

Examinees who do not pass a subtest may retake it but must complete the registration process again.

You must wait 30 days before registering to retake a test and must be registered at least 24 hours before retesting.

Transfer students who have taken MoGEA during the 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019, 2019-2020 and/or 2021-2022 testing years must meet MBU’s passing scores, even if they had previously passed all sections with a lower score at the sending institution.

1All undergraduate degree-seeking initial certification candidates will be required to take all sections of the MoGEA at least once, for baseline scoring. Students who fail to pass all sections on the first attempt will be able to appeal to substitute their ACT score for the MoGEA if they have achieved an ACT composite score of 20 or higher (or equivalent SAT score) taken within the 5 years of initial enrollment at MBU. Students who did not achieve an ACT composite score of 20 or higher (or equivalent SAT score) will be required to pass all sections of the MoGEA.

MoGEA Test Preparation: Visit the Missouri Educator Gateway Assessment website: www.Mo.nesinc.com for test frameworks, study guides, reference materials, and practice tests.

MoGEA Test Registration: To register to take MoGEA visit www.Mo.nesinc.com. MBU does offer MoGEA on the Main campus only.

Cost is $25 per single subtest, or $59 for all subtests in a single session (effective 7/1/2019) and must be paid at the time of registration.

• You must pay for the test before you can select the test date and location. You do not need to take MoGEA at MBU if another date and location would better fit your schedule.

• However, it is critical that you select Missouri Baptist University as your Educator Preparation Training selection when you are registering in order for your score report to be sent to MBU. MoGEA Score Reporting Schedule: Administration Date Range 08/23/2021–09/19/2021 09/20/2021–10/17/2021 10/18/2021–11/14/2021 11/15/2021-12/12/2021 12/13/2021-01/09/2022 01/10/2022-02/06/2022 02/07/2022-03/06/2022 03/07/2022-04/03/2022 04/04/2022-05/01/2022 05/02/2022-05/29/2022 05/30/2022-06/27/2022 06/27/2022-07/24/2022 07/25/2022-08/21/2022

Score Release Date 10/01/2021 10/29/2021 11/29/2021 12/272021 01/21/2022 02/18/2022 03/18/2022 04/15/2022 05/13/2022 06/10/2022 07/08/2022 08/05/2022 09/02/2022

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Missouri Educator Gateway Assessments Missouri Content Assessments

Individual Certification Areas, Test Titles, and Costs Updated 7/8/2021 Certification Areas Grade Levels Early Childhood Education & Elementary Education

Test Titles

• Early Childhood Education Birth to Grade 3 ǂ Passing score 220 for academic year 2021-2022

#064 – Early Childhood Education Total – Early Childhood Education Certification

$73 $73

•

Elementary Education Multi-Content* (all subtests) ▪ #073 – Subtest I: Mathematics & Science ($50) ▪ #074 – Subtest II: English/Language Arts & Social Studies ($50) Total – Elementary Education Certification

$94

Elementary Education

Grades 1-6

**Must pass both subtests for certification in Elementary Education/will become available 8/23/2021 ǂ Passing score 220 for academic year 2021-2022

Fees

$94

Discounts for Subtests: The Elementary Multi-content exam requires the passage of 2 subtests, which may be taken together or individually.

• Elementary Mathematics Specialist† Grades 1-6 #065 – Elementary Mathematics Specialist $73 †Additional certification in Elementary Mathematics Specialist is not available by completion of the designated assessment only; completion of a state-approved program of study and a recommendation from a state-approved institution are required.

Middle School Education Grades 5-9 • Language Arts ǂ Passing score 220 for academic year 2021-2022

#011 – Middle School Education: Language Arts Total – Middle School Language Arts Certification

$73 $73

• Mathematics Grades 5-9 ǂ Passing score 220 for academic year 2021-2022

#012 – Middle School Education: Mathematics Total – Middle School Mathematics Certification

$73 $73

• Science Grades 5-9 ǂ Passing score 220 for academic year 2021-2022

#013 – Middle School Education: Science Total – Middle School Science Certification

$73 $73

• Social Science Grades 5-9 ǂ Passing score 220 for academic year 2021-2022

#014 – Middle School Education: Social Science Total – Middle School Social Science Certification

$73 $73

• •

#062 Professional Knowledge: Middle School1

$73

Total – Middle School Business Education or Speech &Theatre Certification

$73

Business Education Speech & Theatre

Grades 5-9

ǂ Passing score 220 for academic year 2021-2022 1Candidates

who hold a secondary certificate may add the corresponding middle school certificate by completing #062 Professional Knowledge: Middle School

Secondary Education • Agriculture Grades 9-12 ǂ Passing score 220 for academic year 2021-2022 •

Biology/will become available Grades 9-12 8/23/2021 ǂ Passing score 220 for academic year 2021-2022 • Business Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#015 – Agriculture Total – Secondary Agriculture Certification

$73 $73

#075 – Biology

$73

Total – Secondary Biology Certification

$73

#017 – Business Total – Secondary Business Certification

$73 $73

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Certification Areas

Grade Levels

•

Chemistry/will become available Grades 9-12 8/23/2021 ǂ Passing score 220 for academic year 2021-2022

Test Titles

Fees

#076– Chemistry

$73

Total – Secondary Chemistry Certification (categorical)

$73

#077 – Earth Science

$73

Total – Secondary Earth Science Certification (categorical)

$73

• English Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#020 – English Total – Secondary English Certification

$73 $73

• Journalism Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#070 – Journalism Total – Journalism

$73 $73

• Marketing Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#022 – Marketing Total – Secondary Marketing Certification

$73 $73

• Mathematics Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#023 – Mathematics Total – Secondary Mathematics Certification

$73 $73

#078 – Physics

$73

Total – Secondary Physics Certification (categorical)

$73

• Social Science Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#071 – Social Science Total – Secondary Social Science Certification

$73 $73

• Speech & Theatre Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#031 – Speech & Theatre Total – Secondary Speech & Theatre Certification

$73 $73

• Technology & Engineering Grades 9-12 ǂ Passing score 220 for academic year 2021-2022

#046 – Technology & Engineering Total – Secondary Technology & Engineering Certification

$73 $73

• Art Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#036 – Art Total – K-12 Art Certification

$73 $73

• Chinese (Mandarin) Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#037 – World Languages: Chinese (Mandarin) Total – K-12 Chinese (Mandarin) Certification

$73 $73

• Computer Science (add only by exam) Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#315 – NES® Computer Science Total – K-12 Computer Science Certification

$95 $95

• Family & Consumer Sciences Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#038 – Family & Consumer Sciences Total – K-12 Family & Consumer Sciences Certification

$73 $73

• French Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#039 – World Languages: French Total – K-12 French Certification

$73 $73

• German Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#040 – World Languages: German Total – K-12 German Certification

$73 $73

•

Earth Science/will become available Grades 9-12 8/23/2021 ǂ Passing score 220 for academic year 2021-2022

•

Physics/will become available Grades 9-12 8/23/2021 ǂ Passing score 220 for academic year 2021-2022

K-12 Education

Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

38

Certification Areas

Grade Levels

• Health Grades K-12 ǂ Passing score 220 for academic year 2021-2022

Test Titles #041 – Health Total – K-12 Health Certification

Fees $73 $73

+Additional certification in this area is available by completion of the designated assessment plus the following courses: LIBR 503 Foundations of Librarianship; LIBR 523 Library Media Administration; LIBR 513 Selection and Acquisition; and LIBR 533 Cataloging and Classification.

• +Library Media Specialist Grades K-12 #042 – Library Media Specialist $73 $73 ǂ Passing score 220 for academic year 2021-2022 Total – K-12 Library Media Specialist Certification • Music: Instrumental & Vocal Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#043 – Music: Instrumental & Vocal Total – K-12 Music: Instrumental & Vocal Certification

$73 $73

• Physical Education Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#044 – Physical Education Total – K-12 Physical Education Certification

$73 $73

•

Special Reading† Grades K-12 #079 – Special Reading $73 (will become available during the 2021–2022 program year) Total – K-12 Special Reading Certification $73 ǂ Passing score 220 for academic year 2021-2022 †Additional certification in these areas is not available by completion of the designated assessment only; completion of a state-approved program of study and a recommendation from a state-approved institution are required.

• Spanish Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#045 – World Languages: Spanish Total – K-12 Spanish Certification

$73 $73

#049 – Early Childhood Special Education Total – Special Education Early Childhood Certification

$73 $73

Special Education • Early Childhood Special Education Birth to Grade 3 ǂ Passing score 220 for academic year 2021-2022

†Additional certification in these areas is not available by completion of the designated assessment only; completion of a state-approved program of study and a recommendation from a state-approved institution are required.

• Blind & Low Vision† Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#047 – Blind & Low Vision Total – Special Education Blind & Low Vision Certification

$73 $73

• Deaf & Hard of Hearing† Grades K-12 ǂ Passing score 220 for academic year 2021-2022

#048 – Deaf & Hard of Hearing Total – Special Education Deaf & Hard of Hearing Certification

$73 $73

•

#051 – Severely Developmentally Disabled Total – Special Education Severely Developmentally Disabled Certification

$73

#050 – Mild-Moderate Cross-Categorical Total – Mild to Moderate Certification Elementary Option

$73 $73

Severely Developmentally Disabled†

Grades K-12

ǂ Passing score 220 for academic year 2021-2022 Grades K-12 Mild/Moderate Cross-Categorical ǂ Passing score 220 for academic year 2021-2022

$73

Professional Knowledge for Certification Areas Without a Test & Temporary Authorization Certification Grades 5-9 • Middle School ǂ Passing score 220 for academic year 2021-2022

#062 Professional Knowledge: Middle School Plus appropriate content assessments(s) for certification area for TAC

$73 TBD

Grades 9-12 • Secondary ǂ Passing score 220 for academic year 2021-2022

#063 Professional Knowledge: Secondary Plus appropriate content assessments(s) for certification area for TAC

$73 TBD

†Additional certification in these areas is not available by completion of the designated assessment only; completion of a state-approved program of study and a recommendation from a state-approved institution are required.

Student Services Grades K-12 • Counselor† ǂ Passing score 220 for academic year 2021-2022

#056 – Counselor Total – Counselor

Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

$73 $73

39

Certification Areas School & District Leadership

Grade Levels

Building Level Administrator: • Principal† Grades K-12 Grades 7-12 • Career Education Director† Grades K-12 • Special Education Administrator† ǂ Passing score 220 for academic year 2021-2022 Grades K-12 • Superintendent† ǂ Passing score 220 for academic year 2021-2022

Test Titles •

Fees

#080 - Building Level Administrator (will become available 8/23/2021)

$73

Total – Building Level Administrator

$73

#059 – Superintendent

$95 $95

Total – Superintendent

To prepare for the Missouri Content Assessments go to http://www.mo.nesinc.com/Home.aspx, click on the Prepare link at the top of the page and then click on either Test Frameworks or Study Guides. Test frameworks provide the content covered by the test. Study guides provide general information about the test, as well as sample questions to help you prepare. For middle school business and speech/theatre, scroll down to Professional Knowledge: Middle School, since there is currently no content-specific exam available. Each official practice test is 100% aligned to test content and is designed to simulate the experience of taking the actual test. Practice tests include explanations for correct responses. Reviewing these rationales can help you focus your test prep. You have access to this material for 120 days from the time that you activate it, so it is recommended that you take the practice test at the beginning of the semester in which you plan to take the MoCA. To register for the Missouri Content Assessments go to http://www.mo.nesinc.com/Home.aspx, click on the Register link at the top of the page and then either login, if you have already created an account for MEP or MoGEA, or create an account and then login. If you are registering for a multi-content test, such as elementary education, be sure to select ALL subtests before proceeding to checkout. You will note that your registration gives you a one year window in which to select the test date, testing time, and test center after completing the registration and payment process.

The Missouri Content Assessments are available year round by appointment, Monday through Saturday (excluding some holidays), at flexible times and locations. World Language tests are administered only during specific testing windows which vary by language and location; see World Language Tests: View score report dates online.

• Examinees who do not pass a test may retake it. Those who wish to retake a test must complete the registration process again. Please note that examinees must wait 30 days before registering to retake a test.

Always be sure to download your PDF score report. Score reports released 8/30/2016, or later are available for two (2) years in your account (scores released prior to that date were available for 45 days).

2021-2022 Administration Date Range Score Release Date 07/26/2021-08/22/2021 08/23/2021–09/19/2021 09/20/2021–10/17/2021 10/18/2021–11/14/2021 11/15/2021-12/12/2021 12/13/2021-01/09/2022 01/10/2022-02/06/2022 02/07/2022-03/06/2022 03/07/2022-04/03/2022 04/04/2022-05/01/2022 05/02/2022-05/29/2022 05/30/2022-06/27/2022 06/27/2022-07/24/2022 07/25/2022-08/21/2022

09/03/2021 10/01/2021 10/29/2021 11/29/2021 12/27/2021 01/21/2022 02/18/2022 03/18/2022 04/15/2022 05/13/2022 06/10/2022 07/08/2022 08/05/2022 09/02/2022

MBU has a limited number of vouchers available for Missouri Content Assessments during the 2021-2022 academic year. Eligibility is dependent on financial need as demonstrated through the Free Application for Federal Student Aid (FAFSA) for the 2021-2022 academic year. The primary EFC information listed on your Student Aid Report (SAR) must be $1,200 or less. Email completed forms to kathleen.wendt@mobap.edu.

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Applications will be considered in the order in which they are received.

Students may receive only one voucher.

Vouchers may or may not cover the full cost of the registration fee, depending on the exam.

Priority will be given to those who must take multiple exams (seeking certification in more than one content area) or exams with multiple subtests (elementary education).

Vouchers are available only for area(s) in which you are seeking recommendation for initial certification. Vouchers are not available for area(s) which you are seeking to add via exam.

Missouri Content Assessment Voucher Request Form

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Folio Interviews ❖ Introduction to Teacher Education Interviews ❖ Interview Tips for Students ❖ Zoom Interview Protocol ❖ Checklists for Admission and Student Teaching Interviews ❖ Interview Questions

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INTRODUCTION TO TEACHER EDUCATION INTERVIEWS All students seeking teacher certification must complete two interviews, which are a component of the assessment phases for the Teacher Education Program. The first interview is for admission into the teacher education program. A student must be admitted into the education program in order to continue with upper-level education classes.

Once accepted into the education program, all students must complete a second interview for teaching at least one semester prior to student teaching. This includes students receiving credit for prior learning (CPL) to satisfy any portion of the student teaching requirement.

NOTE: Those who do not have the required elements in their Folio will not be permitted to interview. See the Folio checklist for additional documents required or recommended for each interview.

1. For the first (admission) interview, include: • Philosophy of Education • Autobiographical Sketch • At least one reflection with two supporting artifacts • Vision statement • Mission statement • Resume Please be sure to have ALL of Section I, at least one reflection, and at least one supporting artifact per reflection uploaded to Google Drive. Some information may need to be scanned and/or retrieved from the Teacher Education Office on Main Campus (such as letters of recommendation, test scores, etc.).

NOTE: In order for you to be prepared for your interview, these expectations must be in place. Documents must be sent to kendra.ray@mobap.edu prior to your interview. If interviewing face-to-face, they should also be printed out and brought with you to the interview. It is not necessary to have them in a binder.

Students on probationary status following the admission interview must satisfy all deficiencies and be approved for admission before proceeding with their student teaching interview.

2. For the second (student teaching) interview, include: • ALL of Section I and a minimum of four reflections with two supporting artifacts per reflection • At least four reflections uploaded to Section II • Artifacts supporting each reflection uploaded to Section III

NOTE: In order for you to be prepared for your interview, these expectations must be in place. Documents must be sent to kendra.ray@mobap.edu prior to your interview. If interviewing face-to-face, they should also be printed out and brought with you to the interview. It is not necessary to have them in a binder.

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MISSOURI BAPTIST UNIVERSITY TEACHER EDUCATION PROGRAM

INTERVIEW TIPS FOR STUDENTS 1. Be prepared – Read the interview questions before the interview and carefully consider your answers. Be able to answer the questions without notes, using your personal beliefs and your experiences. Make sure your documents include all required components. Proofread all written work so that there are no spelling or grammar errors. Bring all required documents with you to the interview!

2. Be professional – Dress in a conservative, professional manner, such as a suit, slacks and blouse/dress shirt, or a dress/skirt knee-length or longer and conservative hose (no fishnet). Do not wear jeans, leggings, cutoffs, shorts, flipflops, low cut blouses, or tee shirts. Please do not chew gum. Turn off your cell phone, unless you are using it for a Zoom interview.

3. Be yourself – Let your genuine good qualities be obvious during the interview. Be personable and pleasant. The interviewers are there to learn about you and want you to do well.

4. Be clear – Speak clearly using correct grammar. Answer the questions without rambling. Use examples from your personal and professional experiences when appropriate.

5. Be on time – Interviews are scheduled every thirty minutes, so it is critical that everyone is prompt for the scheduled interview time.

Interviews are typically held face-to-face on the Main campus of Missouri Baptist University, located off the North 40 Outer Road, but may be held via Zoom depending on extenuating circumstances. If you are scheduled for a face-to-face interview, arrive early enough to verify the location of the room in which your interview will be held, as last-minute changes in room assignments can occur. If your interview is being held via Zoom, be sure to login prior to the scheduled time so that you are in the waiting room ready for the interviewer to admit you.

The interview team consists of two full-time School of Education faculty members. One will review your documents prior to the interview itself, while the other will ask questions in the actual interview. The interview form will be routed from the reviewer to the interviewer to either Kathleen Wendt or Jill Crain for follow-up after the interview.

If your interview is face-to-face, you will receive an email directing you to see either Kathleen or Jill after your interview is over. If your interview is via Zoom, you will receive a follow-up phone call from either Kathleen or Jill following the scheduled end time for your interview.

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Zoom Interview Protocol Zoom Interview Technology Requirements: 1. A reliable high-speed internet connection is required for candidates to participate in a Zoom interview.

2. Candidates must have a working webcam AND audio. This equipment is built into many computers/laptops. If a computer does not have a webcam, one may be purchased relatively inexpensively at a tech store or online. Most smart phones are also capable of handling these requirements for an interview.

3. It is recommended to have a headset with microphone. These may be purchased at tech stores or online. Wired or wireless technologies are acceptable.

4. Candidates who do not have ready access to the required technologies and are unable to remedy the situation will be asked to schedule a face-to-face interview.

Zoom Interview Conduct and Etiquette: 1. Candidates are expected to be logged in to the interview before the start time. The interviewer will utilize the waiting room feature and invite you into the interview when she is ready.

2. Once logged in to the interview, webcam and speakers must be turned on, but the microphone should be muted.

3. The microphone should be unmuted once the interview begins.

4. Candidates must make sure that they are in a quiet area, with adequate lighting and minimal audio or visual distractions. In other words, dress appropriately for the interview; maintain a professional disposition throughout the interview process; keep family members, pets, friends, etc. in another room; avoid making distracting movements on-camera or off-camera; and make sure that what is viewable in your web-feed is appropriate for the interviewer to see.

5. Candidates are not allowed to interview while driving!

6. Candidates who are disconnected from the interview should immediately try to reconnect.

7. Candidates should always have a phone available to call or text the interviewer to let her know if they have been disconnected and are unable to reconnect.

8. Candidates need to familiarize themselves with their technology prior to the interview and are responsible for their own technical equipment. Missouri Baptist University is only responsible for equipment used by the faculty interviewer.

Please note that Zoom interviews are only available if approved in advance due to extenuating circumstances.

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CHECKLISTS FOR ADMISSION AND STUDENT TEACHING INTERVIEW The following documents must be sent to kendra.ray@mobap.edu prior to your interview. If interviewing face-to-face, they should also be printed out and brought with you to the interview. It is not necessary to have them in a binder. Items denoted by an asterisk (*) will be evaluated as part of the interview.

Admission Interview 1. Philosophy of Education (must incorporate two theorists)* 2. Autobiographical Sketch* 3. Reflection on one of the nine Missouri Teacher Standards or one of the seven Missouri Standards for School Librarians (must incorporate two theorists and two artifacts)* 4. Vision Statement 5. Mission Statement 6. Resume

Student Teaching Interview: Candidates must be fully admitted before scheduling second (student teaching) interview 1. Reflections on four of the nine Missouri Teacher Standards for teachers or four of the seven Missouri Standards for School Librarians (must incorporate at least two theorists and two artifacts)* 2. Philosophy of Education (must incorporate two theorists) 3. Autobiographical Sketch 4. Vision Statement 5. Mission Statement 6. Resume

Missouri Teacher Standards

Missouri Standards for School Librarians

http://dese.mo.gov/sites/default/files/TeacherStandards.pdf

https://dese.mo.gov/sites/default/files/LibrarianStandards.pdf

Required for students beginning FA-13

Required for students beginning FA-13

1. Content Knowledge Aligned with Appropriate Instruction 2. Student Learning, Growth and Development 3. Curriculum Implementation 4. Critical Thinking 5. Positive Classroom Environment 6. Effective Communication 7. Student Assessment and Data Analysis 8. Professionalism 9. Professional Collaboration

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Teaching for Learning Reading and Literacy Information and Knowledge Leadership and Advocacy Program Management and Administration Technology Integration Professional Development

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Questions for Interviews of Prospective Teacher Education Students Relative to Dispositions Interview Admission

Question 1. Detail the experiences you have had in education and tell me about an educator who has positively influenced you.

Admission

2. Do you feel called to be a teacher? If so, describe why and how you know this.

Admission

3. Explain your personal understanding of the concept that “all students can learn.”

Admission

4. What is your vision of implementing technology in the teaching and learning process, particularly in your certification area?

5. Give an example of an experience in which you worked with a person who was very different from you. How did that experience enhance your skill in becoming a successful teacher?

6. What do you see as your primary responsibilities in ensuring that your students are successful learners, both individually and as a group?

7. Describe the school climate you think you will be most successful and comfortable in as a teacher.

Admission Admission Admission Admission Admission Admission

8. How can you best support students who have social and/or emotional challenges?

9. What do you see as your primary responsibilities in ensuring that you are a successful teacher?

10. Once you have entered the profession, how do you intend to continue to enhance your knowledge and skills in teaching?

Student Teaching

1. What do you see as the connection between teaching/learning and real-life experiences?

Student Teaching

2. How will you form positive relationships with your students’ parents?

Student Teaching

3. Define diversity and briefly describe how diversity will influence your instruction.

Student Teaching

4. Using a previous field experience, describe a teacher you observed who supported a student’s social/emotional challenges. What did you learn?

Student Teaching

5. How do you plan to use assessment to guide your instruction?

Student Teaching

6. How do you use the reflective process already and how will you use it to continue your growth and development as a professional?

Student Teaching

7. Explain why professional development is important for you as a lifelong learner.

Student Teaching Student Teaching Student Teaching

8. How do you intend to provide the highest quality education for each individual student?

9. Explain the importance of flexibility in curricular planning and instruction and give an example of a time when you feel you showed flexibility.

10. What is the most important lesson you have learned from your teacher preparation and/or field experiences?

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Folio Section I: ❖ Introduction and Personal Information ❖ Autobiographical Sketch (Sample) ❖ Philosophy of Education (Sample) ❖ Resume (Sample) ❖ Vision and Mission Statements (Samples)

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FOLIO SECTION I OVERVIEW: INTRODUCTION AND PERSONAL INFORMATION Welcome to the "Introduction and Personal Information" section of your Professional Development Folio.

Section I is your place to demonstrate your accomplishments! You want to include ANY and ALL experiences in your life that make you stand out and unique from other teacher candidates.

On the following pages, you will find a final scoring guide for "Missouri Teaching Reflections” and sample pages for some of the items listed below. By the end of your Teacher Education Program, Section I of your Google Drive Folio will include separate page(s) for each of these required items: •

Required Items: • Philosophy of Education • Autobiographical Sketch • At least one reflection with two supporting artifacts • Vision statement • Mission statement • Resume • Test scores • Letters of Recommendation • Performance Evaluations

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Sample Autobiographical Sketch Autobiography Student Name As a child, I woke up every morning anticipating whether or not I was going to get to go to school.

I loved everything about school – my friends, the teachers, recess, and yes, even the homework. I would come home nightly to play ‘school.’ If my friends or my brother were not available to play with me, my stuffed animals and baby dolls would fill in for them. It did not matter to me how I played or who I played with, it just mattered that I played, and I always played the role of the teacher. Starting in Kindergarten, my parents kept a book of all my rewards and achievements. In that book was also a section to fill out regarding my best friends, boyfriends, likes, dislikes, and future ambitions. While the various names on those lists changed from year to year, as did my hobbies, the one thing that remained constant was listed under, “When I grow up, I want to be:” The answer consistently written was, “a mom, and a teacher.”

Starting in preschool and lasting throughout my education, I was a model child. I would sit quietly at my desk and only spoke when I was spoken to, my homework was completed on or before the deadline without fail, and I consistently worked at the top of my potential. I took pride in being the best I could be and lived for the praise of my teachers. The pockets in that book were overflowing with rewards and certificates that I had received throughout the years. I reflect on all of that, not to toot my own horn, but to explain why I am where I am today.

Upon graduating from high school, I enrolled at St. Charles Community College where I took just a few classes. During the fall, I met and fell in love with my husband of eight years now, and I let my focus change from school to marriage and building a family. I put my education on hold, and decided to enter head first into the working world. Over the next nine years, I worked for a few different companies as an administrative assistant and as a legal assistant. I held the same work ethic in my professional career as I did in my early education. I was often awarded ‘Employee of the Month’ and I strove to do the best I could. While I enjoyed the jobs that I had chosen, I always knew in the back of my mind that I wanted

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more, and that God had planned more for me. Throughout this time, God blessed me with two beautiful miracles. Andrew was born in December of 2004 and Abigail was born in May of 2007. My children changed everything for me and I’m not just referring to my daily routines or my budget. My children changed my perspective and put my mind back on track where it needed to be.

In 2009, I decided to return to school to fulfill my lifelong dream of becoming a teacher. I enrolled at Missouri Baptist University and started taking classes as soon as I was able. Along with going back to school, I decided to resign from my current job so that I could stay home with my children during the day in an effort to have more time with them. I work with my children daily to teach them various things, and I receive great joy from this. It is rewarding to see their little minds working and learning something that they might not have learned that day if I had not taken the time to sit with them and teach them.

Through working with my son, Drew, I’ve learned that not all children are going to be model children. I believe God had a purpose in this. Drew is the exact opposite of how I was as a student. When Drew started Kindergarten he was often in trouble because he simply could not stay seated in his chair. He also has a desire to be the class clown and often finds it necessary to make up silly songs to sing to his class at all the wrong times. He has a lot of character and he keeps me laughing for sure, but I didn’t know how to handle the first note I received from his teacher saying he was being disruptive in class, not to mention our first parent-teacher conference. Drew was diagnosed with Attention Deficit Hyperactivity Disorder about halfway through his first year of school. With a lot of coaching from his teacher and me, he finished Kindergarten strong and is now flourishing in first grade. His experience, however, opened my eyes to see that there will be obstacles in teaching, and I’m sure this is just scratching the surface. I have started volunteering at his school to get myself more familiar with the everyday occurrences of life as a teacher.

Since I have returned to school to become a teacher, I have so much excitement in my life. I’m excited about learning to become a teacher. I’m excited when I think about how many lives I will touch.

I’m excited about the journey upon which I’m getting ready to embark. I want to be like my first grade teacher, Mrs. Hoelscher, who showed me so much compassion and praise that I can still picture her face Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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and the dress she wore on the first day of school. I want to be like my third grade teacher, Mrs. Deeker, who saw my potential and pushed me to reach it, or my high school civics teacher, Mr. Barton, who saw my bashfulness and forced me to face my fear and come out of it. I am excited that one day I might be that teacher that someone remembers as making a difference in his/her life. Looking back through the book that my parents kept for me, I realize that my dream of being a mom has come true. Now, I’m working to complete the rest of that dream and become a teacher.

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Sample Philosophy of Education Philosophy of Education Student Name Introduction I believe that education is about guiding students to understand themselves and the world in a deeper and broader way as they learn about a given subject. Education is a communal activity in which the teacher is the leader and students follow but the students are just as involved as the teacher in discovery and exploration. Learning should be collaborative so that students feel engaged and appreciated as well as supported in their endeavors. This creates a safe, positive environment where students can thrive.

Goal of Education It is my belief that the goal of education is to not only help students to learn and grow, but also to develop sound beliefs and values. Students should develop a strong basis of knowledge to support their beliefs as they venture out into the world to discover life as well as themselves. Students should develop a range of social skills and familiarity with diversity in order to engage with many different kinds of people among varying situations. Through the development of social skills, knowledge, and values, students will grow into well-rounded individuals that are able to take on whatever the world delivers to them. Education teaches students to think for themselves and act independently as well as be members of a valuable team.

Through such experiences, they can become quality members of society with a desire to fellowship, grow, innovate, and problem solve among other things when they complete their education.

Role of Teachers I believe that the role of teachers is to facilitate student learning and discovery throughout the education process. John Dewey believed that teachers should treat classrooms as a democracy, where students feel the freedom to discover their own learning process. He encouraged teachers to let students work in groups to discover material, and then use the teacher as a tool to fill in the gaps. Teachers should serve as guides to students while they walk the path to adulthood--standing ready to offer support and Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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advice along the way. Teachers should be the leaders in this process, of course, but students should be able to collaborate with questions, curiosities, and personal perspectives in order to feel they are engaged in the process just as much as the teachers. In other words, teachers are not just pouring knowledge into empty vessels, as theorist Paulo Freire would state. Freire believes that students should not just be treated as amateurs, but as collaborators in the learning process. They are formulating their understanding, so they should be actively involved when teachers are presenting lessons, activities, and examples. Students should feel that their perspectives are appreciated and discussed. Jean Piaget also states a similar claim with his Theory of Constructivism. This is the theory that implicates teacher facilitation during education. Teachers are to be supervisors that offer basic concepts that can then be built upon through teacher-guided discussions and questions.

Role of Students The role of students is to be present and prepared for learning. Students are the top priority in education, and should be prepared to ask questions and discuss their thoughts on a given subject. Students should be encouraged to take responsibility for their learning. Students should play a similarly active role in education in the sense that their questions and learning preferences guide the direction a teacher goes in lessons and future discussions. The students must be able to communicate using language clearly defined by the teacher so that class time can be maximized. Hopefully, students will appreciate the opportunity they have to learn and express how they feel or think. In many countries, this is not an option; therefore this opportunity should be valued.

Learning/Teaching Methods Learning styles today are extremely varied. With the access to the internet, media, various forms of communication, research, books, history, and more, the world of possible education has more than doubled.

Because of so many learning styles, teachers must be prepared to meet student needs academically, intellectually, culturally, and individually as they cultivate lesson plans and teaching methods. A teacher must understand the role of diversity in learning and how that diversity affects learning as well as teaching.

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Along those same lines, teachers must be aware of their bias, being careful not to act in a prejudiced or favorable way. Methods of teaching will vary based on age, gender, background, culture, environment, subject, and many more variables. Therefore, teachers must develop a wide range of methods but also ways in which to communicate to their students. If teachers do not have a solid and confirmed vocabulary with their students, efficiency is nearly impossible. Teachers must also be aware of the different tools and methods involved in their specific field area. For music, the tools and examples vary depending on musical style and ensemble characteristics. Because music teachers rarely know the voices they will receive at the beginning of each year, they must be prepared for anything.

Behavior Management Behavior management in the classroom is extremely important if a teacher wishes to maintain control and guarantee the most success possible for his or her students. Teachers must realize that good behavior management begins with the teacher’s example. Students observe their teachers and will mimic their behaviors without fail because they are around teachers even more than they are their own parents. A teacher must have established positive values that are consistent and upright. Teachers must continue to exemplify such behaviors throughout the semester so that no student has cause to doubt or misunderstand. From there, teachers should establish classroom rules, expectations, rewards, and consequences that are respected and consistently followed. These rules and expectations should align with school standards as well as ethical and moral values appropriate for every classroom. Such rules and expectations should not only be communicated to students from the first day of class, but should also be posted around the room in addition to being sent home to parents. If parents, students, and teachers all adhere to the expectations and rules, there should be no question as to what the teacher expects in the classroom.

Goal of Curriculum Curriculum should be suited, at bare minimum, to the base knowledge of the subject depending on the grade level of the class. The curriculum should be flexible to include diverse classrooms Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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as well as students with disabilities. In this way, students are provided an equal education and student needs are met as closely as possible. The curriculum should align with school wide standards as well as any state and national standards for the subject. A teacher should also implement interdisciplinary lessons so that students can apply the knowledge learned in class to everyday life situations as well as demonstration of the subject.

Conclusion Students should be the top priority when thinking of a teaching philosophy. I believe that students should not only play an active role in classroom activities, but should be included in discussions and new discoveries found about each subject. A teacher should be transparent and honest with students about their progress, as well as students should be honest with their teachers about how they learn and if the teachers’ methods are effective. The teacher should lead the group as best he or she can to a classroom environment that is positive, productive, and engaging for all students involved.

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Sample Resume

STUDENT NAME

Street Address  City, State Zip  (area code) phone number email address OBJECTIVE To obtain a position as a middle school math and/or science teacher.

EDUCATION Missouri Baptist University Bachelor of Science in Middle Childhood Education • Certifications: Science, 5-9 and Math, 5-9 • 3.59/4.0 GPA

St. Louis, MO Anticipated: May 2021

Jefferson College Associate of Arts in Teaching • Graduated Cum Laude, 3.59/4.0 GPA • Dean’s List, Fall 2017 – Spring 2019

Hillsboro, MO May 2019

TEACHING AND RELATED EXPERIENCES Junior Achievement Teaching Practicum Spring 2019 Festus Elementary School Festus, MO • Taught five lessons about how money flows in a city to third grade students • Designed lesson plans with engaging activities Classroom Teaching Assistantship Festus Middle School • Assisted for 11 hours in a seventh grade science class • Administered tests to small groups • Helped students work on projects

Spring 2019 Festus, MO

Tutoring Fall 2018 Festus Middle School Festus, MO • Assisted seventh and eighth grade students with homework in multiple subjects Classroom Observations during Field Experiences • Confluence Academy – Meramec, St. Louis, MO, third grade • Festus Intermediate School, Festus, MO, fourth and sixth grades • Hillsboro High School, Hillsboro, MO, ninth and tenth grades

Spring 2019 Spring 2018 Spring 2018

Tutor August 2018 – May 2019 Jefferson College • Provided study tips and resources • Enhanced students’ understanding of mathematical procedures • Helped students design schedules for completing assignments

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Preschool and School Age Teacher June 2017 – Present Immanuel Lutheran Childcare and Preschool • Create activities to teach students numbers, letters, shapes, and colors • Instruct between 12 and 25 students at one time • Chaperone all school age field trips • Manage all school age class student data • Substitute in other classes as needed ACTIVITIES Student Missouri National Education Association • Attended meetings Phi Theta Kappa • Attended meetings

Fall 2018 Fall 2018 – Present

ADDITIONAL ACCOMPLISHMENTS • A+ Scholarship o Up to $2,000 for each semester at Jefferson College • TRIO Scholarship o $662.50 for one semester at Jefferson College • Michelin/TIA Scholarship o $1,000 total • Missouri Tire Industry Scholarship Fund o $500 total • CPR/First Aid Certified REFERENCES Dr. Ken Boning, Professor of Teacher Education Jefferson College 1000 Viking Drive Hillsboro, MO 63050 (636) 481-3344 kboning@jeffco.edu Mrs. Kathie Nelms, Director Immanuel Lutheran Childcare and Preschool 19 North 3rd Street Festus, MO 63028 (636) 937 - 0043 ilchildcare@hotmail.com Ms. Teresa Schwartz, Project SUCCESS Advisor Jefferson College 1000 Viking Drive Hillsboro, MO 63050 (636) 481-3284 tschwart@jeffco.edu

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Sample Vision and Mission Statements It is important to carefully formulate and clearly express your vision and mission statements. There cannot be a mission without a vision. The process of creating your vision and mission statements causes critical thinking about personal beliefs and ideal situations with teaching and learning. Strong vision and mission statements require deep reflection on ideal classroom environments and indicate one's level of knowledge and awareness of the world of education today.

Vision Statement When you develop a vision, picture your ideal classroom environment. A vision statement predicts where you will be and what you will be doing in the future to achieve your ideal classroom.

Example:

My vision for the music program I develop has multiple wings. Above all, I want my students to experience a professional and qualified music education. This entails that students will learn solfege/sight reading, instrumental and vocal styles, music history, and creative expression (improvisation/composition).

Students should be given the tools to achieve musical literacy, and from those tools develop the ability to compose simple melodies. Additionally, I want my students to feel the freedom to make mistakes. I am a strong believer that musical mistakes help musicians understand music--their instrument, their process, and their practice. In order for my students to receive such a freedom, I must create a classroom environment that is supportive of such mistakes. This means that within my classroom management, I must have specific rules in place so that students do not judge one another harshly. This inhibits the creative process by taking away students feeling of freedom to experiment. Through musical literacy and freedom to make mistakes, my students will have the ability to grow and expand their musical experience.

Mission Statement The mission is how to work toward reaching the vision. One's work is defined by the mission and should always serve the vision.

Example: My desire is to give my students a quality music education that enables them to improve their musical ability and spiritual/emotional well-being, as well as to expand their moral and intellectual perspectives.

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Folio Section II: ❖

Introduction to Reflections and Artifacts

❖

Missouri Teacher Standards

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Missouri Teacher Standards and University Course Connections

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Recommended Artifacts

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Theorists Related to Missouri Teacher Standards

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Reflection Checklists and Sample Reflections

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INTRODUCTION TO REFLECTIONS AND ARTIFACTS Welcome to the "Reflection" section of your Professional Development Folio. This is Section II on Google Drive.

As of 2013, the eleven Teacher Candidate Competencies have changed to nine Missouri Teacher Standards. The Missouri Teacher Standards and their Quality Indicators are listed on the following pages. The big change is that the Diversity and Technology standards are now interwoven within each Missouri Teacher Standard and are not separate standards. The 2013 Missouri Teacher Standards affect the content in each of your reflections and your artifacts.

On the following pages, you will find a final scoring guide for your reflections and artifacts, the nine Missouri Teacher Standards with Quality Indicators, a list of possible theorists to include in each reflection, and a list of possible artifacts by Missouri Teacher Standard. Each Missouri Teacher Standard will begin with a checklist for reflection writing for each particular standard. Then, you will find a sample reflection for each standard. Your artifacts may be used for more than one Missouri Teacher Standard, but they must be duplicated under the appropriate reflections on Google Drive.

By the end of your Teacher Education Program, the "Reflection" section of your Google Drive Folio will include: ▪

Nine reflections for each of the nine Missouri Teacher Standards, including: o At least 2 theorists and their beliefs (Bold them in text with first and last name upon introduction) o How you applied or will apply those beliefs in teaching o First Person Point of View o At least two artifacts per reflection, with the following recommended items: • Action Research Case Study • Technology and Diversity Applications • Lesson and Unit Plans (including Common Core, Missouri Learning Standards, Depth of Knowledge (DOK) Levels, Instructional Strategies, and Assessments) • Classroom Management Plan

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MISSOURI TEACHER STANDARDS STANDARD #1: Content Knowledge Aligned with Appropriate Instruction: The teacher candidate understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.

Quality Indicator 1 - Content Knowledge and Academic Language:  The teacher candidate demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.

Quality Indicator 2 -Student Engagement in Subject Matter:  The teacher candidate demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.

Quality Indicator 3 - Disciplinary Research and Inquiry Methodologies:  The teacher candidate understands demonstrates an understanding of how to engage students in the methods of inquiry/research in his/her respective discipline.

Quality Indicator 4 -Interdisciplinary Instruction:  The teacher candidate can create and implement interdisciplinary lessons that are aligned with standards.

Quality Indicator 5 - Diverse Social and Cultural Perspectives:  The teacher candidate demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, while recognizing the potential for bias in his/her representation of the discipline.

STANDARD #2: Student, Learning Growth and Development: The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and person al development of all students.

Quality Indicator 1 - Cognitive, Social, Emotional and Physical Development:  The teacher candidate knows and identifies child/adolescent developmental stages and can apply them to students.

Quality Indicator 2 - Student Goals:  The teacher candidate demonstrates knowledge on how to assist students in setting short-term and long-term learning goals to organize their learning, and self-reflect on their overall growth.

Quality Indicator 3 - Theory of Learning:  The teacher candidate applies knowledge of the theory of learning in all aspects instructional design.

Quality Indicator 4 - Differentiated Lesson Design:  The teacher candidate recognizes diversity and the impact it has on education.

Quality Indicator 5 - Prior Experiences, Multiple Intelligences, Strengths and Needs:  The teacher candidate is able to plan lessons and learning activities to address a students' prior experiences, multiple intelligences, strengths, and needs to positively impact learning.

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Quality Indicator 6 - Language, Culture, Family, and Knowledge of Community Values:  The teacher candidate demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture, and community.

STANDARD #3: Curriculum Implementation: The teacher candidate recognizes the importance of longrange planning and curriculum development. The teacher candidate implements curriculum based upon student, district and state standards.

Quality Indicator 1 - Implementation of Curriculum Standards:  The teacher candidate understands the components and organization of an effective curriculum; is able to create aligned learning experiences; can locate national and state standards; and is able to align them to learning outcomes.

Quality Indicator 2 - Lessons for Diverse Learners:  The teacher candidate understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.

Quality Indicator 3 - Instructional Goals and Differentiated Instructional Strategies:  The teacher candidate understands the concept of differentiated instruction and short-term and long-term instructional goal planning to address student needs in meeting curriculum objectives.

STANDARD #4: Critical Thinking: The teacher candidate uses a variety of instructional strategies and resources to encourage students' critical thinking, problem solving, and performance skills.

Quality Indicator 1 - Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical Thinking:  The teacher candidate can demonstrate knowledge of researched based models of critical thinking and problem-solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.

Quality Indicator 2 - Appropriate Use of Instructional Resources to Enhance Student Learning:  The teacher candidate demonstrates knowledge of current instructional resources to support complex thinking and technological skills.

Quality Indicator 3 - Cooperative, Small Group, and Independent Learning:  The teacher candidate can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.

STANDARD #5: Positive Classroom Environment: The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

Quality Indicator 1 - Classroom Management, Motivation, and Engagement:  The teacher candidate knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.

Quality Indicator 2 - Management of Time, Space, Transitions, and Activities:  The teacher candidate demonstrated competence in managing time, space, transitions, and activities to create an effective learning environment.

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Quality Indicator 3 - Classroom, School, and Community Culture:  The teacher candidate recognizes and identifies the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.

STANDARD #6: Effective Communication: The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.

Quality Indicator 1- Verbal and Nonverbal Communication:  The teacher candidate understands the importance of and develops the ability to use effective verbal, nonverbal communication techniques.

Quality Indicator 2 -Sensitivity to Culture, Gender, Intellectual, and Physical Differences:  The teacher candidate develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.

Quality indicator 3 - Learner Expression in Speaking, Writing, and Other Media:  The teacher candidate develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.

Quality Indicator 4- Technology and Media Communication Tools:  The teacher candidate develops skills in using a variety of technology media communication tools.

STANDARD #7: Student Assessment and Data Analysis: The teacher candidate understands and uses formative and summative assessment strategies to assess the learner's progress and uses both classroom and standardized assessment data to plan ongoing instruction.

Quality Indicator 1- Effective Use of Assessments:  The teacher candidate has knowledge of the development, use and analysis of formal and informal assessments.

Quality Indicator 2 - Assessment Data to Improve Learning:  The teacher candidate has knowledge of how data can be accessed, analyzed and appropriately used to design instruction and improve learning activities.

Quality Indicator 3 -Student-Led Assessment Strategies:  The teacher candidate describes, explains and analyzes a variety of self and peer assessment strategies; understands the need to prepare students for the demands of particular assessment formats; can set their own learning goals; and is able to teach students to set learning goals.

Quality Indicator 4 - Effect of Instruction on Individual/Class Learning:  The teacher candidate develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions, higher order questioning, and analysis, and the effect of class instruction on individual and whole-class learning.

Quality Indicator 5 - Communication of Student Progress and Maintaining Records:  The teacher candidate can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators.

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Quality Indicator 6 - Collaborative Data Analysis:  The teacher candidate demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.

STANDARD #8: Professionalism: The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.

Quality Indicators 1 - Self-Assessment and Improvement:  The teacher candidate understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.

Quality Indicator 2 - Professional Learning:  The teacher candidate identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.

Quality Indicator 3 - Professional Rights, Responsibilities, and Ethical Practices:  The teacher candidate is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.

STANDARD #9: Professional Collaboration: The teacher candidate has effective working relationships with students, families, school colleagues, and community members.

Quality Indicator 1- Induction and Collegial Activities:  The teacher candidate understands the importance of collegial activities in building a shared mission, vision, values and goals, participates in collaborative curriculum and staff development meetings at their school site, and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor/or instructor to establish relationships in the school, district, and community.

Quality Indicator 2 - Collaborating to Meet Student Needs:  The teacher candidate understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community and others across the system to identify and provide needed services to support individual learners.

Quality Indicators 3 - Cooperative Partnerships in Support of Student Learning:  The teacher candidate recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support student’s learning and wellbeing.

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MISSOURI TEACHER STANDARDS AND UNIVERSITY COURSE CONNECTIONS Missouri Teacher Standards

Course Connection • •

1. Content Knowledge, Including Varied Perspectives, Aligned with Appropriate Instruction

2. Student Learning, Growth, and Development 3. Curriculum Implementation 4. Critical Thinking 5. Positive Classroom Environment 6. Effective Communication

7. Student Assessment and Data Analysis

8. Professionalism 9. Professional Collaboration

Early Childhood/Elementary: ELED 453/553 Integrated Language Arts Concepts and Children’s Literature for Early Childhood/Elementary Middle/Secondary/K-12: o EDEN 453/553 Teaching Language Arts and Composition for Middle/Secondary o EDMS 403/503 Teaching Business and Marketing o EDMS 433/533 Teaching Social Science for Middle/Secondary o EDMS 473/573 Teaching Mathematics for Middle/Secondary o EDMS 483/583 Teaching Science for Middle/Secondary o EDST 473/573 Methods of Teaching Speech and Theatre for Middle/Secondary o EDHE 453/553 Curriculum, Theory & Methods of Health Education for Grades K-12 o EDPE 433/533 Curriculum, Theory & Methods of Physical Education in the Elementary School o EDPE 453/553 Curriculum, Theory & Methods of Physical Education in the Middle School o EDPE 463/563 Curriculum, Theory & Methods of Physical Education in the Secondary School o MUED 313 Early Childhood/Elementary School Music Methods o MUED 323 Middle/Secondary Music Methods

EDPS 383 Psychology of Teaching and Learning EDRD 423/523 Integration of Literacy Instruction in the Content Areas EDUC303 Methods of Teaching and Differentiated Instruction (MUED 313 & 323 for Music Education majors) ETOP 423/523 Classroom and Behavior Management EDUC 373 Technology and Instructional Media (undergraduate) OR EDUC 573 Applications of Technology (graduate) ECTA 323/523 Curriculum, Assessment and Data-based Decision Making (MUED 313 & 323 for Music Education majors; EDHE 453/553 for Health Education majors; EDPE 433/533, 453/553 and 463/563 for Physical Education majors) EDUC 410/510 Field Experience II Seminar EDUC 410/510 Field Experience II Seminar and/or EDPS 453/553 Exceptional Child

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RECOMMENDED ARTIFACTS Teacher Candidates may include the following as artifacts. Minimum of 2 required: o Action Research/Case Study o Technology and Diversity Applications o Lesson and Unit Plans (Including Common Core, Depth of Knowledge (DOK) Levels, Instructional Strategies and Assessments) o Classroom Management Plan o Artifacts will be referenced in bold and in fancy brackets at the end of the sentence. The period will be placed after the final bracket.

Missouri Teacher Standards 1. Content Knowledge, Including Varied Perspectives, Aligned with Appropriate Instruction 2. Student Learning, Growth, and Development

3. Curriculum Implementation

4. Critical Thinking

5. Positive Classroom Environment

6. Effective Communication

Artifacts                                   

Thematic/Integrated/Concept Unit Lesson Plans IEP or 504 Plans Diversity in Learning Video-Recordings of Lessons Motivational Activities Social, Personal, and Intellectual Development Activities Diversity in Learning Lesson Plans Thematic/Integrated/Concept Unit Technology Applications Multiple Intelligences and Higher Level Thinking Skills Diversity in Learning IEP and/or 504 Plans Graphic Organizers Unit and Lesson Plans Formative and Summative Assessments Technology Applications/Engagement IEP or 504 Plans Diversity in Learning Web-Quests Smart-Board Activities Behavior Management Plan Seating Chart Student Responsibility Sheet Service Learning Projects Parent Communication Student Contracts Diversity in Learning Case Study Parent Communication Cultural Diversity Video Recordings of Lessons Letters and Media from/to Students/Parents Communication with Community Partners

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Missouri Teacher Standards

7. Student Assessment and Data Analysis

8. Professionalism

9. Professional Collaboration

Artifacts                 

Formative and Summative Assessments Performance Tasks Standardized Testing Preparation Folios-Student and Teacher Rubrics, Checklists, Self-Assessments Depth of Knowledge Applications Diversity in Learning Technology Applications Video Recording Reflections Lesson Plan Reflections Action-Research/Case Study Unit Plan Reflections Diversity in Learning Professional Activities/Organizations School/Community Activities Service Learning Projects Conferences and Workshops

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THEORISTS RELATED TO MISSOURI TEACHER STANDARDS Important note: Your reflection for each standard must demonstrate knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. When referring to a theorist, use both first and last name and bold upon first reference.

Standard #1: Content Knowledge Emily Calhoun, John Goodlad, Heidi Hayes Jacobs, Jean Piaget, Richard Sagor, James H. Stronge, Lev Vygotsky (scaffolding), Judy Willis, Patricia Wolfe Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted ,S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology)

Standard #2: Student Learning, Growth and Development Albert Bandura, Benjamin Bloom, John Dewey, Robert Gagne, William Glasser, Spencer Kagan (cooperative learning), Alfie Kohn, Carl Rogers, B.F. Skinner, and John Watson Stages of Development: Erik Erikson (psychosocial theory), David W. Johnson, Baruti K. Kafele, Jean Piaget, Lev Vygotsky Moral/Character Development: Karen Bohlin, William Kilpatrick, Lawrence Kohlberg, Thomas Lickona, Kevin Ryan Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #3: Curriculum Implementation Arthur Costa, Lynn Erikson, E.D. Hirsch Jr., Madeline Hunter, Heidi Hayes Jacobs (curriculum mapping), R.F. Mager, Robert Marzano, Jay McTighe (backward design), Joan Palmer, Carol Tomlinson (differentiated instruction), Grant Wiggins (backward design) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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Standard #4: Critical Thinking Mortimer Adler (Socratic questioning), Benjamin Bloom (taxonomy), Marilyn Bums (mathematics), Paulo Freire, Henry Giroux, Madeline Hunter, Robert M. Hutchins, Spencer Kagan (cooperative learning), Maria Montessori (early childhood), Robert Slavin, Hilda Taba (inductive strategy), Lev Vygotsky (zone of proximal development) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants),Will Richardson, Ira Socol (universal design and assistive technology) Standard #5: Positive Classroom Environment Albert Bandura, Kay Burke, Lee Canter, Circle of Courage Model (Larry Brendtro, Martin Brokenleg, and Steve Van Bockern), John Covaleskie, John Dewey (democratic classroom), Rudolf Dreikurs, William Glasser (choice theory/reality therapy), Baruti K. Kafele, Herbert R. Kohl, Alfie Kohn, Jacob Kounin, Debra Pickering, B.F. Skinner, Harry Wong Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #6: Effective Communication Carolyn Adger, Jonathon C. Erwin, William Glasser, Terry Pearce, Marc Prensky, Harry Wong Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison ( differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #7: Student Assessment and Data Analysis Judy Arter, Paul Black, Benjamin Bloom (taxonomy), Susan Brookhart, Kay Burke, Jan Chappuis, Steve Chappuis, Charlotte Danielson, Allan A. DeFina (portfolios), John Dewey, Douglas Fisher, Howard Gardner (multiple intelligences), Thomas Guskey, Robert Mager, Jay McTighe (backward design), Ken O’Connor, Debora Pickering, W. James Popham, Douglas Reeves, Stiggins, James H. Stronge, Grant Wiggins (backward design), Dylan William, Rick Wormeli Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #8: Professionalism Douglas B. Reeves, Pam Robbins, Carl Rogers, Richard Sagor, Marge Scherer, Donald A. Schon Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology)

Standard #9: Professional Collaboration Charlotte Danielson, Rick Dufour, Pete Hall, Herbert R. Kohl, J. H. Levine, Paul Nachtigal (rural), Nancy S. Shapiro, Paul Theobald (rural), Lev Vygotsky (sociocultural approach) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Note:  

You may also cite professional journal articles in your "Missouri Teacher Standards" reflections.

You may see full Missouri Teacher Standards and Quality Indicators at: http://dese.mo.gov/educator-quality/educator-effectiveness/educator-standards/teacher-standards

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Standard Reflection Review Checklist Formatting The entire document is Times New Roman 12pt font The template sections (standard language and QI wording) are single-spaced but the rest of the document is double-spaced The theorists’ names are listed first and last name and are in bold the first time they are used Artifacts are in bold, in fancy brackets { }, and are at the end of the sentence in which they are referenced Theorists Theorists are integrated into QI sections, NOT the introduction or conclusion Theorist #1 – a thorough explanation of his/her theory is presented – not just “name dropping” Theorist #1 – his/her theory is adequately linked to the topic of the QI and the student’s discussion Theorist #2 – a thorough explanation of his/her theory is presented – not just “name dropping” Theorist #2 – his/her theory is adequately linked to the topic of the QI and the student’s discussion Artifacts There are at least 2 artifacts Artifacts are integrated into the QI sections, NOT the introduction or conclusion Artifacts are thoroughly explained – what they are AND how they demonstrate the students’ competency in the topic of the quality indicator Introduction The student references the language of the standard in the introduction and stays focused on the topic of the standard The student identifies his/her certification area somewhere in the introduction Quality Indicators Students use the language of the QI in the opening sentences of each section The student speaks to the importance of the QI topic (content knowledge, engagement, critical thinking, etc) without getting off topic. This is usually done in formal, academic, 3rd person writing to open and close each QI section The student makes a personal connection demonstrating competency in EACH QI – the use of an artifact, a personal experience he/she has had related to the topic, a specific example of what would be done in the classroom The student speaks specifically to his/her certification area when speaking of their experiences or examples The QI has a wrap-up sentence at the end, avoiding an abrupt ending Conclusion Short, sweet, summarizes the reflection as a whole without new information being added Writing Very few, if any, errors in spelling, punctuation, sentence structure, grammar, etc.

A strong balance between formal, academic writing and personal reflection

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Standard 1: CONTENT KNOWLEDGE Rationale: Teacher candidates' reflections and artifacts must prove an understanding of and a passion for their subject matter. In the world of "everyday work," teachers are expected to continuously stay up-to-date in their subject area(s) knowledge and research. Your reflection and artifacts should document the ways you will keep your content knowledge fresh and how you have articulated new content knowledge to your students.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate: o Content knowledge and academic language for your subject area(s). o Engagement of students in subject matter. o Engagement of students in disciplinary research and inquiry methodologies for your subject area(s).  Interdisciplinary learning opportunities aligned with standards.  Understanding of diverse cultural perspectives.  Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom.  References to artifacts that support classroom application for each standard. (At least 2)

•

Questions for reflection about this standard: 1. Do I have a strong knowledge base in the areas in which I will teach?

2. How do I use questioning strategies to develop and assess understanding of the content?

3. How do I draw on background knowledge to expand student learning?

4. Are my lesson plans and assignments relevant to current events and research in my field?

5. Do students seem engaged and want to know more about my subject because of my enthusiasm?

6. Are local and regional experts in my field invited to dialogue with, or present to, my students?

7. Do I create authentic experiences for students that utilize this subject matter?

8. Are my students solving problems related to the subject matter?

9. Do learning experiences offer varied perspectives from ALL learners, including diverse learners?

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Writing Guide: Standard 1: Content Knowledge, Aligned with Appropriate Instruction The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s), and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.

Introduction A quote or anecdote expressing the importance of the subject matter/content and/or a teacher’s knowledge of it would be a good anticipatory set. Don’t forget to reference the quote in the text of the introduction should you use one. Be sure to include “I believe” statements directly related to all of the main points in the quality indicator.

Overview of the Reflection You will notice that I have highlighted a number of words or phrases in the quality indicator. This should make you aware that you need to address each one of the items and prove you are competent with each. If you are not aware of what the central concepts, tools of inquiry, or structures of a particular discipline are, then one thing you should do is go to the particular discipline’s S.P.A. (specialized professional association) e.g., NCSS, NSTA, NCTM, NCTE. You can find the link to each of the SPAs by finding the specific hyperlink on the http://caepnet.org/working-together/member-partners link. Briefly, the central concepts are the big ideas of the subject. Such as in social studies, a central concept of American History is the idea of Manifest Destiny. The tools of inquiry are the means by which new information is discovered in the subject area i.e., the methods of inquiry. In science, for example, the scientific method is the primary but not the only tool of inquiry used i.e., observation, hypothesis formation, testing/experimentation, analysis, conclusion. In English the use of character or plot analysis is a tool of inquiry used to understand a poem or novel. The structure of the discipline is the manner in which it is organized. This can be in the form of a hierarchy such as from little to big e.g., microbiology to ecosystems or in language arts the use of genre to give structure to the types of literature e.g., novel, short story, play, poem etc.

One way to insure you teach lessons that are in the “diverse social and cultural perspective” is to make sure that you address multicultural aspects of the lesson content. One way to make sure that you make the lesson meaningful for all students is to be sure to use the students’ prior knowledge and present it in multiple ways. You should also show how you create interdisciplinary learning.

Some examples of various tools of inquiry by subject area:       

Math – calculator, compass, protractor, slide rule, ruler/meter stick, statistical computer package, MS Excel Science – telescope, microscope, graduated cylinder, titration tube, spectrometer, Geiger counter, thermometer, and of course, the scientific method English – plot outline, MS Word, MS Publisher, dictionary, sentence diagram, character analysis, plot analysis Social Studies – time line, maps, diorama, charts, graphs, scientific method, frame of reference, primary vs. secondary source documentation, carbon dating equipment Business – calculator, MS Access, MS Excel, statistical package, actuarial charts and tables Physical Education – stopwatch, body mass index charts and measuring devices, weight scales, tape measure, pulse monitor Music Education – musical scores, voice, instruments, recordings, music/notations software

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Structures of the Discipline:       

Math – finite, statistics, real numbers vs. irrational numbers Science – macro vs. micro biology, the various sciences in general e.g., physics, biology, chemistry English – the various genres e.g., short story, novel, biography, plays; also fiction vs. nonfiction Social Studies – western vs. world history; also modern, medieval, ancient, prehistoric history; social, political, economic, individual (great people), cultural, art history or social science topics Business – accounting, management, economics Physical Education – health, sports (competitive vs. life), nutrition Music Education – product/performance, elements and principles of music, artistic perceptions, interdisciplinary connections, historical and cultural concepts

Central Concepts:     

Math – number theory, number sense, solving for unknown values, estimation (interpolation and extrapolation) Science – cycles (life, water etc.), equilibrium and balance as in environment English – rising and falling action, character development, protagonist vs. antagonist Social Studies – the rise and fall of civilizations, manifest destiny in American history, the importance of great leaders Music Education – melody, harmony, rhythm, form, expression

So, in short, you need to use your knowledge of the subject to create meaningful learning experiences (lessons) of the central concepts consistent with the structure of the discipline, presented in multiple ways using interdisciplinary approaches, including diverse social and cultural “global” perspectives.

Quality Indicator 1- Content Knowledge and Academic Language: The teacher candidate demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.

Show how you know and use your content knowledge in the appropriate subject areas as defined by DESE in the Missouri Learning Standards to create meaningful learning experiences for all students. See http://www.missourilearningstandards.com/.

Common Error: Often pre-service teachers do not show an in-depth knowledge of the subject matter or a passion for teaching it.

Common Error: Be careful not to confuse the command of subject matter with your knowledge of cognitive development. Subject matter deals with the content. Cognitive development deals with student learning and development.

Common Error: Failing to be aware of common student error patterns, misunderstanding, misconceptions, and or misrepresentations and provide the appropriate correction(s). In fact, few if any identified how they anticipated and or diagnosed common student misrepresentations or misunderstandings and how to correct these student errors (think student error patterns).

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Common Error: Frequently pre-service teacher artifacts indicate teaching at a low level of understanding such as teaching for knowledge acquisition vs. teaching for in-depth understanding, i.e., fill-in-the blank worksheets and multiple-choice tests (think Bloom).

Quality Indicator 2 – Student Engagement in the Subject Matter:

The teacher candidate demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.

In other words, how do you get students “excited” about the subject(s)?

Common Error: Frequently pre-service teacher artifacts indicate teaching at a low level of understanding such as teaching for knowledge acquisition vs. teaching for in-depth understanding, i.e., fill-in-the blank worksheets and multiple-choice tests (think Bloom).

Quality Indicator 3 – Disciplinary Research and Inquiry Methodologies: The teacher candidate demonstrates an understanding of how to engage students in the methods of inquiry/research in his/her respective discipline(s).

How do you go about teaching the students about the central concepts, how the discipline is structured, and how to use the specific tools of inquiry used to discover relevant information tied to the discipline?

Common Error: Failing to be aware of common student error patterns, misunderstandings, misconceptions, and or misrepresentations and provide the appropriate correction(s).

Quality Indicator 4 – Interdisciplinary Instruction: The teacher candidate can create and implement interdisciplinary lessons that are aligned with standards.

Indicate how you used multiple approaches/disciplines that are aligned with district, state [Show Me Standards & Grade Level Expectancies (GLEs)], and national subject specific standards (e.g., NCTM.org for math), and the core competencies to enhance student learning.

Common Error: Be careful not to confuse the command of subject matter with your knowledge of cognitive development. Subject matter deals with the content. Cognitive development deals with student learning and development.

Quality Indicator 5 – Diverse Social and Cultural Perspectives: The teacher candidate demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, while recognizing the potential for bias in his/her representation of the discipline.

Identify how you view the discipline from a global perspective rather than a narrow parochial perspective.

Potential Supporting Artifacts

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* Interdisciplinary Thematic Unit artifact * Instructional Strategies Artifact * Content GPA * Missouri Content Assessment(s) (MoCA) * MoGEA * Field Experience and Student Teaching Evaluations * Other lesson plans Theorist and Best Practices Resources for writing your reflection: State Standards Missouri DESE Benchmarks and Curriculum Frameworks, MAP released items, Show Me Standards, Missouri Grade Level Expectations and common core competencies.

Department of Elementary and Secondary Education http://dese.mo.gov/educators ▪ http://dese.mo.gov/college-career-readiness/curriculum ▪ http://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards ▪ http://dese.mo.gov/early-extended-learning/early-learning/missouri-early-learning-standards ▪ http://dese.mo.gov/show-me-standards ▪ http://dese.mo.gov/educator-growth-toolbox ▪ http://dese.mo.gov/college-career-readiness/assessment ▪ http://dese.mo.gov/college-career-readiness/assessment/map-a o To find released test items you must search the DESE website for “released items” National Standards The National Councils’ K-12 student standards: ▪ mathematics – http://www.nctm.org/ ▪ English – http://www2.ncte.org/ ▪ social studies – http://www.socialstudies.org/ ▪ science – http://www.nsta.org/ ▪ health, physical education recreation and dance – http://www.shapeamerica.org/ ▪ elementary – http://www.acei.org/ ▪ special education – http://www.cec.sped.org ▪ early childhood education – http://www.naeyc.org/ ▪ gifted education – http://www.nagc.org/ ▪ middle level education – http://www.amle.org/ ▪ reading – http://www.reading.org/ ▪ technology – http://www.iste.org/ ▪ technology and communication – https://www.aect.org ▪ music education – http://nationalartsstandards.org

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You can go to Council for the Accreditation of Educator Preparation website http://caepnet.org/workingtogether/member-partners and look up all the specialized professional associations (SPAs) and find their websites and then search for the standards.

Local Standards ▪

Local District Curriculum Guides and Standards

Content Knowledge / Subject Matter / Error Patterns ▪ ▪

Math errors patterns – http://math.about.com/library/weekly/aa011502a.htm Microeconomics errors patterns – http://www.westga.edu/~bquest/2002/errors.htm

John Goodlad – http://www.ieiseattle.org/ Heidi Hayes Jacobs – http://www.curriculum21.com/ Jean Piaget – http://www.piaget.org/ Lev Vygotsky – http://education-portal.com/academy/lesson/differences-between-piaget-vygotskyscognitive-development-theories.html#lesson

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Content, Knowledge, Aligned with Appropriate Instruction

by Name Here

Standard 1—Content, Knowledge, Aligned with Appropriate Instruction: The teacher candidate understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.

Artifacts: ● Multiple Intelligences Grid ● Sugar Plum Fairy Lesson Plan ● John Dewey Theorist Project ● Nutcracker Field Trip ● I’ll Tell My Ma/Wake Me A Song - Assessment Sheet ● Vocal Warm Ups ● Voice Teacher Observations ● Rebekah Side Voice Lessons ● Vocal Pedagogy Research Articles

Introduction I believe that aspiring teachers should understand the central concepts, structures, and tools of inquiry of their chosen field well enough to create learning experiences that make their subject matter meaningful and engaging for students. It can be inferred that aspiring teachers would be knowledgeable in their subject area, but many do not always know what that implies. Often, there is a degree of independent study and familiarization that needs to be done before teacher candidates are aptly prepared to teach a

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subject. Aspects of preparation should include a variety of examples using different mediums; reading experts and informational books on their subject; taking extra classes, workshops, and assessments that demonstrate knowledge; and for music, one must have an ample amount of performance experience. Even though music teachers are just teaching music, they have to understand the aspects of performance in order to prepare students to the best of their ability. Such preparation should also involve research in diversity and other cultures to see how the two compare. One can expect a range of cultures and backgrounds in their class, and so should be able to support and understand as many as they can--if not all. Diversity affects the variety of perspectives a teacher has as well, so a teacher must be prepared with a multiple examples and ways of explaining different concepts to be sure that they are as clear as possible.

Quality Indicator One: Content Knowledge and Academic Language: The teacher candidate demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.

I believe that a teacher must have a defined knowledge of his/her subject area as defined by the Subject Competencies for Beginning Teachers in Missouri and be able to apply supplemental academic knowledge in teaching. If the teacher wishes to have the authority to teach a specific subject, he or she must be prepared to offer various and thorough perspectives so that they can demonstrate a certain degree of expertise. Students are expecting to have their questions answered and for the teacher to be able to amply assist their learning process. When it comes to music, students must be able to trust their teacher even more so, because they are trusting someone else with their body--their instrument. If a teacher is not prepared to train as well as protect a student's voice, he or she should not be permitted to teach. The well-rounded music teacher must have a wide range of perspectives when teaching vocal music because the learning styles involved with this particular subject are extremely diverse {Vocal Pedagogy Research Articles}.

Essentially, the teacher is teaching the student anatomy, physics, artistry, literature, history, discipline, control, health and wellness, among others. Therefore, the teacher must also be able to use a range of vocabulary in order to convey different concepts to students {Rebekah Side Voice Lessons}. There are

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many concepts in music that have technical terms, but if explained only as such, the student will most likely be confused because of its advanced scientific nature. That being said, the teacher must not only be able to explain the specific term, but also offer a different analogy or way of looking at it so the students can put it into terms more familiar to them. Music requires a wide background of knowledge to be taught thoroughly.

Quality Indicator Two: Student Engagement in Subject Matter: The teacher candidate demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.

I believe, especially in vocal music education, teachers must understand anatomical concepts enough to where they can apply it to various analogies and exercises. Quite a bit of vocal music education has to do with anatomical physics. Most elementary, middle, and early high school students do not have enough prior knowledge of anatomy or physics to apply such terms and concepts to their own bodies.

Therefore, it is the vocal music teacher's job to "translate" for the students. Teachers must develop a plethora of analogies, exercises, physical examples, and music to accompany it in order to explain concepts in multiple ways {Vocal Warm Ups, Voice Teacher Observations, Rebekah Side Voice Lessons}. The learning styles of music are much more diverse than other styles because it deals with an understanding and awareness of one's body that many students have not developed at a young age {Multiple Intelligences Grid}. Different ways to help students gain awareness comes through physical engagement, diagrams, sensory characteristics, musical examples in audio and visual form, readings, essays, treatises, historical background, anatomical references, recorded scientific developments, and many more of the like. Teachers must be able to use any and all of these examples to help their students gain an awareness of vocal production and training.

Quality Indicator Three: Disciplinary Research and Inquiry Methodologies: The teacher candidate understands how to engage students in the methods of inquiry and research in his or her respective discipline.

I believe a teacher should not only know of examples and exercises to practice with students, but also how to execute them. Vocal pedagogy is an extremely delicate practice because students' vocal anatomy is continually changing until the late twenties, criticism is being applied directly to the student’s Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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body (risk of directly affecting students' self-esteem/perspective of themselves), cultural/intellectual/gender-based/physical backgrounds can affect students’ instruments and understanding of music/voice, and other factors that can change the way students perceive teacher examples. Teachers must be aware of each student’s voice and what it needs because each case is extremely individualized.

Teachers can engage students from the beginning, however, while also gaining knowledge of how each voice must be taught by inviting students to listen and sense what is happening in their bodies, and write or speak about it. Inviting student discussion is less common in group vocal education such as a choir because time might not always permit. If possible, however, this practice could make a great difference. By inviting students to discuss what they are experiencing as they walk through each exercise, the teacher is able to hear how they sense, how they learn, and how they perceive the voice {I’ll Tell My Ma/Wake Me A Song - Assessment Sheet}. This not only helps the teacher, but may also help students who do not know how to explain what they are feeling to have more ways to communicate. A teacher can then apply technical and common terminology to what students are feeling so that throughout the semester, the teacher-student dialogue can be clear, concise, and efficient. If a teacher does not take time to develop this collaborative terminology with his or her class, time can be lost to miscommunication as well as enabling a risk of students' vocal health. Outside of vocal terminology and communication, vocal music teachers can have their students "conduct with them," do physical exercises with them, and also walk through music history, musicality, analyzation, and artistic execution to allow the students to see/hear how to create music.

Quality Indicator Four: Interdisciplinary Instruction: The teacher candidate can create and implement interdisciplinary lessons that are aligned with standards.

I believe that all teachers should have a prior knowledge of education standards as set forth by the State of Missouri. This ensures that the same attention is being paid to child development, diversity, and other variables that affect student education. A valuable characteristic of liberal arts is that they all have the ability to overlap. Various interdisciplinary lessons that are necessary in preparing students for the future can be implemented to any subject as long as the teacher is aware and knowledgeable. Regarding vocal

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music education, there are a variety of areas these lessons can be implemented. Because music is a subject that covers not only art but also history, English literature and grammar, foreign language, speech, math, critical thinking, science, ethics, teamwork, leadership skills, psychology, health and wellness, and religion, among other subjects, teachers can find ways to grow students' awareness and knowledge of education standards throughout music lessons {Sugar Plum Fairy Lesson Plan, Nutcracker Field Trip}. Through music, in regards to each of these subjects, teachers cannot only cover the necessary artistic aspects, but also other concepts that pertain to state standards and worldwide values. Music can help students make valuable connections between the liberal arts if music teachers are proactive in engaging with students and other teachers to collaborate and make sure students are hearing consistent values across the board.

Quality Indicator Five: Diverse Social and Cultural Perspectives: The teacher candidate demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, while recognizing the potential for bias in his/her representation of the discipline.

I believe that in any discipline teachers should be aware of their bias as well as understanding of cultural diversity and how that affects their teaching. Specifically in music, there is a wide variety of ways theorists and pedagogical experts believe vocal production should be taught. Because of vocal music's roots in bel canto singing, the attention to correct anatomical execution has been highly implicated. However, bel canto technique was developed at a time when classical repertoire was popular in European and North American culture. As times have changed and new musical tastes have developed to create a range of styles, the understanding of "correct technique" has also been altered. A teacher's vocal training and background can severely affect how he/she understands the voice and, therefore, how they teach "correct" use of the vocal mechanism. Bias in vocal music is extremely dangerous because if a teacher has a voice that is mature and developed to suit a certain style of music and the student has a voice suited to a different style, the teacher could potentially lead the student astray in his/her understanding of vocal production. This could possibly damage the student's voice in the process. Therefore, I believe vocal music teachers should have a firm background in the most consistent factor found in vocal production: anatomy. The structures of

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vocal production in every human body are essentially the same apart from the sinus cavities of the skull, so as long as teachers understand such anatomy, they have a consistent foundation to start with. The basic physics are also the same concerning breath support and resonance. However, the teacher must understand different types of voices and have experience with as many vocal styles as possible so that they can be readily available to help students of all voice types. Theorist Paul Freire believed that teachers must abandon the thought that students are empty vessels waiting to be filled with knowledge. He believed that students are active and creative in the subject and should have dialogues with teachers. "Learners must see the need for writing one's life and reading one's reality." Students deserve to be treated as collaborative individuals who help teachers and other students in their community to experience learning. John Dewey was also a big proponent of this democratic style of learning {John Dewey Theorist Project}. He believed that both students and teachers should be actively involved in decision making within learning. This assures that the students are involved and connected to the material. This also prevents bias and promotes diversity.

When students interact in teacher lessons and activities, they are being active participants in education and therefore influencing the class with their own cultural background and experiences. Freire and Dewey want to highlight that students should always be allowed to question and participate freely without risk of prejudice from others--especially teachers. In music, cultural diversity widens the possibilities of sounds as well as repertoire and can be extremely valuable to an ensemble. Jean Piaget and Dewey also came up with a Theory of Constructivism that has similar implications: Constructivism states that teachers act more as facilitators in education as opposed to feeding students’ knowledge. Constructivism also implicates that students discover just as much with the teacher as they listen and learn what the teacher discusses. These theories are based on connections through real life experiences. If student minds can interact with one another and learn from the different viewpoints each other have, their probability of learning and diverse outlooks are increased.

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Conclusion I believe that teachers should be prepared to answer a variety of questions at the end of their training so that they are knowledgeable and able to discuss multiple aspects of their field with students. A teacher who can engage not just the students who are interested in their subject, but also students with different tastes, is the teacher who will succeed. They do this by developing a myriad of activities and interactive lessons that engage students' senses and interests. A teacher should have a firm knowledge of the vocabulary involved regarding their subject and be able to create a mutual dialogue between student and teacher. This way, classes can move forward efficiently and effectively and can have in-depth discussions about music as it applies to life and the rest of the world.

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Standard 2: STUDENT LEARNING, GROWTH, AND DEVELOPMENT Rationale: Great teachers understand and apply what they know about how students learn and develop for the purpose of increasing students' growth intellectually, morally, socially, emotionally, linguistically, and physically.

Prove your level of understanding of how students learn and develop.

Recommended length: 3-5 pages  Your reflection for this standard should demonstrate:  Knowledge and identification of child/adolescent developmental stages and how you can apply them to students.  Ability to set short-term and long-term goals, organize, implement, and reflect.  Application of knowledge of the theory of learning.  Recognition of diversity and the impact on education. o Awareness of how students' prior experiences, learning styles, multiple intelligences, strengths, and needs impact learning. o Understanding that instruction should be connected to students' prior experiences and family, culture, and community. o Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2) •

Questions for reflection about this standard: 1. Do I understand the important connection between effective lesson planning and delivery?

2. Do I apply research-based "best practices" in teaching and learning?

3. Does my planning and teaching prove that I believe no two students learn in the same way or at the same speed?

4. Do I encourage self-discipline and responsibility for learning and achieving?

5. Do I teach with enthusiasm and confidence to inspire learning?

6. How do my teaching strategies provide learning opportunities that are appropriate to support the learning of students at different levels?

7. Do results show that students are building upon prior knowledge?

8. Do my questioning strategies cover the higher levels of cognitive thinking?

9. Do I address the fact that students do not begin their learning from the same place?

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Writing Guide: Standard 2 – Student Learning, Growth, and Development The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

Introduction: A quality quote or personal anecdote would be an effective way to get and hold the reader’s attention and to express the importance of the knowledge of how students learn and develop. Take the key elements from the quality indicator and transform them into your own “I believe” statements here.

Overview of the standard: Write to each of the prompts to show that you are versed in each of the performance indicators listed below.

A good way to do this is to cite a theorist or state agreement with the best practice related to the indicator.

Then tell how you plan to or have put it into practice in the classroom (this would also be a good place to refer to a supporting artifact). Next, indicate how this practice enhanced student learning or well-being (this would also be a good place to make reference to a supporting artifact consisting of student work or your analysis of student work, but be sure to maintain student confidentiality).

This reflection gives you an excellent opportunity to be a “name dropper.” Use all the names and theories that you have picked up during your courses, especially in Psychology of Teaching and Learning. Piaget, Vygotsky, Brunner, Erickson, Kohlberg, Gilligan, Maslow, Rosenthal, Bandura, Skinner, Gardner, etc. but be sure to not only describe the theory but also tell how you implemented the theory and then how the implementation helped students to learn.

In short, you must show that you can do the following. Be sure to use the three-part paragraph format when addressing each of the quality indicators.

Part 1: State the best practice or key theory on which the quality indicator is founded.

Part 2: Tell how you will (or have) implemented the theory/best practice in your classroom. This is a great place to cite one of your artifacts.

Part 3: State how student learning will benefit or benefited from the classroom practice you implemented. It would be great to have an artifact that shows how student learning was enhanced (or will be enhanced) by your classroom practice.

Quality Indicator 1 – Cognitive, Social, Emotional and Physical Development: The teacher candidate knows and identifies child/adolescent development stages and can apply them to students.

•

Know the cognitive, social, physical, and emotional stages that children go through in their development and show how that knowledge is used to help you in seeing that they are given appropriate task and assessments and instructed at the appropriate level in order to develop in these four areas.

•

Think in terms of Jean Piaget-Cognitive, Lev Vygotsky & Erik Erickson – Social, Handbooks and Articles on Physical Developmental Milestones – Physical

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Quality Indicator 2 – Student Goals: The teacher candidate demonstrates knowledge on how to assist students in setting short-term and longterm learning goals to organize their learning and self-reflect on their overall growth.

• • • • •

The use of a personal student portfolio with student goals, work samples, progress charts, and journal notes such as used in “The Leader in Me Program” would be an excellent way to do this.

Student Homework/Behavior Contracts focus on this indicator.

Marzano speaks to student development and monitoring of goals.

Consider having the students use Cognitive, Affective, and Psychomotor Taxonomy of Educational Objectives – Benjamin Bloom, Editor.

Robert Meager’s Writing Instructional Objectives could be adapted to student goal development.

Quality Indicator 3 – Theory of Learning: The teacher candidate applies knowledge of the theory of learning in all aspects of instructional design in all aspects instructional design.

• •

Provide concrete examples of your use of specific learning theories to instruction, teaching, and learning in your classroom.

Some of the key theorists that have not already been addressed would include Albert Bandura – Social Learning Theory, James B. Watson – Classical Conditioning, Burrhus Frederic Skinner – Operant Conditioning, Bernard Weiner – Attribution Theory

Quality Indicator 4 – Differentiated Lesson Design The teacher candidate recognizes diversity and the impact it has on education.

• • •

Your Exceptional Child class can provide a great deal of information on working with students who have special needs.

Diversity can include socioeconomic class, race, religion, national origin, gender, physical abilities, weight, etc.

Carol Ann Tomlinson – Differentiated Learning and Ruby Payne – socio-economic class are two theorists who discuss how to go about working with diverse students.

Quality Indicator 5 - Prior Experiences, Multiple Intelligences, Strengths and Needs: The teacher candidate is able to plan lessons and learning activities to address a student’s prior experiences, multiple intelligences, strengths, and needs to positively impact learning.

• • •

Show how you learn about your students’ prior experiences e.g., a KWL Chart, Multiple Intelligences e.g., MI Survey, Strengths and Needs e.g., student records, conversations, surveys, pre-test etc.

Related theorist would include Jean Piaget – Prior Experiences Learning Styles - Index of Learning Styles ILS and VARK Learning Style Questionnaire website http://www.engr.ncsu.edu/learningstyles/ilsweb.html

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Quality Indicator 6 – Language, Culture, Family and Knowledge of Community Values: The teacher candidate demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community.

• •

How have you effectively worked with English Language Learners (ELL)? Also think of ethnicity and national origin.

Ruby Payne’s Frameworks of Poverty gives excellent insight and suggestions in working with students and parents of different socioeconomic classes, but particularly with the poor.

Potential Artifacts: • • • • •

Your action research paper from EDPS 383 THE PSYCHOLOGY OF TEACHING AND LEARNING can be used to discuss the application of theory to student development.

Student Leader in Me Portfolio Other papers or activities could also be included from general psychology, child psychology, human development, and exceptional child regarding related workshops, books, etc. Cite the idea/theory/concept and how you used it to help your students learn more effectively.

Related workshops, books, etc. Cite the idea/theory/concept and how you used it to help your students learn more effectively.

Lesson plans, unit plans, and curriculums that emphasizes developmentally appropriate content.

Here are some theorists and theories that you can cite which are related to the reflection on knowledge and development: Jean Piaget (Constructivist Theory, Stage Theory of Cognitive Development and Moral Development) Lev Sigmenovich Vygotsky (Social Learning Theory and Zone of Proximal Development) Jerome Bruner (Cognitive Development) Erik Erickson (Psychosocial Theory of Development) Benjamin Bloom (Taxonomy of Educational Objectives in the Cognitive, Affective, and Psychomotor Domains) Lawrence Kohlberg (Stage Theory of Moral Development using Moral Dilemmas) Diane Gilligan (Ethic of Care Moral Development Theory) Abraham Maslow (Hierarchy of Needs and Self-Actualization Theory of Motivation) Jacob Kounin (Classroom Behavior Management) Robert Rosenthal (Theory of Teacher Expectancy) Albert Bandura (Social Learning Theory) Burrhus Frederic Skinner (Behavioral/Operant Theory of Learning) John B. Watson (Classical Conditioning Theory of Learning)

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Howard Gardner (Multiple Intelligence Theory) Sternberg (Triarchic Theory of Intelligence) Spencer Kagan (Cooperative Learning) Bernard Weiner (Attribution Theory) William Glasser (Choice Theory and Reality Therapy – Schools without Failure) Alfie Kohn (Student Motivation without competition) Carl Rogers (Unconditional Positive Regard) John Dewey (Hands on Learning “Experimental Learning,” Democratic Social Theory) Robert Gagne (Cognitive Theory “Conditions of Learning”) Michael Lujan (Critical Thinking) Robert Meager (Writing Behavioral Objectives) Karen Bohlin (Character Development) William Kilpatrick (Project Method of Learning) Marvin Berkowitz (Character Education – University of MO - St. Louis) Thomas Lickona (Character Education) Kevin Ryan (Six “E’s” of Character Education) © 2009 by Mark D. Engelhardt, Ph.D. This work, nor any portion, may be reproduced without the consent of the author.

Student Learning, Growth, and Development References Developing Critical Thinking Skills • • • • • •

Lujan, Michael http://www.mentoringminds.com (critical thinking) Adu-Febiri, F. (2002). Thinking skills in education: ideal and real academic cultures. CDTL Brief, 5, Singapore: National University of Singapore.

Bass, G., Jr. & Perkins, H. (1984). Teaching critical thinking skills with CAI. Electronic Learning 14, 32, 34, 96.

Bhattacharya, M. (2002). Creating a Meaningful Learning Environment Using ICT. CDTL Brief, 5(3). Singapore: National University of Singapore. Retrieved March 2007, from http://www.cdtl.nus.edu.sg/ Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

Bransford, J.D., Burns, M., Delclos, V. and Vye, N. (1986) Teaching thinking: evaluating evaluations and broadening the data base. Educational Leadership, 44, 68-70.

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• • • • • •

• • • • • • • • • • • • • •

Carr, K. (1990). How can we teach critical thinking? ERIC Digest. ERIC NO. ED326304.

Cardellichio, T. & Field, W. (1997). Seven strategies to enhance neural branching. Educational Leadership, 54.

Freseman, R. (1990). Improving higher order thinking of middle school geography students by teaching kills directly. Fort Lauderdale, FL: Nova University.

Gough, D. (1991). Thinking about thinking. Alexandria, VA: National Association of Elementary School Principals.

Hobgood, B., Thibault, M., & Walbert, D. (2005). Kinetic connections: Bloom’s taxonomy in action. University of North Carolina at Chapel Hill: Learn NC. Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 7, 2007 from, http://chiron.valdosta.edu/ [Revision of paper presented at the Critical Thinking Conference sponsored by Gordon College, Barnesville, GA, March, 1993.

Hummel, J., & Huitt, W. (1994, February). What you measure is what you get. GaASCD Newsletter: The Reporter, 10-11.

Kagan, D. (1988). Evaluating a language arts program designed to teach higher level thinking skills.

Reading Improvement 25, 29-33.

Klenz, S. (1987). Creative and Critical Thinking, Saskatchewan Education Understanding the Common Essential Learnings, Regina, SK: Saskatchewan Education.

Marzano, R., Brandt, R., Hughes, C., Jones, B., Presseisen, B., Rankin, S. and Suhor, C. (1988).

Dimensions of Thinking: A Framework for Curriculum and Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Matthews, D. (1989).The effect of a thinking-skills program on the cognitive abilities of middle school students. Clearing House, 62, 202-204.

Nickerson, R. (1984). Research on the Training of Higher Cognitive Learning and Thinking Skills.

Final Report # 5560. Cambridge, MA: Bolt, Beranek and Newman, Inc. Norris, S.P. (1985). Synthesis of research on critical thinking. Educational Leadership, 42, 40-45. Ó Murchú, D. (2003): Mentoring, Technology and the 21st Century’s New Perspectives, Challenges and Possibilities for Educators. Second Global Conference, Virtual Learning & Higher Education, Oxford, UK. Paul, R.W. (1985). Bloom’s taxonomy and critical thinking instruction. Educational Leadership, 42, 36-39.

Presseisen, B.Z. (1986). Critical Thinking and Thinking Skills: State of the Art Definitions and Practice in Public Schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51, 181-193.

Sousa, D. (2006). How the Brain Learns. Thousand Oaks, CA: Corwin Press.

Tama, C. (1989). Critical thinking has a place in every classroom. Journal of Reading, 33, 64-65.

Thomas, G., & Smoot, G. (1994, February/March). Critical thinking: A vital work skill. Trust for Educational Leadership, 23, 34-38.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Student Learning Growth and Development

by Name Here

Standard 2 - Student Learning, Growth, and Development: The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

Artifacts: • •

Cognitive Development Field Experience Paper Thematic Unit

Introduction: Students develop in many different ways. They all develop intellectually, socially, and personally at different rates. It is important that I am able to identify my students and their different levels of development. In order for my students to learn in the best way possible, I must adjust the content and how it is taught to each student. I believe that, as an educator, I need to fully provide my diverse students with the support necessary to learn and develop.

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Quality Indicator 1 - Cognitive, Social, Emotional, and Physical Development: The teacher candidate knows and identifies child/adolescent development stages and can apply them to students.

As an educator, I believe it is very important to identify the different development stages and apply them to each of my students. One of the main theorists I think of when development is discussed is Jean Piaget and his Cognitive Stages of Development. Piaget “regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment,” (McLeod, 2009). There are four different stages to Piaget’s theory. The theory starts with the sensorimotor stage, birth to two years; then moves to the preoperational stage, two to seven years; then to the concrete operational stage, seven to eleven years; and finally to the formal operational stage, eleven years to adolescence or adulthood. As an elementary level educator, I will be working with students from five to eleven years of age; therefore, a majority of my students will fit into two of Piaget’s stages. One of the stages, preoperational, is the stage in which the children are starting to think symbolically and are egocentric. The other stage, concrete operational, is a pivotal point in a student’s cognitive development because this is when the student is able to start thinking logically.

One way to use this in the classroom is to observe my students with the intent of identifying in what stage they belong. Knowing what stage each student is in will help me identify how to teach each of these individual students. For example, in my Psychology of Teaching and Learning course, I tested three different students to identify their cognitive development stages {Cognitive Development Field Experience Paper}. Out of the three students, two of the students were the same age. It was very enlightening to see how two different students of the same age can be at different levels cognitively. By identifying what level my students are in, I believe that my knowledge of this will benefit them greatly. I will be able to teach to their level by either making the subject more advanced or a little less complex. For example, if the student is in a lower stage of development cognitively, they are not able to understand more abstract information, and therefore, I will have to explain it in a more concrete and factual way that they can understand. I will also be able to know the information they are able to understand and retain.

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Quality Indicator 2 - Student Goals: The teacher candidate demonstrates knowledge on how to assist students in setting short-term and long-term learning goals to organize their learning and self-reflect on their overall growth.

Setting goals, both short-term and long-term, has many benefits. Goals are something that students can strive to achieve. Having a combination of short-term and long-term goals is important because it helps identify what the student needs to be concentrating on now, the short-term goal, and what the overall outcome wanted is, the long-term goal. Goals allow the students to visibly see the progress they have made and achieved and gives them something upon which to reflect. A good way to use this in the classroom is to sit with students, one at a time, and create a few short-term goals and a long-term goal. A good way to do this is to give students a goal binder with different pages that allow for them to track their goals. This way, access to the goals can happen at any time by the student or myself. This also gives the students a visual to look at for their goals. It is important that the short-term goals help the student achieve the long-term goal because that is what will help keep the students motivated and in check while trying to achieve the long-term goal. I believe this is important to do with the students, and will benefit their learning because it is a great way to keep students motivated to learn. It is important with young students that they are always motivated to learn and do their best.

Quality Indicator 3 - Theory of Learning: The teacher candidate applies knowledge of the theory of learning in all aspects of instructional design.

Education is the process of obtaining new knowledge. With elementary level students, they are not only learning new information, but social skills and classroom behavior. It is important as an educator to know how to balance the two while inspiring young minds to continue on to a long life of learning. This is done in the classroom by teaching to each student’s strengths and weaknesses. I can teach to students’ strengths and weaknesses by varying the different types of instruction. I can start a lesson with the whole class to teach the basic content of the lesson, then I can pull students over in small groups or individually to enrich the information they just received or fill in the gaps of what they are not understanding from the

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lesson. This benefits student learning by helping them become stronger in their weaknesses academically, but also using their strengths to understand and comprehend the information taught.

Quality Indicator 4 - Differentiated Lesson Design: The teacher candidate recognizes diversity and the impact it has on education.

It is important to know and understand that each student is different. It is important to embrace the diversity of the classroom and its impact on education. As an elementary educator, I will have a very diverse classroom. There will be students who have disabilities, but there will also be students who are gifted. There will be students who have grown up in America all of their life, and there will be students who just immigrated. I will have students in my classroom who are English language learners, or ELL, meaning they are not very fluent in English and it is their second language. It is important that I give each student the attention they need and help support them in any way possible. A good way to do this in the classroom is to maintain good communication with each of my students. If I have a good relationship with each student, and am able to communicate with them well, it will help them feel comfortable telling me what they need. It is also important to embrace the diversity in the classroom so that each student feels comfortable and accepted for who they are. This will benefit student learning because it will make sure each student gets their needs met and that they are comfortable in their learning environment.

Quality Indicator 5 - Prior Experiences, Multiple Intelligences, Strengths and Needs: The teacher candidate is able to plan lessons and learning activities to address a student’s prior experiences, multiple intelligences, strengths and needs to positively impact learning.

I believe that one of the main duties an elementary level educator has to their students is to evoke a love for learning and curiosity. It is also important to be able to teach to different styles of learning.

Howard Gardner and his Theory of Multiple Intelligences applies to diversity in learning. Each student learns and retains information in a different way. For example, one student might think more visualspatially and thinks in images or pictures. Another student might be strong in musical intelligence and is able to distinguish rhythm and pitch. Some students might work better in groups because they can connect well with people (interpersonal intelligence) while others work better individually because they are more

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intrapersonal. This is done in the classroom through keeping the content interesting to the students by using many different instructional strategies. In one of my courses, I created an entire unit based on weather and storms. Each subject was focused on weather {Thematic Unit}. For example, in social science, we discussed and learned about how natural disasters affect communities. In math, the students worked on patterns using different types of weather that can occur. All of the lessons were themed around weather which helps keep the students interested. Each lesson used a different instructional approach that applies to Gardner’s Theory of Multiple Intelligences. For example, some lessons used cooperative learning to incorporate group work. It benefits student learning to diversify instructional approach, especially with young minds, because different students learn best from different styles of lessons and it helps keep the lessons from becoming monotonous to the students.

Quality Indicator 6 - Language, Culture, Family, and Knowledge of Community Values: The teacher candidate demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community.

It is important that each student is given an opportunity to have an education that that embraces the diversity of their home lives. This creates a sense of community and acceptance between students, and in turn, a better learning environment. A good way to incorporate this is the classroom is to have each student create a cultural museum at the start of the school year. The cultural museum is a few items brought to school from home that mean a lot to each individual student. This is a great way to incorporate their diverse home lives into the classroom for myself as an educator and for their classmates. After each student presents, we will have greater knowledge of each student and their culture. I will then be able to incorporate into the daily lessons things that are represented from each culture. This impacts student learning by giving them familiar aspects in the classroom and embracing their diversity in their home life.

Conclusion It is my duty as an educator to provide my students with a diverse learning experience. Students develop at different rates physically, emotionally, socially, and cognitively. It is important that I am able to distinguish the different stages my students are in, and use this knowledge while educating them. This Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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benefits students by giving them a more personalized education that makes sure they are understanding and retaining the content being taught.

Resources: "Jean Piaget." Cognitive Theory | Simply Psychology. N.p., 01 Jan. 1970. Web. 08 Mar. 2017. <http://www.simplypsychology.org/piaget.html>.

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Standard 3: CURRICULUM IMPLEMENTATION Rationale: Teacher candidates' reflections and artifacts must prove an understanding of and a passion for their subject matter. In the world of "everyday work," teachers are expected to continuously stay up-to-date in their subject area(s) knowledge and research. Your reflection and artifacts should document the ways you will keep your content knowledge fresh and how you have articulated new content knowledge to your students.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate:  Understanding of curriculum and how to create aligned learning experiences.  Knowledge and understanding of learning styles, learning theories, and appropriate strategies for addressing individual student needs.  Knowledge and understanding of differentiated instruction and short-term and long-term instructional goal planning to meet student needs.  Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom.  References to artifacts that support classroom application for each standard. (At least 2).

•

Questions for reflection about this standard: 1. Can I plan backwards (Understanding by Design)?

2. Does my instruction appropriately cover the curriculum?

3. Is my lesson planning detailed enough to meet all potential challenges?

4. How are my lessons directly connected to national, state (including Common Core Standards), and district curriculum standards?

5. Are my planning and instruction data-driven by results?

6. Do my lesson plans address the broad, over-arching ideas, essential skills, habits, and understanding necessary for short-term and long-term learning goals?

7. How do I incorporate the research of "best practices" in my planning for student learning?

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Writing Guide: Standard 3 Curriculum Implementation: The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district and state standards.

Introduction: A quality quote or personal anecdote would be an effective way to get and hold the reader’s attention and to express the importance of long range planning, curriculum, and performance standards. An example of how prior planning has prevented poor performance would be effective. There are a huge number of quotes regarding the importance of planning ahead that could be used. Be sure to show that you are a true believer in the importance of standards, planning, and curriculum. Be sure you have belief statements directly related to all of the key elements of the quality indicator.

Overview: In order for you to show that you understand the theory and best practice underscoring your competency and ability to engage in long-range planning and curriculum development as well as your ability to develop, implement, and evaluate curriculum based upon student, district, and state performance standards you will need to cite the works of various theorists. Some of this will include but not be limited to: Grant Wiggins, Heidi Hays-Jacobs, Carol Tomlinson (differentiated instruction), and Lynn Erickson.

Be sure to cite and show your knowledge of these individuals’ concepts in regard to curriculum.

Quality Indicator 1 – Implementation of Curriculum Standards: The teacher candidate understands the components and organization of an effective curriculum; is able to create aligned learning experiences; can locate national and state standards; and is able to align them to learning outcomes.

Standards include: 1) National Standards such as NCTM – National Council for Teachers of Mathematics, CEC – Council for Exceptional Children etc. (You can go to Council for the Accreditation of Educator Preparation website http://caepnet.org/working-together/member-partners and look up all the specialized professional associations (SPAs) and find their websites and then search for the standards.) The Common Core Standards should also be addressed.

2) State Standards such as the Missouri Grade Level Expectations (GLEs), Show-Me Standards, Missouri Curriculum Frameworks, and Missouri Assessment Program (MAP), etc.

3) Local/District Standards Components and organization of an effective curriculum may include being able to select and create learning experiences which are relevant to learners, and based on the principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired etc.).

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They also would include the identification of student learning goals, activities, assessments, identification of resources, extensions and remedial lessons.

•

A common error pattern is that although the Show-Me Standards are typically referred to, the Curriculum Frameworks and MAP are not. The national standards are not mentioned either. You must check to insure that you have done this.

•

Another error pattern is the failure to prove by using your artifacts that you have designed curriculum that addresses the development of student skills in problem solving, creativity and other higher level tasks as found in Benjamin Bloom’s taxonomy of cognitive skills.

•

A third error involves the inability to demonstrate that you know the difference between a lesson plan, a unit plan, and a curriculum guide and that you can be a full functioning member on a k-12 district or state level curriculum team (you understand alignment, scope and sequence etc.).

Quality Indicator 2 – Lessons for Diverse Learners: The teacher candidate understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.

•

A common error pattern is the failure to prove by using your artifacts that you have designed curriculum based on individual differences and developmental appropriateness.

Quality Indicator 3 – Instructional Goals and Differentiated Instructional Strategies: The teacher candidate understands the concept of differentiated instruction and short-term and longterm instructional goal planning to address student needs in meeting curriculum objectives.

Reflect on, develop, implement, and evaluate curriculum plans relative to long and short-term goals and adjust them to meet student needs, enhance learning, and meet district, state, and national standards. I recommend that each lesson and unit should have such reflections written after their completion with ideas for improving and or re-teaching the lesson.

•

A typical error pattern involves the failure to prove through the use of your artifacts (student work samples, reflections, student evaluations etc.) that you have assessed the effectiveness of your curriculum effort.

Potential Artifacts; • • • • •

Thematic/Unit lesson plans Junior Achievement Thematic Unit if it is written in MBU Lesson Plan Format Photos or copies of student portfolios and work samples Written lesson and unit reflections Reflections from curriculum team meetings in which you have participated

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• • • •

Field experience evaluations Curriculum Maps Work preparing students for the M.A.P. Test Lessons that show you know how to use local, state, and national standards

Theorists Lynn Erikson (Integration of Thinking) www.lynnerickson.net/presentations/Integration_of_Thinking_Summer%202005.ppt E.D. Hirsch Jr. (Core Knowledge) http://coreknowledge.org/CK/about/articles/ Robert F. Mager (Behavioral Objectives Criterion Referenced) http://www.cepworldwide.com/Bios/mager.htm Robert Marzano (Standards, Learning Objectives, Taxonomy of Goals, Assessment) http://www.marzanoresearch.com/site/ Joan Palmer (Integrating the Curriculum and Coherent Curriculum) http://www.ascd.org/publications/educational_leadership/oct91/vol49/num02/toc.aspx Grant Wiggins (Authentic Education, Backward Design, and Understanding By Design) http://www.grantwiggins.org/ Heidi Hays-Jacobs (Curriculum Mapping) http://www.curriculumdesigners.com/ Carol Ann Tomlinson (differentiated instruction) http://www.caroltomlinson.com/ Jay McTighe (Backward Design and Understanding by Design) http://www.jaymctighe.com/ Art Costa (Habits of Mind) http://www.artcostacentre.com/ Madeline Cheek Hunter (Direct Instruction and Mastery Learning) http://www.humboldt.edu/~tha1/hunter-eei.html Hunter, Madeline (1982). Mastery teaching. El Segundo, CA: TIP Publications.

Ralph Tyler The Grandfather of Curriculum Design (Principles of Curriculum and Instruction) http://www.press.uchicago.edu/presssite/metadata.epl?mode=synopsis&bookkey=68250

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Curriculum Implementation

by Name Here

Standard 3: Curriculum Implementation: The teacher candidate recognizes the importance of longrange planning and curriculum development. The teacher candidate implements curriculum based upon student, district and state standards.

Artifacts: ● Given Story, Added Music Lesson Plan ● The Nutcracker Explorations Lesson Plan ● Music and Storytelling Unit

Introduction One can assert that embarking on a field such as education must involve careful planning--the reason being that education requires planning if students are to learn efficiently. Therefore, I understand and believe that long-range planning and curriculum development are absolutely necessary for a successful teaching strategy. Without these, students would feel lost or confused--not to mention it gives a clear direction as to where the students should end up with the completion of each course. Planning and curriculum development accomplish these necessities and more to assure a positive experience. Knowing this, I believe it is imperative that a teacher develops, implements, and evaluates his or her curriculum

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based on each student’s needs. Because planning and curriculum affect so much on a broad level, imagine how it affects a student on an individual level. Each student is different, and because of this, each might need a different course strategy or curriculum. If the teacher is aware of the children's individual needs, he/she can suit his/her lesson plans to satisfy each need adequately.

Quality Indicator One: Implementation of Curriculum Standards: The teacher candidate understands the components and organization of an effective curriculum; is able to create aligned learning experiences; can locate national and state standards; and is able to align them to learning outcomes.

I believe that a teacher should know and understand an effective curriculum and create learning experiences that adhere to national and state standards. In this way, teachers will be able not only to assure students' success in state and nationalized eyes, but also in their own. For example, in my Given Music, Added Story Lesson Plan, my lesson followed National Music Standards 6, 7, and 8 {Given Music, Added Story Lesson Plan}. These standards ensured that students would learn to listen to and evaluable music, evaluate music performances, and understand the relationship between music and other areas of education.

If a curriculum is created to meet the needs of each individual student while also meeting the guidelines provided by other authorities in education, the student will feel accomplished and assured he/she they can move forward in education and excel in whatever area he/she chooses. The organization of such a curriculum takes time and thought. The teacher must be aware of each student's unique situation and how each child learns. The teacher must take note of each child's strengths and weaknesses and how that lines up next to one another. When teaching, it is the educator's responsibility to get everyone on the same level (standards) so that they can move forward at any location--under any teacher--and succeed.

Quality Indicator Two: Lessons for Diverse Learners: The teacher candidate understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.

Because each student has individual needs, I believe teachers should know and be able to apply different strategies and styles for learning so that each need is met. Carol Ann Tomlinson’s Theory of Differentiated Instruction specifies that the more variety there is in the different ways a teacher instructs students, the better the outcome. More so, it states that the more diverse the teaching methods, the more

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needs are met in students. For example, in my Nutcracker Explorations Lesson Plan, I use music, dance, and technology to teach the students ABACA form. This lesson has students listen to a piece of music, learn a hand pattern to understand the form, choreograph their own dance respecting the form, and videotape and critically watch their performances. This lesson reaches auditory, visual, and kinesthetic modalities and can reach a number of learning styles {Nutcracker Explorations Lesson Plan}. Because each student is unique, the teacher must find out what works best for his or her class. Through Differentiated Instruction, teachers can teach with a different style for each concept or lesson. In this way, they meet individual needs while also challenging the other students by not always teaching in the way that comes easiest to them. Furthermore, Abraham Maslow's Hierarchy of Needs states that before each student can grow in a new area, they must have certain needs met in the areas below it. For example, if child A is hungry, but child B had a big breakfast and is ready to have a heart-to-heart with his teacher, the teacher must make sure child A is fed before talking with child B. This is because right now, child A is not at the same level on the hierarchy, and it is the teacher’s job to get them both on the same level so they can grow together. Through Tomlinson's Differentiated Instruction, a teacher should be able to differentiate lessons so that many learning styles are accessible, and through Maslow's Hierarchy of Needs the teacher can then assess when her class has all learned a concept and are on the same page. The goal is to help the class move as a unit, making sure no one gets left behind due to diverse backgrounds and learning styles.

Through the combination of the aforementioned theories, I believe such an assurance is possible.

Quality Indicator Three: Instructional Goals and Differentiated Instructional Strategies: The teacher candidate knows and understands the concept of differentiated instruction and short-term and long-term instructional goal planning to address student needs in meeting curriculum objectives.

Differentiated instruction is necessary because classrooms are diverse: no classroom will have a group of students that learn the exact same way, have the same abilities, nor have the same background.

Each class will have a variety of needs and learning styles to adhere to. As the teacher, I believe it is my job to identify the ways I can vary my instruction and set varied goals so that no student feels left behind. It is my job to familiarize myself with each student's learning styles, and find out different tasks to assign and Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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goals to set so that the students feel they are working towards something that is realistic and attainable. I want students to work towards a goal they can see themselves achieving, but also learn how to effectively navigate how their brains learn. I also want students to achieve short-term goals and set short-term goals for themselves. If they can set short-term goals, they will be able to more quickly and efficiently achieve long-term goals for themselves. If I can set short-term goals for them each day, or even each week, students will be motivated to achieve long-term goals as well. In my Music and Storytelling Unit students learn the components of describing music and the components of storytelling in order to fulfill many short term and long-term goals. At the beginning of the unit I inform students that they will be creating their own story to music, and their own music to a story, as their long-term goals. However, throughout the unit, there is much review and formative assessment to check their progress on analyzing musical components and components of storytelling. When we do a Word Sort, Semantic Mapping, and other learning strategies, the students can see their progress {Music and Storytelling Unit}. These are all important to the learning process. Students need to be able to see their progress to enhance motivation. Furthermore, if the student can identify how they learn, they will be able to set goals for themselves in the future and learn what their varied processes look like when it comes to education.

Conclusion I believe that teachers should be aware of state and national standards so that in the planning of long-range goals and curriculum development, they can make sure each student's needs are met. It is important that a teacher develops a curriculum with each individual need in mind, and that they use Differentiated Instruction to touch on as many learning styles as possible to assure success. The state and national standards should be the framework for the teachers' lesson plans: They should give the curriculum direction, but also help to show teachers where students need to be in order to set realistic goals for each individual. Curriculum development, long-range goals, and planning are vital to a positive teaching experience, and if they are neglected, the outcome of a successful class is not likely.

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Standard 4: CRITICAL THINKING Rationale: Your instructional strategies should demonstrate your ability to incorporate effective practices into your teaching: cooperative learning, multiple intelligences, graphic organizers, critical thinking, problemsolving, higher-level questioning, and technology as a tool for learning. Also, use of varied instructional strategies to accommodate diverse learning styles, intelligences, and specialized needs of students is essential in teaching and learning.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate:  Research-based instructional strategies leading to student engagement in problem-solving and critical thinking.  Appropriate use of instructional resources to enhance student learning.  Use of cooperative, small group, and independent learning.  Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom.  References to artifacts that support classroom application for each standard. (At least 2)

•

Questions for reflection about this standard: 1. Do I try new ideas in the classroom and not just teach what I was taught?

2. Does my approach to teaching include strategies beyond rote memorization?

3. How varied are my approaches to instruction?

4. How do I attempt to "grab" students' attention and maintain engagement?

5. How does my instructional approach motivate students who are not motivated?

6. How do I keep from ignoring seemingly disinterested students?

7. Do I facilitate rather than dictate opportunities for students to learn authentically?

8. Do I infuse technology and diversity in all areas of the curriculum?

9. Do I use technology for personal and professional management?

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Writing Guide: Standard 4 Critical Thinking: The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem-solving, and performance skills.

[SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.]

Introduction: A quality quote or personal anecdote would be an effective way to get and hold the reader’s attention and to express the importance of using a variety of instructional strategies. Obviously, something about the importance of variety would be suitable. Perhaps you could present your anticipatory introduction in a “variety” of ways.

Overview of the Standard This reflection requires that you document your skill in using a variety of instructional strategies to “actively” engage students in learning and that you use this to develop and design activities that increase student achievement. Be sure that you do not confuse an instructional strategy with an instructional activity. Instructional activities are subsets of instructional strategies e.g., a jigsaw activity is a subset of the cooperative learning strategy. Some instructional strategies include cooperative learning, direct instruction, and discovery learning.

Be sure to use the proper terms and names related to instruction such as Indirect/Non-direct, Direct, Cooperative Learning, Problem Based, Differentiated Instructional Strategies, etc.

Remember to use the three-part paragraph starting with a restatement and affirmation of the importance of the best practice (quality indicator) and, when possible, a key theorist whose work supports the use of the best practice. Then tell how you implemented the best practice in your classroom. This would be a great place to reference one of your supporting artifacts. Finally, describe how student learning was enhanced by your classroom practice. Again, this would be a good time to reference an artifact that would support your claim of benefit e.g., a student comment on an end of activity feedback form.

Quality Indicator 1: Instructional Strategies leading to student engagement in problem-solving and critical thinking.

The teacher candidate can demonstrate knowledge of researched-based models of critical thinking and problem-solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.

• •

A typical error pattern is the failure to prove that you go beyond the basics and actually engage students in authentic and powerful problem solving, critical thinking, and performance based activities.

When thinking of higher level thinking skills, refer to Benjamin Bloom and the taxonomy of cognitive objectives (goals).

Quality Indicator 2: Appropriate use of instructional resources to enhance student learning.

The teacher candidate demonstrates knowledge of current instructional resources to support complex thinking and technological skills.

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Show how you use alternative instructional resources, materials, and especially technology to achieve multiple instructional purposes and to meet student needs. Show that you make decisions on what resources to use based on the type of content you are teaching and the needs and skills of the students you are teaching.

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A typical error pattern is the failure to discuss WHY you chose a particular strategy or resource as being the most effective approach based on student needs or nature of the content.

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A second typical error pattern is using only a limited range of instructional strategies and resources e.g., only lecture with guided note taking.

Quality Indicator 3: Cooperative, small group, and independent learning The teacher candidate can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.

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Show that you use a variety of activities based on the content and student needs to provide effective instruction and engagement of the students.

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A typical error is to use a cooperative activity without making a case for why it would be more effective than some other activity.

Potential Artifacts: • •

Your interdisciplinary thematic unit or other unit lesson plans.

Lessons from any of your classes, especially those that involve a variety of techniques focused on critical thinking, problem-solving, and authentic learning activities.

Potential Theorists for Instruction/Lesson Design: *Direct Instruction / Lecture / Concept Attainment Madeline Hunter (Mastery Teaching) http://www.hope.edu/academic/education/wessman/2block/unit4/hunter2.htm Ellen Gagne and Robert Gagne (Events of Instruction) http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchVa lue_0=ED397828&ERICExtSearch_SearchType_0=no&accno=ED397828 http://sites.wiki.ubc.ca/etec510/Robert_Gagne%27s_Nine_Learning_Events:_Instructional_Design_for_D ummies THIS LINK DOESN’T WORK! Barak Rosenshine (Explicit Instruction) http://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf *Indirect / Non-direct Instruction Spencer Kagan (Cooperative) http://www.teach-nology.com/currenttrends/cooperative_learning/kagan/ Dave and Roger Johnson (Cooperative) http://www.co-operation.org/ Robert Slavin (Cooperative) http://www.teach-nology.com/currenttrends/cooperative_learning/slavin/ Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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Lee Schumann (inquiry) http://www.leeshulman.net Hilda Taba (Inductive) https://www.csus.edu/indiv/m/mcvickerb/imet_sites/fundamentals/inductive/ Jerome Bruner (discovery / concept attainment) https://courses.lumenlearning.com/educationx92x1/chapter/concept-attainment/ John Dewey (discovery) https://study.com/academy/lesson/john-dewey-on-education-impact-theory.html “A Study on Thinking” by Jerome Bruner, Jacqueline J Goodnow, and G. A. Austin *Meta-Analysis of Instructional Strategies Robert Marzano https://www.marzanoresearch.com/robert-j-marzano *Classroom Discussion Courtney Cazden (Perhaps America’s foremost scholar on the topic of classroom discourse) http://edlinked.soe.waikato.ac.nz/research/journal/view.php?author=true&id=492&p=1 http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=47&flt=c&sub=all Her email if it is still good: courtney_cazden@gse.harvard.edu *Differentiated Instruction Carol Tomlinson http://www.caroltomlinson.com (differentiated instruction) An Additional Listing: *Presentation and Explaining: Jerome Brunner, David Ausubel, *Direct Instruction (Active Teaching): Behavioral Theorists: John Watson, Ivan Pavlov, Edward Thorndike, and B.F. Skinner *Social Learning Theory: Albert Bandura Concept Teaching: Jean Piaget Cooperative Learning: John Dewey, Spencer Kagan, R. Slaven Problem Based Learning: Lev Vygotsky, Dewey, Piaget

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Critical Thinking

by Name Here Standard 4: The teacher candidate uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills.

Artifacts: ● Research Project Lesson Plan ● Force and Motion Lesson Plan Introduction: “Too often we give children answers to remember, rather than problems to solve.”

-Roger Lewin In his quote, Lewin introduces the idea that children are often given information that they must remember and only remember. Giving students this information does not require them to think at all - just to memorize. This prevents students from developing critical thinking and problem-solving skills that they will desperately need later in life. Each student needs to develop the proper skills to deal with unexpected obstacles and to form opinions and beliefs of their own. A quality educator strives to promote critical thinking in his or her students through requiring students to analyze information, rather than just memorize it.

Quality Indicator 1: Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical Thinking: The teacher candidate can demonstrate knowledge of research-based models of

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critical thinking and problem-solving including various types of instructional strategies, to support student engagement in higher level thinking skills.

It is crucial for students to engage in various levels of critical thinking. In elementary school, which is the level I will teach, most of the instructional time is spent teaching students information that they need to remember for a test. However, it is important that young children begin developing thinking skills for themselves, so that they are able to develop their own opinions and make their own decisions later on in life. When thinking about different levels of critical thinking, Benjamin Bloom comes to mind. Bloom developed the Theory of Bloom’s Taxonomy, which is a pyramid of learning levels ranging from remembering the material, to creating something based off of the material. A lesson plan that I developed in one course helps exhibit this idea {Research Project Lesson Plan}. In this lesson, students were asked to first learn about research techniques, then research, then produce two learning products. The first of these was a short paper, while the other required them to use the website, Canva. For the creation of this second learning product, students had to analyze the information they learned and pick out the most important parts to put in their online poster, which they would then have to share with the class. In this lesson plan, students reached several different stages of Bloom’s Taxonomy, even the highest level: creating. Incorporating different levels of thinking and instructional strategies helps engage each student in the classroom. Student engagement fosters less behavioral problems and more student learning.

Quality Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning: The teacher candidate demonstrates knowledge of current instructional resources to support complex thinking and technological skills.

Instructional resources play a large role in student learning. If used correctly, instructional resources have the ability to allow students to learn more and interact more with material. In my classroom, I will utilize textbooks, presentations, technology and more to accomplish the needs of my students. In my field experience observations, I witnessed my cooperating teacher utilizing several technology resources to better accommodate the needs of her students. For example, during one class period, she used Plickers to help her students review for an upcoming math test. This incorporation of technology helped her students review the

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material, while having fun. I will also utilize videos as an instructional resource. During my observations, my cooperating teacher used videos to help introduce new material to her students, which excited them for the upcoming unit. In one of my lesson plans, I used this idea {Force and Motion Lesson Plan}. My presentation began by showing two videos involving motion to the students. Without telling them what the new unit was about, I had them watch the two videos and think about what they would be learning. This successfully got the class thinking about motion and what motion is. Through the use of various instructional resources, students are able to engage in material in a new way. This increases student engagement, helps to teach students new skills, and promotes critical thinking.

Quality Indicator 3: Cooperative, Small Group, and Independent Learning: The teacher candidate can demonstrate knowledge of strategies for facilitating multiple configurations for student learning, including cooperative, small group, and independent learning.

It is important for a teacher to engage his or her students. Classroom engagement helps avoid many behavioral problems and allows for students to better learn the material. One way to promote healthy student engagement is through incorporating a variety of learning situations for students - including individual learning and cooperative learning. In my Force and Motion lesson plan, I incorporated three different learning configurations. During the lesson, I allowed students to work with a partner to brainstorm answers to the questions I asked throughout the presentation. This activity was followed by a group project, in which students worked in groups of four to create a song to help them remember the material. Finally, students were given an exit slip that they completed individually. Through the incorporation of these three activities, I was able to ensure that each student had an experience that fit his or her specific needs throughout the course of the lesson.

Through my field experience, I have noticed that partner and small group work helps increase student engagement. The students in the class I observed were instantly more interested in each worksheet or activity they were assigned, as long as they got to do it with one of their friends. Lev Vygotsky’s Theory of the Zone of Proximal Development helps explain this. Vygotsky believed that students were able to

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accomplish more if they worked in collaboration with others to achieve more. During my specific lesson, I was able to see this in action. As I observed students working in their small groups, I saw their ideas building off of one another. As a group, each student was able to achieve more than they would have if the assignment had been individual. An incorporation of different learning configurations helps to reach every student and encourages students to engage further into the material.

Conclusion: Critical thinking is an idea that should be built upon in every classroom. Students should be given many opportunities to think for themselves. Critical thinking can be enhanced through partner and group activities in a classroom. Through collaboration, students are able to see alternate viewpoints or information, which requires students to work together to produce a common product. Students need to have variety in all learning experiences. They need to be able to both learn the material and analyze it themselves. They need to be able to engage individually in material, but also have a chance to work with one another. The key to student success lies within incorporating both of these.

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Standard 5: POSITIVE CLASSROOM ENVIRONMENT Rationale: Your first priority is to develop a smoothly running classroom community where students are motivated and engaged in meaningful activities that support their learning. Students will be taught good organizational skills, and teachers will exemplify them to their students to reinforce the benefits of an organized life and classroom.

In real life, work is completed by a series of mental or actual checklists. Efficiency is an ongoing exercise in being proactive, prioritizing, communicating, and following-through during your life and career.

Recommended length: 3-5 pages

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Your reflection for this standard should demonstrate: o Recognition of the importance of the relationship between classroom management, motivation, and engagement strategies and techniques. o Management of time, space, transitions, and activities. o Influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning. o Engagement of students in decision-making. o Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2)

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Questions for reflection about this standard: 1. How are students disciplined and self-directed with daily routines?

2. How do your students exhibit mutual respect toward one another?

3. Are rules, responsibilities, consequences, and classroom procedures clear to students?

4. Are grading methods understood by students, parents, and administrators?

5. Are consequences swift, consistent, and commensurate with the infraction?

6. Are students involved in planning and leadership roles in the classroom?

7. Are crisis plans communicated to students, parents/guardians, and administrators?

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Writing Guide: Standard 5 - Positive Classroom Environment: The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

Related legislation: Senate Bill 291 Section 161.380.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.

Introduction: Use an example of how you helped a student with a particularly difficult behavior or motivation problem. Perhaps you are particularly proud of a proactive/pre-emptive activity you use to set the tone for your classroom. A quote regarding the importance of the teacher in establishing positive behavior in the classroom or encouraging and motivating students to perform at their peak would be effective.

Overview of the Standard Without a well-managed and motivational classroom, little can be accomplished in the way of learning. Of course, the goal that you are working toward is a class of self-disciplined and intrinsically motivated students. Here you have to show how you have reached this goal. Of course, a comprehensive behavior/motivation management plan that covers any behavior that would either enhance or disrupt the learning process should be addressed. With the plan, I hope that you can make it clear that you are PROACTIVE in dealing with both behavior and motivation. Be specific in how you instill a tone of mutual respect, self-discipline, and self-motivation in your classroom. The key is not so much how you react to discipline incidents as to how you proactively prevent them. Obviously, clear transitions, and engaging, interesting lessons that meet the felt needs of the students are key elements in maintaining motivation and good behavior. You should also know the theories supporting your management decisions. Some theorists that you should know and cite include: B. F. Skinner (behavioral), Lee Cantor (assertive discipline), John Covaleski, Jacob Kounin, Harry Wong, and Asberg (attribution theory).

You should show that you have the following qualities. Begin each quality indicator paragraph with the Quality Indicator rephrased as the thesis/topic sentence indicating that you implement the quality in your classroom. Identify artifacts that support the classroom practice. End each paragraph with “The students’ learning benefited from the practice by…” and include a reference to an artifact showing this.

Quality Indicator 1: Classroom management techniques: The teacher candidate knows how classroom management, motivation, and engagement relate to one another and has knowledge or strategies, and techniques for using this to promote student interest and learning.

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You will want to add in the Standard 5 concept regarding “to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation (selfdiscipline).” Names like Abraham Maslow “Hierarchy of Needs,” Albert Bandura “Social Learning Theory,” Burrhus Frederic Skinner “Operant Conditioning and Behavioral Theory,” Lee Cantor “Assertive discipline,” and Bernard Weiner “Attribution Theory” should be discussed along with their theories, practices, and how you have put them into practice to enhance student learning.

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A typical error pattern is that many students do not indicate that they know the limits to external behavior strategies and motivators.

Quality Indicator 2: Manage time, space, transitions, and activities: The teacher candidate demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.

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You will want to do all of this effectively and in a confident organized manner. Show that you are prepared or even over prepared, that you have clear effective transitions, and all your materials ready and organized as well as the room. Harry Wong will be your best theorist and source of information regarding classroom procedural skills.

Quality Indicator 3: Classroom, school, and community culture: The teacher candidate recognizes and identifies the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.

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Identify ways that you can engage students in decision making activities in the classroom, school, and community. You will want to look at articles on conducting effective “Classroom Meetings.”

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A typical error pattern is when you do not show that you developed the classroom rules with the students. You may have other examples of shared decision making with or among the students.

What kinds of collaborative and engaging learning experiences have you developed?

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Show that you create an environment that encourages positive social interaction, active engagement, and self-motivation. Be specific in how you do this. Perhaps you can show that you have worked collaboratively on the classroom management/discipline plan.

Potential Artifacts: • • • •

Your behavior management/motivation plan is the primary document for this standard.

Lessons that feature collaborative and engaging activities, teach organization skills, and develop rules and procedures as a group can be used as artifacts.

Field Experience evaluations regarding your ability to motivate, manage behavior, share decision making etc.

Video tapes showing your use of motivational and behavior management techniques.

Behavior Management and Motivation Theorist: Be sure to include at least one artifact and two theorists in your reflection. Some potential theorists: B. F. Skinner (behavioral) https://www.simplypsychology.org/operant-conditioning.html Lee Cantor (assertive discipline) http://www.canter.net , Forrest Gathercoal http://www.dock.net/gathercoal/judicious_discipline.html ,

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Alfie Kohn http://www.alfiekohn.org/index.php , Richard Curwin and Allen Mendler (Discipline with Dignity) https://www.educationworld.com/a_admin/admin/admin534.shtml Jacob Kounin https://www.theedadvocate.org/edupedia/content/what-is-the-kounin-model/ Harry Wong http://teachers.net/gazette/wong.html , Asberg and Benard Weiner (attribution theory) http://www.learning-theories.com/weiners-attributiontheory.html , William Glasser http://www.wglasser.com/

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Positive Classroom Environment

by Name Here

Standard 5: Positive Classroom Environment: The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

Artifacts: ● Classroom and Behavior Management Plan ● Motivation Plan ● Choral Philosophy Introduction I believe that an understanding of individual and group motivation and behavior creates a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

I must be aware of the social environment of my classroom because if students do not feel comfortable enough to express and interact, they will not be able to engage effectively nor, therefore, make connections to the material being taught. I can promote positive interactions for my students through effective classroom management, motivation, engagement, and harmony through knowledge. If I wish for my students to have a positive and educational experience in my classroom, I will assure a positive learning environment as best I can.

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Quality Indicator One: Classroom Management, Motivation, and Engagement: The teacher candidate knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.

I believe that my responsibility, as a teacher, is to exemplify adequate classroom management while also staying involved and engaged throughout lessons. Furthermore, if my students see me managing the classroom while also staying motivated and engaged throughout the school year, they will see the positive outcomes that accompany such behavior. As a teacher, I must be sure that my classroom is under control at all times as well as ensuring my students that I am engaged and involved in the learning process {Behavior Management Plan}. I am not there to simply supervise their learning, but to engage and experience life with them on a daily basis. Prevention plays a key role in classroom management, and I will do my best to have relationships with my students in order to maintain a positive environment. The positive balance of such qualities helps to ensure a classroom that is productive as well as impactful. I believe classroom management, motivation, and engagement should not be independent entities, but a unit that functions cohesively. There are ways I can manage my classroom that directly influence motivation and engagement such as relationship building, group activities, interactive reward systems, long-term goals, attention to answering all-encompassing questions that can be applied and answered throughout the semester, and so on {Choral Philosophy}. A positive environment consists of a well-managed classroom as well as motivation and engagement in multiple aspects.

Quality Indicator Two: Management of Time, Space, Transitions, and Activities: The teacher candidate demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.

I believe it is a classroom necessity to manage time, space, transitions, and activities in order to maximize learning. If students are not given the tools to move from concept to concept clearly--between transitions and activities--their overall learning could be affected. Students need a clear, concise order of events to ensure that each lesson has a distinct start and finish. This also encourages students to look at the big picture--making broad connections and “filing” information in an effective way. Maria Montessori developed a theory about student learning based on the effectiveness of mixed-age student interaction, Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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student choice of activity from a host of relevant options, blocks on consistent work time, and discoverybased learning. I believe, based on this theory, that my activities and time given on such activities has an effect on my students. I am prepared to give them responsibilities in the classroom (selecting different musical activities, music for concerts, instruments, concert attire, etc.) so that they take ownership of their learning {Motivation Plan}. In this way, learning can be a more collaborative activity. I am also prepared to give students ample time on various activities to further ensure learning. I hope that my students will be able to leave my classroom each day and have a clear take-away based on what we learned that day. If I do not ensure clarity in the classroom through identifiable concepts/activities/lessons, I will fail to help my students succeed in practice outside of class. Students must be able to recall the examples we do in class so that when they are on their own with homework, they will be able to easily and effectively apply their knowledge. Furthermore, management of time, space, transitions, and activities in the classroom affects my lesson plans as a teacher. I should be able to plan my lessons and expect to cover what I planned through effective control of such factors. To ensure the most success for my students, it is my responsibility to keep my classroom on track throughout the school day and the school year.

Quality Indicator Three: Classroom, School, and Community Culture: The teacher candidate recognizes and identifies the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.

I believe that classroom, school, and community culture has an influence on students’ relationships as well as the learning environment. I believe Lev Vygotsky's theory of learning should be considered; Vygotsky believed that students’ learning is impacted by their social interactions. After a teacher transmits information, the next step in learning is for the student to have independent interactions with his or her peers in order to experiment with the knowledge given. These social interactions help students to make connections in context and make learning much more effective. However, Vygotsky's theory can be directly affected by the culture of the classroom, school, and community. For example, if a student feels he or she cannot express values or thoughts to peers without judgement, the student may not feel the environment is comfortable and, therefore, cannot effectively interact/learn {Motivation Plan}. Culture directly affects the Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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way students learn because students' culture affects how they interact with one another. Such interactions can be positive or negative based on the background differences. It is my job to address these differences and promote harmony through knowledge of each background. I want my classroom to be welcoming to every culture. Learning can even be maximized through such knowledge because, then, students are not just learning academic concepts, but concepts that are applicable in all life situations.

Conclusion I believe that positive social interaction, positive learning environment, and active engagement/motivation will maximize my students' experience in my classroom. I hope to make them feel comfortable so that as they go out into the world they feel amply prepared to not only use what they learn on an academic level, but a social one as well. Part of education is promoting healthy worldviews and interactions while also helping students to be academically sound. As a teacher, I can help students to be well-rounded individuals through cultivating a range of experiences for them that are all positive and affirming.

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Standard 6: EFFECTIVE COMMUNICATION Rationale: Communication includes the written and spoken word, tone, gestures, body language, and physical expressions. Some have said that 15% of your communication comes from what you say, and 85% comes from how you say it. That is powerful. If you use poor grammar, slang terms, or a negative attitude when you communicate, then the image you project when you communicate will diminish the importance of your message. Effective communication can make the difference in your career.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate: o Effective verbal, nonverbal, and communication techniques. o Development of sensitivity to differences in ethnicity/race, exceptionalities, socio-economic status, and English Language Learners in classroom communication and in responses to students' communications. o Facilitation of learner expression in speaking, writing, listening, and other media. o Skills in using a variety of media communication tools. o Knowledge of at least two theorists, their beliefs and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2)

•

Questions for reflection about this standard: 1. Do I express myself effectively, both in verbal and nonverbal communications?

2. Is learning facilitated by positive and effective communication?

3. Do I make every effort to contact parents/guardians regarding problems and progress?

4. Are my communication efforts free from grammatical and spelling errors?

5. Do I respond to student, parent/guardian, administrator, colleague, and other communications in a timely fashion?

6. Do I model effective communication practices for my students?

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Writing Guide: Standard 6 – Effective Communication: The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.

Introduction: A quote on the power of communication would be helpful. A personal anecdote on how communication with students, colleagues, parents, etc. helped your ability to teach a lesson(s) so that students could learn more effectively would also be good.

Analysis As an overview, you might discuss letters to the parents in which you introduce yourself or a lesson or behavior management plan. If you have used a video tape of you teaching, or of students presenting a play or presentation, that would also be a good reflection point. You may want to quote the evaluation portions of your field experience regarding your communication ability. Another good item to show your skill at communication would be newsletters for your class, perhaps even ones in which students have helped write and publish elements of the paper. Other examples may include email sent to parents, feedback sheets on student work or behavior, phone calls or phone call notes or records, home visit records, happy grams sent home, or a classroom website all can form good artifacts on which to demonstrate your ability to communicate.

Quality Indicator 1 – Verbal and Nonverbal Communication: The teacher candidate understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.

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One of the ways to show this is via video recordings of you teaching lessons to students during your field experiences. This is one reason you will want to record all of your field experience lessons.

You can also use the appropriate section of your field experience evaluations.

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A typical error is the failure to address nonverbal communication. Look up some articles and books on body language and use your videos to analyze and make your nonverbal communication skills more effective.

Quality Indicator 2 - Sensitivity to Culture, Gender, Intellectual and Physical Differences: The teacher candidate develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.

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Examples of sensitivity would be when you use “people first” language, such as a “student with learning disabilities” versus a “disabled student.” Using “ladies and gentlemen,” instead of “you guys,” shows gender sensitivity.

Quality indicator 3 – Learner Expression in Speaking, Writing, and Other Media: The teacher candidate develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.

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Giving students the opportunity to work on projects in which they could present the results in a speech, via a PowerPoint, post the results on the web or blog about it, make a video presentation etc. would all show your interest in improving learner expression. Do you have a lesson on developing listening skills? If so, that would be a good artifact.

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A typical error is not showing how you improve and develop your students’ communication skills.

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Another error pattern is not indicating how you help students develop their skill in nonverbal and media modalities of communication.

Quality Indicator 4 – Technology and Media Communication Tools: The teacher candidate develops skills in using a variety of technology media communication tools.

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Use examples of lessons that make effective use of Power Points, video presentations, Web Quest, SMART Board and SMART Notebook, classroom website, classroom blogs, email, recorded homework messages, SMART Board projector, computer skill development programs, etc.

Potential Artifacts: • • • • • •

Newsletters you have made.

Student produced speeches and media presentations.

A lesson on developing listening skills.

Letters to parents you have created to introduce a lesson, unit, policy, behavior management plan, yourself as a student teacher.

Evaluations concerning your ability to communicate from EDCL 211 and EDCL 411 and student teaching should be included in the introduction section.

Email sent, feedback sheets on student work or behavior, phone calls or phone call notes or records, home visit records, happy grams sent home, or a classroom website all can form good artifacts. The communications can be to students, parents, colleagues, administrators, agencies.

Theorist and Theories: Educational Theorist Website http://www.nwlink.com/%7Edonclark/hrd/history/history2.html Communication Systems Theory: http://www.youtube.com/watch?v=AUHeTuHOWdw Anderson, R., & Ross, V. (1998). Questions of communication: A practical introduction to theory (2nd ed.). New York: St. Martin's Press. 40-43 Cragan, J. F., & Shields, D.C. (1998). Understanding communication theory: The communicative forces for human action. Boston, MA: Allyn & Bacon Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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Griffin, E. (2000). A first look at communication theory (4th ed.). Boston, MA: McGraw-Hill Griffin, E. (1997). A first look at communication theory (3rd ed.). New York: McGraw-Hill Infante, D. A., Rancer, A. S., & Womack, D. F. (1997). Building communication theory (3rd ed.).

Prospect Heights, IL: Waveland Press. 90-98 Littlejohn, S. W. (1999). Theories of human communication (6th ed.). Belmont, CA: Wadsworth. 40-60, 56-60 West, R., & Turner, L. H. (2000). Introducing communication theory: Analysis and application. Mountain View, CA: Mayfield. 244-245 Wood, J. T. (1997). Communication theories in action: An introduction. Belmont, CA: Wadsworth. 189198 Interpersonal / intrapersonal communication: Interpersonal: http://www.pstcc.edu/facstaff/dking/interpr.htm Intrapersonal: http://smallbusiness.chron.com/effective-intrapersonal-communication-36895.html Nonverbal Communication: http://nonverbal.ucsc.edu/ Body Language by Julius Fast How to Read a Person Like a Book by Gerard I. Nierenberg, Henry H. Calero Effective Written Communication: http://www.ideafit.com/fitness-library/effective-written-communication Communication with Diverse Groups: http://www.pbs.org/speak/education/curriculum/high/aae/ How to improve teacher – student communication: http://www.ehow.com/how_7680506_improvecommunication-between-teachers-students.html William Glasser: http://wglasser.com/ Glasser, W. (1998a). Choice theory: A new psychology of personal freedom. Los Angeles: HarperCollins.

Glasser, W. (2000). Counseling with choice theory: The new reality therapy. Los Angeles: Quill.

Glasser, W. (2004). Every student can succeed: Finally a book that explains how to reach and teach every student in your school. Los Angeles: The Glasser Institute.

Glasser, W. (October 19, 2004). Seminar on reality therapy. Loyola University and Baltimore, Maryland.

Counseling Innovations.

Glasser, W. (1998b). The quality school: Managing students without coercion. Los Angeles: Harper Perennial.

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Glasser, W. (1998c). The quality school teacher: A companion volume to the quality school. Los Angeles: Harper Perennial.

Glasser, W. (1995). Reality therapy with a simulated client [training video]. The Milton Erickson Foundation (producer).

Glasser, W. (1969). Schools without failure: The controversial new book by the author of reality therapy.

San Francisco: Harper and Row. Glasser, W.

(2000). Reality Therapy and Choice Theory. Retrieved September 27, 2004

Lennon, B. (2000). From "Reality Therapy" to "Reality Therapy in Action". Retrieved September 27, 2004 Terry Pearce (Leadership Communication): http://www.terrypearce.com/ http://www.youtube.com/watch?v=nudbmNfJ_4E Marc Prensky (Digital Communication): http://www.marcprensky.com/ Harry Wong

© 2004, 2012, 2013 No portion of this work may be used without the express consent of the author.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Effective Communication

by Name Here

Standard 6: The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.

Artifacts: ● ● ● ● ● ●

Lesson Plan Project Website Evaluation paper Twitter Project Multimedia Project Behavior Management Plan Teaching in a Diverse Society Reflection

Introduction While in Indonesia, I was often asked of my college major. When I mentioned that I was in music education, the natives asked if I would sing for them and give them lessons in voice as well as English. So, taking what I have learned about communication thus far in my education, I prepared for the lessons by getting an English to Bahasa dictionary and looking up essential words and phrases in Bahasa that would be necessary for an effective voice lesson. I also went to the local book store (not having brought any of my diagrams from home, or having access to the internet) to get books written in Bahasa on anatomy and various breathing techniques to illustrate what’s happening in different areas of the body while singing.

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However, the blessing of music is that if I have access to a piano and my own voice, I can demonstrate and have my students perform exercises with me to learn effective techniques. I truly believe effective communication is necessary for education, and for this reason, I did my best to bridge this language gap as best I could. I think the combination of the necessary terms and diagrams from the books I bought, as well as helping my students connect diagrams of vocal processes to vocal processes in their own mechanism, helped the concepts come alive. I left copies of the diagrams as well as paper explanations and voice recordings of lessons with my students in Indonesia. Our interactions were very specific, so I wanted to be sure they had material that could reiterate and communicate the lessons to them in my absence. My students seemed to make some very helpful and healthy connections, and I believe I grew immensely as a teacher. I will treasure these experiences forever.

As a teacher, I believe one should model effective verbal, nonverbal, and media communication with students, colleagues, and parents to foster active inquiry, collaboration, and supportive interaction in the classroom. Clear and positive communication with ample follow- through promote a classroom that is open and comfortable for all who inhabit it, not to mention, if the teacher and parent are also effectively communicating, there will be fewer chances of miscommunication over all. When the teacher has a positive and well-defined communication style, students, colleagues, and parents never feel as though they have to guess or tread lightly when interacting with said teacher. This creates an environment that is open to inquiry, collaboration, and support from all sides. Such an environment served by effective communication should be a goal of all aspiring teachers.

Quality Indicator One: Verbal and Nonverbal Communication: The teacher candidate understands the importance of and develops the ability to use effective verbal, nonverbal, and communication techniques.

I believe that a teacher must be aware of his or her verbal and nonverbal communication techniques because he or she is in a position completely reliant on these factors. Teachers must develop a "bag of tools" so to speak, in order to communicate effectively. They need to learn what effective language is, the difference between negative and positive reinforcement, differences in body postures and language, and Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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even the different ways their own communicative habits can affect teaching {Behavior Management Plan}. If they do not explore these aspects of communication, they risk not only ineffective education, but a negative example for students. Teachers must be aware of body language and demeanor at all times to assure healthy messages are being sent. A teacher's verbal and nonverbal communication can tell a student a lot about how a teacher feels about the student’s work, lesson, and even the student as a person. Effective communication enables students to not only able to understand concepts but learn how to communicate with others. Students often observe their teachers more than any other adult, so teachers' examples become much more important. By developing good communication techniques, the teacher will be able to assure their intentions are clear and receivable.

Quality Indicator Two: Sensitivity to Culture, Gender, Intellectual, and Physical Differences: The teacher candidate develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in responses to student communications.

I believe that teachers must also be aware of the various possibilities involved with students' communication. It is possible that a teacher may have different cultures, genders, intellects, and physical abilities among his or her students, and it is the teacher's job to recognize and adapt communication to fit the students’ needs. In the experience I had in Indonesia, I had to make sure that I knew vocal terms in Bahasa so that I could communicate with my students in a way they could understand. Teachers should foster positive communication across the board and be sure that each student feels understood regardless of his/her communication style. Through awareness of various factors that affect communication in students, the teacher can come up with different ways of teaching lessons. These lessons will not only meet students’ needs, but will also help students to communicate in various ways as well as what makes sense to them {Teaching in a Diverse Society Reflection}. This way, students can explore new forms of expression and learn about adapting when necessary. The more options and outlooks presented to students, the more resources they have to communicate when they need to communicate. Through teacher awareness of various cultural, gender-based, intellectual, and physical influences on communication, students have a greater chance of success in the learning process.

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Quality Indicator Three: Learner Expression in Speaking, Writing, and Other Media: The teacher candidate develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.

I believe that teachers should develop the ability to facilitate learner expression in speaking, writing, and other media through activities, assignments, and various lesson structures. A teacher can help students develop varied communication techniques by giving guided assignments involving speech, writing, discussion boards, and multimedia presentations {Multimedia Presentation, Discussion Board}. A teacher can also lead by example, using a combination of lectures, reading assignments (exposing them to different writing styles), and other communication examples such as Twitter, Diigo, Power Points, handson experiences, music, and video presentations {Twitter, Lesson Plan Project}. Exposure to these styles of communication helps students discover how they learn best. Theorists such as David Kolb and Neil Fleming have come up with various learning styles that are directly affected by communication. Kolb states that learning is based on experiences one has with how a concept is communicated. He states that there are practical doers (hands-on, directly doing taught process), practical applicators (applying said process), imaginative learners, and theorist learners. These styles are directly affected by communication because, depending on how a teacher decides to communicate a lesson, one student would benefit more than another. Similarly, Fleming states that students are visual, auditory, readers/writers, or kinesthetic learners. Because there are various ways students learn, there must also be coordinating ways teachers communicate lessons to their students.

Quality Indicator Four: Technology and Media Communication Tools: The teacher candidate develops skills in using a variety of technology and media communication tools.

I believe that teachers should be knowledgeable regarding how many resources are available for use in communication. Because of the modern age, many students are growing up in a world in which communication is varied. Even 50 to 70 years ago computers were nearly non-existent. In the age of virtually inescapable cell phones and iPads, teachers will soon be competing (if they are not already), with "screen addictions" and the inability of students to communicate face-to-face. Teachers will need to be

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familiar with closed Facebook groups, web pages, emails, blogs, YouTube, iTunes, SmartBoards, Twitter, Google Drive, among others in order to communicate with students in a way with which they are familiar {Website Evaluation, Twitter Project}. With the implementation of one-to-one iPad programs in many public schools, writing is not a skill many students have anymore. Because they are not asked to use those skills, students cannot call on them readily if need be. Teachers are presented with a bit of a dilemma. They have to teach differently than they were taught. However, regardless of these circumstances, teachers are still responsible for teaching their students in the way that benefits the students first. A variety of communication skills will help teachers to be prepared for any and every situation that arises in the coming years.

Conclusion A well-rounded teacher is a teacher that is not only clear in his or her communication style, but is readily able to adapt based on classroom make up. This includes differences in culture, gender, intellect, ability, circumstance, and technology variables. Furthermore, a teacher who has varied but concise communication is able to interact not only with students effectively, but also with parents and colleagues.

All of these factors contribute to a healthy learning environment for students which is always the first priority.

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Standard 7: STANDARD ASSESSMENT AND DATA ANALYSIS Rationale: Accountability and data are required by the Department of Elementary and Secondary Education (DESE).

Teachers must use and analyze formative and summative assessment results to improve instruction, learning, and achievement for administrators and DESE. Teachers are held accountable for state testing results, and in many areas, achievement results are tied to pay and employment. In addition, a variety of assessments should be utilized, including interactive student-teacher methods that encourage student selfassessment and evaluation.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate: o Use and analysis of formative and summative results. o Understanding of how assessment data can be accessed and used to improve instruction for improved learning and achievement. o Understanding and analysis of a variety of self and peer assessment strategies and their purposes to prepare students for high-stakes testing. o Students setting their own learning goals based on teacher-led instruction. o Knowledge of assessment strategies and tools, including collection of data by observation of classroom interactions, higher order questioning and analysis, and the effect of class instruction in individual and whole-class learning. o Use of ethical and legal implications of confidentiality of student records and analyzation strategies to communicate student progress to students, families, colleagues, and administrators. o Understanding of the department/grade level/school data analysis process. o Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2)

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Questions for reflection about this standard: 1. Do my assessment strategies reflect what my students will have to do in the real world?

2. Do I use data results to improve my instruction and student learning?

3. How do I assess students according to their learning styles and diversity?

4. How do I use varied formative and summative assessment strategies?

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Writing Guide: Standard 7 – Standard Assessment and Data Analysis: The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.

Introduction: A quality quote or personal anecdote would be an effective way to get and hold the reader’s attention and to express the importance of the knowledge of student evaluation. Perhaps you could make your introduction in the form of a test. Be sure to restate the QI in the form of belief statements spoken in your own words and from your own experience.

Standard Overview: One of the key points to make is that you assess students’ performance in multiple ways i.e., that you don’t just use paper and pencil multiple choice tests. In fact you will want to make sure that you show you use evaluation that is informal (Madeline Hunter, individual and group checks for understanding i.e., thumbs up), formal (student portfolio using a sample or photo and the rubrics used by you and the student or student’s peers to evaluate it), formative in which the students use the feedback to monitor and guide their growth, and summative (the final evaluation). You will also want to have evidence that you have kept records and that you have USED them to plan for continuous intellectual, social, and physical development.

All field experiences including student teaching should provide you with lessons and experiences in which you assess or evaluate students formally and informally and provide feedback to them and their parents. Your unit plans should include interactive, authentic, and varied evaluation and questioning methods that encourage students to use higher thinking skills (you can reference Benjamin Bloom’s Taxonomy). The supervisor’s and/or cooperating teacher’s formal evaluation(s) of those experiences, especially where an anecdote or statement regarding your dealings with diverse students should be included.

Some theorists you should be able to cite as the basis of your decisions and actions include, but by no means are limited to: Robert Mager, Kay Burke, Rick Stiggins, Grant Wiggins, Jay McTighe, Carol Tomlinson (differentiated), Mike Fulton (Pattonville School Dist.), Benjamin Bloom.

The Quality Indicators: Be sure to start each of the quality indicator paragraphs with a thesis sentence restating the teaching best practice/quality indicator. Then give some detailed and concrete examples of how you implemented that practice in your classroom citing artifacts as supporting evidence. Lastly, tell how student learning and development benefited from your classroom practice, again using artifacts to support your assertions.

Quality Indicator 1 – Effective Use of Assessments: The teacher candidate has knowledge of the development, use and analysis of formal and informal assessments.

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Show that you can use and develop assessments based on observations, student portfolios, teachermade tests, performance tasks, projects, student self-assessments, authentic assessments, standardized assessments and tests, etc.

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A typical error pattern is not discussing issues of validity or reliability, especially regarding formal standardized assessments.

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Regarding another error pattern, be sure to discuss the use of MAP or Core Competency Test in student assessment. Discuss the need for continuous assessment.

Quality Indicator 2 – Assessment Data to Improve Learning The teacher candidate has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.

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Show how you use data to monitor, enhance, and improve student learning by modifying instructional approaches and learning strategies and to evaluate and ensure the continuous social, emotional, and physical development of the learner.

Quality Indicator 3 – Student – Led Assessment Strategies The teacher candidate describes, explains, and analyzes a variety of self and peer assessment strategies; understands the need to prepare students for the demands of particular assessment formats; can set their own learning goals; and is able to teach students to set learning goals.

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Show what strategies you use to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs, and progress, and to encourage them to set personal goals for learning. (Note that this is an item often found on field experience evaluation forms). The use of self and team evaluation forms would be a good example of an effective strategy.

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Tell what you do to prepare students to take standardized tests.

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Be sure to indicate that you are continually assessing the students i.e., use continuous assessment.

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One error pattern is that there has often been a lack of evidence of student work leading to the concern that you have not evaluated the students to ensure their continuous intellectual, social, and physical development.

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Another error pattern is that there needs to be more evidence of you involving learners in self-assessment activities which will help them become more aware of their learning styles, learning behaviors, strengths, needs, and progress.

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A third error pattern is the need to state how you help students set personal learning goals as this has been a weakness in many reflective papers.

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Quality Indicator 4 – Effect of Instruction on Individual and Class Learning The teacher candidate develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions, higher order questioning, and analysis, and the effect of class instruction on individual and whole class learning.

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Identify how you collect information through observation of classroom interactions and performance, such as with the use of tally sheets, or anecdotal notes of classroom interactions.

Describe how you analyze student work through the use of scoring guides, portfolios etc. Using Benjamin Bloom’s Taxonomy of Cognitive Questions would be a good example of higher order questioning.

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One error pattern is that there has often been a lack of evidence of student work leading to the concern that you have not evaluated the students to ensure their continuous intellectual, social, and physical development.

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Another error pattern is the failure to discuss the use of MAP / Core Competency standardized assessments and the need for continuous assessment.

Quality Indicator 5 – Communication of Student Progress and Maintaining Records The teacher candidate can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators.

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Describe how you maintain useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators to students, parents, and other colleagues e.g., hard copy and electronic progress reports to students and parents, information needed by colleagues and parents in an IEP or other conferences, maintaining grades on a Student Information System (SIS), individual student conferences, parent conferences, maintenance of a hard copy and/or electronic attendance and record book etc..

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An error pattern has been the lack of examples that reflect how you maintain records of student performance and how you communicate them to the students and parents and even other professionals.

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Be sure that you clearly indicate your knowledge of FERPA, the Family Education Rights and Privacy Act, http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Quality Indicator 6 – Collaborative Data Analysis The teacher candidate demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.

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Show how you have or would be able to participate in grade level team meetings, IEP meetings, and/or Student At-Risk meetings to work as a team member providing data, insight, and analysis of assessments to improve individual and group physical, cognitive, and emotional student growth.

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Potential Artifacts: • Student Data Portfolios would be excellent since it would have student made monthly and yearly goals that are regularly reviewed. It would also include student work samples. It could also have student made charts and graphs indicating student growth on standardized and classroom tests and assessments. The portfolio could be used in parent-teacher conferences and it would be particularly effective to have the student present the evaluation of their performance to their parent instead of the teacher.

• Group projects can be evaluated through the use of a form having the students evaluate their team mates as well and a self-evaluation.

• Action research project focusing on selection of the problem, search of literature for possible solutions, method of analysis, and drawing of conclusions.

• Diagnostic summary of a student from the EDRD 443/543 class.

• Activities/projects from the EDSP 463/563 class.

• Lesson or unit plans with authentic assessments, role-playing, problem-solving, exhibitions, miniperformances, high quality questioning strategies, peer evaluations, student portfolios etc.

• Photos or videos of students giving exhibitions of student skills or performances.

• A strong collection of rubrics, checklists, student contracts, scoring guides, and other assessment criteria used.

• Field experience evaluations (some of the items can be found in areas outside the specific teacher as assessor so keep your eyes sharp for them).

• A photocopy of your student evaluation records with notes as to how lessons/strategies were modified based on your analysis of these records.

• Lessons on dealing with preparing students to take and interpret the MAP test.

• Progress reports to students and parents focusing on both formative and summative aspects.

• Photo of student portfolios [follow Family Educational Rights and Privacy Act (FERPA) guidelines https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html.]

Theorists: Robert Mager (His book on Preparing Instructional Objectives is solid), Rick Stiggins (http://www.assessmentinst.com), Grant Wiggins (Backward Design: https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/) Jay McTighe (Backward Design: http://www.jaymctighe.com), Carol Tomlinson, (differentiated assessment: http://www.caroltomlinson.com), Benjamin Bloom (Taxonomy of Educational Objectives in the Cognitive, Affective, and Psychomotor Domains) http://www.nwlink.com/~donclark/hrd/bloom.html Kay Burke Allan A. DeFina John Dewey Howard Gardner (multiple intelligence: as applied to matching evaluation projects to student abilities: http://www.howardgardner.com)

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Student Assessment and Data Analysis

by Name Here

Standard 7: Standard Assessment and Data Analysis: The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.

Artifacts: • •

Data Collection and Analysis Paper SMART Goal Poster

Introduction: “Content without purpose is only trivia.” –Steve Revington If a teacher only uses assessments for testing a student’s knowledge for a grade, then they are only testing a student’s trivia skills. I believe that teachers need to use assessments as a guide for future instruction. It should be an ongoing process, using a variety of methods. I will not only use paper and pencil tests, but a combination of techniques to enhance student learning. Using formal and informal methods will provide me with continuous data to analyze so students will be able to build upon their knowledge and grow as lifelong learners.

Quality Indicator 1- Effective Use of Assessments: The teacher candidate has knowledge of the development, use and analysis of formal and informal assessments.

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It is essential for a successful educator to have ongoing assessments that are formal and informal.

Providing students with a variety of formative assessments throughout a lesson will help guide the teacher’s future instruction. The data from these assessments will let the teacher know what needs to be addressed again and what the students understand. These informal assessments can be done in different ways. I will use methods such as thumbs-up and thumbs- down, Socrative, observations, and homework assignments to establish what the next step in my instruction will be. I will also use formal assessments, such as unit exams and state tests. One state test that Missouri elementary students must take is the MAP test. This test measures what the students have learned over the course of the year. The MAP test provides reliable data because it assesses the Missouri Learning Standards that students are taught and their ability to apply their knowledge. The MAP test has been designed by several experienced teachers and has been developed over a course of many years to ensure the validity, which is why it is a great tool for teachers.

Quality Indicator 2- Assessment Data to Improve Learning: The teacher candidate has knowledge of how data can be assessed, analyzed and appropriately used to design instruction and improve learning activities.

Assessments should not just be used for students’ grades but they should guide the teacher’s instruction. Data from assessments should be analyzed and accessed appropriately so it can be used to improve student learning and future learning activities in the classroom. After a teacher gets results back from either a test or even small assessment, she should reflect on her instruction and determine what worked and what could be improved for the next lesson. I have had experience with reflecting on data and using it to guide future instruction when I did my Data Collection and Analysis Paper {Data Collection and Analysis Paper}. For this assignment, I had to analyze two separate charts with students’ data on recent assessments. After I analyzed the charts, I had to plan my future instruction based on the data for whole group, small group, and individual student learning. I realized students are going to be at different levels of understanding and it is my job as the teacher to plan my instruction so all students are gaining knowledge.

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Teachers can also use the data collected from assessments to create cooperative learning groups.

Spencer Kagan believed groups should be heterogeneous. Groups of four are most productive and should have two boys and two girls, when possible. The groups should also have a low, low medium, highmedium, and high achieving student. By grouping students together who are on different levels, it allows the higher achieving student to learn the material better by helping explain it to the lower achieving student, which will also benefit him/her. After analyzing data from assessments I will be able to create groups based on each student’s academic achievement to ensure growth.

Quality Indicator 3 – Student-Led Assessment Strategies: The teacher candidate describes, explains, and analyzes a variety of self and peer assessment strategies; understands the need to prepare students for the demands of particular assessment formats; can set their own learning goals; and is able to teach students to set learning goals.

In order to be a quality educator, I believe a teacher must provide opportunities to help develop skills that will prepare students for the future. One way that students can develop skills such as, metacognitive thinking, self-criticism, self-efficiency, and responsibility is from self-assessment. In my classroom, I will not only continually assess my students in a variety of ways, but I will also have them assess themselves. During lessons, I will use a thumbs-up, thumbs- down method. If students believe that he/she have a good understanding of the material, he/she will show thumbs-up. If a student knows they do not understand and needs more explanation then they will show thumbs-down. This method is an easy and quick way for me to tell if my students are comprehending what is being taught without giving a formal assessment. Another method I will use to have students assess themselves is having them grade their own work using a rubric. This will allow students to identify their strengths and what they need to continue improving.

I will also teach students to set their own learning goals by modeling this in each unit. For each unit, I will set a goal for the class and display them on a bulletin board. I will also display and explain a smart goals poster when students are learning to set goals for themselves. {Smart Goals Poster}. Each letter in the word SMART stands for one of the rules to follow while setting a goal. The five rules to create a smart

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goal are it must be specific, measurable, action-oriented, realistic, and time-based. This will allow students an easy way to remember how to set a good goal when planning them for themselves.

Quality Indicator 4- Effect of Instruction on Individual/Class Learning: The teacher candidate develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions, higher order questioning and analysis, and the effect of class instruction on individual and whole-class learning.

I believe that a teacher needs to continually assess her students so she can have clear and accurate evidence of students’ learning. In my own classroom, as I stated before, I will use a variety of methods to assess student learning. I will track my students’ progress through checklists, graphs, and files. During lessons, I will observe each student’s progress. I will walk around the room with a checklist and mark where each student is at in their learning process. I will then record this information on my computer in either a form of a graph or chart system. From there, I will put all student work or comments in a file. Each student will have their own file so I can return to the information for evidence.

Another important aspect a teacher must focus on is creating lifelong learners out of his/her students. I will do this by providing higher ordering questions and activities for my students. One resource I will use is Benjamin Bloom’s Taxonomy. Bloom believed the cognitive domain does not just involve knowledge but also the development of intellectual skills. Therefore, as a teacher, I do not want to just test recall and basic concepts. Teachers need to provide students with opportunities to apply, analyze, evaluate, and create. This is why I will use essential questions that get my students to think more deeply about a particular topic. Assessments will be done through authentic, hands-on approaches to make students more familiar with the material, rather than just memorizing facts.

Quality Indicator 5- Communication of Student Progress and Maintaining Records: The teacher candidate can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators.

As an educator, I must be responsible for keeping and maintaining records. In my classroom, I will keep records in a filing cabinet, as well as on my computer. Only I will have access to these files to ensure I follow the Family Educational Rights and Privacy Act. The FERPA Act is federal legislation in the United Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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States that protects the privacy of students' personally identifiable information. This means that only people who are working with the student should have information on the student.

I will be sure to keep parents up-to-date on student progress, using evidence I have collected in my files. I will use these files to give examples of positive aspects, as well as areas the student needs to improve. By using examples of students’ past work, parents will be able to see concrete evidence of how each student is preforming in each subject. I will also use this same method during individualized education program meetings. All of the people on the IEP team are allowed to know the information of a student because they are involved in developing a plan of action. Overall, I will maintain records and keep them confidential, only using them as evidence when needed.

Quality Indicator 6- Collaborative Data Analysis: The teacher candidate demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.

I once heard someone say “Educators can't work in isolation. We must share ideas, use them, modify them, and reproduce them.” I believe this is true. Teachers need to work together to ensure that all of the students have the best opportunity to grow and learn. I plan to work with a team of teachers who teach the same grade level as me, so we can build off of each other’s ideas and become better educators for our students.

One aspect we will focus on is analyzing data from assessments. After students take state tests, such as the MAP test, we will evaluate the data and determine overall how our students did and we will work together to plan our lesson structures for the next year so we can improve our scores as a grade level. For example, if one class did particularly well on the math portion, then we can discuss what that teacher did differently that worked so well. From personal experience of growing up playing sports, I know that not just one person can win a game. A team must work together and communicate to achieve the goals that are desired.

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Conclusion Overall, it is essential for a quality educator to use a variety of formal and informal assessment methods. Assessments should test students’ ability to apply the knowledge they have learned and should be an ongoing process that tracks student progress. The data collected from assessments should be analyzed and used to guide the teacher’s future instruction and class activities to ensure the best learning environment for each individual student. The best way to analyze data is to create an assessment team to help determine what instructional techniques work the best and what aspects hinder the students’ ability to comprehend the material. In conclusion, assessments play a critical role in education and should be used by the teacher to create a learning environment that is designed with each individual student in mind.

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Standard 8: PROFESSIONALISM

Rationale: The Missouri Department of Elementary and Secondary Education (DESE) supports the importance of quality reflection for practitioners in their professional portfolios. Reflection involves continual and cognitive evaluation of the effects of choices and actions on others. Teacher candidates and practitioners need to actively seek opportunities for professional growth in teaching and learning in order to improve teaching and learning for all students.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate: o Reflection on teaching practices to improve instruction and learning. o Identification and reflection on the plethora of professional development opportunities, including teacher preparation programs, school districts, professional associations, and more. o Awareness of the influence of district policies and school procedures for classroom structure. o Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2)

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Questions for reflection about this standard: 1. Are my teaching practices effective for learning and achievement?

2. Are my students growing and succeeding?

3. Do my teaching practices foster engaged learning?

4. Do I have a commitment to life-long learning?

5. Do I reflect on my past teaching for improvement?

6. Do I reflect on my field experiences to grow as a professional?

7. How do I use student feedback for improvement in lesson design and instruction?

8. How does my demeanor and approach to students motivate and facilitate learning?

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Writing Guide: Standard 8 - Professionalism: The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.

Introduction: A quote on the importance of reflection would be helpful. A personal anecdote on how reflection helped your ability to teach future lessons so that students could learn more effectively would be good.

Also, be sure to address the key points mentioned in the quality indicator as personal belief statements.

Overview of the Standard: Interpretation: This standard has two key elements: First, that you assess the results of our actions using various problem solving methods. Did it help or hinder student leaning? Did it facilitate cooperative efforts on the part of the faculty, students, and parents? Then, when you identify a problem or area of concern, what did you do to address it? What information or assistance did you seek to address the problem? Secondly, are you actively taking advantage of professional growth opportunities? What professional organizations do you belong to? What professional journals do you subscribe to? What conferences or workshops have you attended? How did these help your students learn more effectively? Be sure to mention some key theorists such as Max van Manen, Sparks and Langer, and Cruickshank and cite at least one artifact.

The Quality Indicators: Be sure to start each paragraph with a thesis sentence that repeats the quality indicator (which is a teaching best practice). Mention briefly a theorist and his/her main idea dealing with the indicator. Give a concrete and detailed example(s) of how you implemented the indicator into a classroom activity. Finally, conclude with a statement “Student learning or growth benefited from this by…” It would be great to have student comments, journal statements, pre-tests / post-tests, and work samples that you could cite as support of your claim of student benefit.

Quality Indicators 1 – Self-Assessment and Improvement: The teacher candidate understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.

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A common error pattern is the failure to tie your reflection and professional growth experiences to how they will help your students learn more effectively.

Quality Indicator 2 – Professional Learning: The teacher candidate identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.

•

Take notes whenever you attend a professional development meeting, then you can use them as an artifact.

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•

Again, a common error pattern is the failure to tie your reflection and professional growth experiences to how they will improve student learning.

Quality Indicator 3 – Professional Rights, Responsibilities, and Ethical Practices: The teacher candidate is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.

•

Study the pdkintl.org, MSTA, and NEA.org for professional ethical standards. It would be an excellent project to create your own code of professional ethics which you could then post prominently in your classroom!

•

Identify how being moral and ethical will benefit your students’ growth and development as well as make you more reflective regarding your teaching.

Supporting Artifacts: • • • •

May include reflective papers you have done for Student Teaching, EDCL 211, and EDCL 411 both in the form of individual lesson reflections and the summative reflection for the course. Of course EDUC 201 and 401 will also be beneficial.

Powerful reflective papers on lessons, activities, and experiences you have gained as part of a course could also be used.

Evaluation that speaks to your ability to reflect.

A personal code of teaching ethics.

Theorists: • • • •

• • • • •

Acheson, K. and M. Gall. 1987. Techniques in the clinical supervision of teachers (2nd ed). New York: Longman.

Adler, S. 1991. The reflective practitioner and the curriculum of teacher education. Journal of Education for Teaching, 17, 2, pp. 139-150.

Bartlett, L. 1990. Teacher development through reflective teaching. In Second Language Teacher Education. eds. J. Richards and D. Nunan. New York: Cambridge University Press.

Brock, M., B. Yu, and M. Wong. 1992. "Journaling" together: Collaborative diary- keeping and teacher development. In Perspectives on second language teacher development. J. Flowerdew, M. Brock, and S. Hsia (eds). Hong Kong: City University of Hong Kong. pp.

295-307.

Carr, W. and S. Kemmis. 1986. Becoming critical: Education, knowledge and action research.

London: Falmer Press.

Cruickshank, D. R. (1985). Uses and benefits of reflective teaching, Phi Delta Kappan. 66, 704706.

Cruickshank, D. R., & Metcalf, K. M. (1993). Improving preservice teacher assessment through oncampus laboratory experiences. Theory Into Practice, 32, 86-92.

Cruickshank, D. R., Bainier, D., Cruz, J. Jr. Giebelhaus, C., McCullough, J. D., Metcalf, K. M., & Reynolds, R. (1996). Preparing America’s teachers. Bloomington, IN: Phi Delta Kappa Day, C. 1993. Reflection: A necessary but not sufficient condition for teacher development. British

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• • • •

• • • • • • • • • •

• •

• • • •

Educational Research Journal, 19, 1, pp. 83-93.

Dewey, J. 1933. How we think. In Mental Discipline in Modern Education. . W. Kolesnick. (ed.

Madison, WI: University of Wisconsin Press.

Elbaz, F. 1988. Critical reflections on teaching: insights from Freire. Journal of Education for Teaching, 14, pp. 171- 181.

Fanselow, J. 1987. Breaking rules. New York: Longman.

Farrell, T. 1995. Second language teaching: Where are we and where are we going? An interview with Jack Richards. Language Teaching: The Korea TESOL Journal, 3, 3, pp.94-5. 1996. A qualitative study of the reflections of four experienced EFL teachers in Korea as they reflect on their work. Unpublished doctoral dissertation. PA: Indian University of Pennsylvania.

Francis, D. 1995. The reflective journal: A window to preservice teachers' knowledge. Teaching and Teacher Education, 25, 2, pp. 229-241.

Fuller, F. 1970. Personalized education for teachers: An introduction for teacher educators, Report No. 001.

Austin, Texas, Research and Development Center for Teacher Education.

Golby, M. and R. Appleby. 1995. Reflective practice through critical friendship: Some possibilities.

Cambridge Journal of Education, 25, 2, pp. 149-160.

Gore, J. and Zeichener, K. 1991. Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7, pp. 119-136.

Hatton, N. and D. Smith. 1995. Reflection in teacher education: Towards definition and implementation.

Teaching and Teacher Education, 11, 1, pp. 33-39.

Killon, J. and G. Todnew. 1991. A process of personal theory building. Educational Leadership, 48, 6, pp.

14-16.

Lange, D. 1990. A blueprint for a teacher development program. In Second Language Teacher Education. eds. J. Richards, and D. Nunan. New York: Cambridge University Press.

McFee, G. 1993. Reflections on the nature of action-research. Cambridge Journal of Education 23, 2, pp.

173-183.

Nias, J. 1987. Learning from difference: A collegial approach to change. In Educating Teachers, ed. J. Smyth. Barcombe: The Falmer Press.

Pennington, M. 1992. Reflecting on teaching and learning: A development focus for the second language classroom. In Perspectives on Second Language Classroom Teacher Education. eds. J. Flowerdew, M. Brock, and S. Hsia. Kowloon: City Polythenic of Hong Kong. 1995. The teacher change cycle.

TESOL Quarterly, 29, 4, pp. 705-731.

Richards, J. 1990. Beyond training: Approaches to teacher education in language teaching. Language Teacher, 14, 2, pp. 3-8.

Schon, D. A. 1983. The reflective practitioner. New York: Basic Books. 1987. Educating the reflection practitioner: Towards a new design for teaching and learning in the profession. San Francisco, CA: Jossey-Bass Publishers.

Schulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, pp. 1- 22.

Ur, P. 1983. Teacher learning. In Building on strength. 2. The proceedings of the ACTA/ ATESOL (NSW) National Conference and 8th Summer School. Sydney, Australia: ATESOL, NSW. Max van Manen, M. 1977. Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, pp. 205-228.

Zeichner, K. and O. Liston. 1987. Teaching student teachers to reflect. HER, 57, 1, pp. 22-48.

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Examples of Various Teaching Codes of Ethics • • • •

https://www.msta.org/about/code-of-professional-ethics/ (MSTA code of ethics) http://www.nea.org/home/30442.htm (NEA’s code of ethics) http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics (Association of American Educators code of ethics) http://www.fldoe.org/edstandards/code_of_ethics.asp (Florida code of ethics) MSTA's Code of Professional Ethics Student

• •

We believe our first obligation is to the students entrusted to our care.

We believe the purpose of education is to develop each individual for his or her fullest participation in the American democratic society, to pursue truth and to seek excellence. We will accept the responsibility of taking the initiative to eliminate all barriers that prevent full access to this unique education for all.

Profession

• • • •

We believe academic freedom is inherent in, and essential to, the teaching profession.

We believe that for students to learn, teachers must be free to teach.

We believe every educator should have a broad general education, a depth of preparation in special areas and a mastery of knowledge and skills.

We believe an educator should be endowed with a thorough understanding of professional ethics, should possess a zeal for continuous self-improvement and should be imbued with a sense of moral and professional responsibility.

Community

• • • •

We believe every educator has a right and a responsibility to be an informed and active citizen.

We believe that if school is to relate to the students, teachers must understand the community and the home environment of all students.

We believe free public education is an integral part of the community it serves, and we shall encourage the development of educational opportunities for all.

We believe the continuation of our free nation and its strength and well-being are dependent on free public education.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Professionalism

by Name Here

Standard 8: The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.

Artifacts: ● Rebekah Side Voice Lessons ● Choral Philosophy ● Vocal Pedagogy Professional Observations ● Competency Journals ● Classroom Plan Introduction I believe that teachers should actively reflect and be conscious of their own behaviors and growth. A teacher is an example to his or her students at all times--in all areas of life. Because teachers are individuals who stand behind the idea of lifelong learning as well as members of a community, it is important for them to exemplify consistent character in every situation. It would be easy for teachers to leave school and feel like they can act however they want, but they have to remember that they are continuously being assessed as leaders of a community. Furthermore, teachers must stand behind their values of lifelong learning by committing to learning themselves. Their faith in it cannot just be words--it must be accompanied by action. If and when students see their teachers actively pursuing learning, even after they have finished

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school, students will understand that their learning potential extends past the completion of compulsory schooling.

Quality Indicator One: Self-Assessment and Improvement: The teacher candidate understands strategies for reflecting on teaching practices to refine his or her own instructional process in order to promote the growth and learning of students.

I believe teachers must reflect on their processes in order to give students the best education possible. Donald Schon theorized that the ability to reflect on the actions of him/herself could enable a continuous pattern of learning. He asserted that one must be self-aware during action as well as after action.

The ability to reflect enables the teacher to look at his or herself objectively and therefore grow from the reflection. Teachers must be lifelong learners because people are always growing, changing, and adapting to the modern world {Rebekah Side Voice Lessons}. Therefore, teachers must be prepared to analyze and change their own practices. They also must be able to discern when their teaching is not effective. Part of being a teacher is being humble enough to know that we will not always be right and that we will not always have the answers. We might have to do extra work, study, and research in order to give students the most effective and accessible education that we can.

Quality Indicator Two: Professional Learning: The teacher candidate identifies and understands the use of an array of professional learning opportunities, including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.

One of the reasons I am inspired to be a teacher is because this is a world in which I get to keep learning new things all the time. I believe it is extremely important for teachers to make use of the resources provided by educator preparation programs, school districts, professional associations, and other opportunities because it allows us to add more methods of teaching and theories of learning to our classroom {Choral Philosophy, Competency Journals, Vocal Pedagogy Professional Observations}.

Because no student will ever be the same, no teaching experience will ever be the same. Teachers must be ready to pursue any learning style of a student so that each need can be met. I believe it should be a part of the preparation process for teachers each year to do some sort of specific research or attend various

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workshops on a given aspect of learning or specification in subject area. This allows teachers to bring fresh, modern approaches to their classrooms. This allows students to see that the information they are learning is still growing and developing in their world. Hopefully, this will instill a desire in students to pursue knowledge and learning in the subject area on their own in addition to the classroom.

Quality Indicator Three: Professional Rights, Responsibilities, and Ethical Practices: The teacher candidate is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.

Teachers must, however, be aware that there is a distinct influence of district policies and school procedures on how a classroom is run. Teachers must be respectful of those policies and procedures, and lead their students by example in following those standards. In light of adding to their own education and learning as a teacher, they must be respectful of preset expectations by not implementing methods or theories that oppose those already initiated by the school. Jean Piaget came up with the Constructivist Theory, asserting that students should and will learn in context of their environment. They should, therefore, ask questions and build their own ideas based on what they experience. This is valuable because it will allow students to make their own choices and motivate them to continue their learning process. It becomes personal. Piaget's Constructivist Theory also, however, yields itself to district and school policies that are implemented in every classroom. If a student goes from one class to the next and hears/experiences the same values and visions, the likelihood of his or her acceptance of the idea is much greater {Classroom Plan}. That being said, the teacher must be careful to adhere to such values and do their best to keep students' experiences consistent. These influences will also affect the teaching methods a teacher is used to or planning on using. The teacher is responsible to adhere and adapt to these influences or else calmly discuss with the administration areas in which they disagree.

Conclusion Teachers must realize that one of their methods of teaching is also their example. Their example shows students that they are not just at school to get done with it, but to prepare for lifelong learning. They must analyze their behavior and teaching methods so that they can always be growing and improving their Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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educational practice. They also actively seek out opportunities to learn and add to their resources in order to keep students learning the most modern material. Teaching is a lifelong process and teachers must be prepared to treat it as such.

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Standard 9: PROFESSIONAL COLLABORATION Rationale: The educational community includes parents, business owners and employees, residents in the district, military personnel, police officers, local church leaders, and many others. These members are valuable educational resources. Providing experiences that involve the larger population builds a genuine learning community and a sense of belonging. Parents and community members want to be involved in making a difference in the education of children. A teacher's role in facilitating learning experiences includes using resources inside and outside the classroom environment to provide the best opportunities for student success.

Recommended length: 3-5 pages •

Your reflection for this standard should demonstrate: o Reflection on the importance of collegial activities to build a shared mission, vision, values, and goals. o Participation in a collaborative curriculum and staff development meetings at school sites. o Ability to establish relationships in the school, district, and community. o Understanding of school-based systems designed to address individual needs of students, including diversity. o Collaboration with cooperating teacher and university supervisor to engage with the larger professional community. o Development of relationships and cooperative partnerships with students, families, and communities in support of student learning and well-being. o Knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. o References to artifacts that support classroom application for each standard. (At least 2)

•

Questions for reflection about this standard: 1. Do I understand and apply effective collaboration and communication techniques with students, parents, colleagues, other public schools, human services, community resources, businesses, colleges, and universities?

2. How do my strategies incorporate the larger learning community?

3. How do I involve the larger learning community to inspire and to celebrate the successes of my students?

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Writing Guide: Standard 9 – Professional Collaboration: The teacher candidate has effective working relationships with students, families, school colleagues, and community members.

Introduction: Restate the Standard in the form of belief statements e.g., I believe… Use an example of how you involved a community to support your students’ well-being or learning. A quote regarding the importance of community would be helpful“It takes a village to raise a child.”

Overview of the Standard: You need to show that you’re competent in your ability to use community and school resources to better enable you to serve your students’ needs: social, emotional, psychological, physical, and cognitive. It can involve individuals and organizations such as parents, resource teachers, nurses, administrators, community leaders.

The Quality Indicators: Be sure to start each of the quality indicator paragraphs with a thesis sentence restating the teaching best practice/quality indicator. Then give some detailed and concrete examples of how you implemented that practice in your classroom citing artifacts as supporting evidence. Lastly, tell how student learning and development benefited from your classroom practice; again using artifacts to support your assertions. In short, you must specifically show that you: Quality Indicator 1 - Induction and Collegial Activities: The teacher candidate understands the importance of collegial activities in building a shared mission, vision, values and goals, participates in collaborative curriculum and staff development meetings at their school site, and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor/or instructor to establish relationships in the school, district, and community.

•

This is the chance to use your notes from workshops, committee meetings, grade level / team meetings, as well as local, state, and national conferences etc. to show how you used those collaborations to improve your classroom lessons and activities to enhance student learning and development. Even our regular student meetings could be cited here.

Quality Indicator 2 – Collaborating to Meet Student Needs: The teacher candidate understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community and others across the system to identify and provide needed services to support individual learners.

•

For example, working with the school nurse, an IEP committee, or an at-risk committee would be examples of professional community members being used across the system to provide services to help and support students.

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Quality Indicator 3 – Cooperative Partnerships in Support of Student Learning: The teacher candidate recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to support students’ learning and wellbeing.

• • •

Identify community resources such as DFS, a food bank, the YMCA or Salvation Army that you could develop a partnership to help students in need.

Also think in terms of professional learning opportunities and partnerships such as with the Zoo, Symphony, Library, Conservation Department, State and Federal Agencies such as NASA etc. that could provide speakers, materials, and other valuable learning resources.

Identify how you could use family members and community members as guest speakers, such as in a career day presentation, or volunteers to help with math lessons or to listen to students read.

Artifacts: • • • • • • •

Lessons that feature guest speakers, community organizations, field trips into the community, and student community projects would be artifacts you can use.

A list of parent or community volunteers or a list of student resources for drug abuse, physical abuse, and health services etc.

Reflections on IEP’s or student resource meetings.

Pictures of your students’ community member activities.

Reflections or notes from professional meetings and how you used them to help students.

Letters to parents and community members inviting them to and giving them concrete ways to help students learn and provide for their welfare.

A list of community resources developed for your classroom

Potential Theorists and Theories: Learning Communities Rick and Becky DuFour Robert Eaker http://www.youtube.com/watch?v=Lc_kHwa_FRE Michael Fullan http://www.michaelfullan.com/ http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&sqi=2&ved=0CEgQFjAF&url=h ttp%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.117.9888%26rep%3D rep1%26type%3Dpdf&ei=uD2QUOW7POioyAH5rIGICw&usg=AFQjCNHuceX4KDH99d7MyJWTl52S YY0K4w http://vimeo.com/41310303 Freire, Paulo. (1973). Education for critical consciousness. New York: Continuum. http://www.freire.org/paulo-freire/ http://www.youtube.com/watch?v=aFWjnkFypFA Herbert R. Kohl http://www.kohleducation.org/ Paul Theobald (rural and urban)

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Nancy S. Shapiro https://education.umd.edu/directory/nancy-shapiro Lev Vygotsky (sociocultural approach) http://www.simplypsychology.org/vygotsky.html Professional Learning Communities http://www.allthingsplc.info/ http://www.allthingsplc.info/about/evolution.php Information Regarding Service Learning Projects Research can be found at https://uca.edu/servicelearning/types/ J. H. Levine Paul Nachtigal (rural) Community Resources for Science and Math: http://www.sedl.org/scimath/compass/v03n01/usingcom.html and http://www.sedl.org/pubs/classroom-compass/cc_v3n1.pdf

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Professional Collaboration

by Name Here Standard 9: Professional Collaboration: The teacher candidate has effective working relationships with students, families, school colleagues, and community members.

Artifacts: • P.E. Peer Helper Program • Communication Folders Introduction “As you discover what strength you can draw from your community in this world from which it stands apart, look outward as well as inward. Build bridges instead of walls.”

-

Sonia Sotomayor

I thought this quote was interesting and applicable to this standard in particular because it highlights the importance of community in our everyday lives. However, I believe it can specifically be applied to education. I believe that educators should be strong in their content areas, but I also believe that educators should not be afraid to look “outward as well as inward” if they are struggling to meet the needs of their students. Educators should be building bridges and making connections with the community around them, including other teachers in and around their district, special services staff, parents and families, administrators, and organizations within both the school and community as a whole. So often, I think

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teachers get this idea that asking for help from others shows a sign of weakness. They are so afraid of looking unqualified for their job that the students are the ones who reap the consequences. I believe educators should be building bridges, not walls.

Quality Indicator 1 – Induction and Collegial Activities: The teacher candidate understands the importance of collegial activities in building a shared mission, vision, values and goals, participates in collaborative curriculum and staff development meetings at their school site, and demonstrates the ability to collaborate with his/ her cooperating teacher and supervisor/or instructor to establish relationships in the school, district, and community.

I believe that teachers should collaborate with their colleagues in order to best meet the needs of their students and develop positive relationships within the school, district, and community around them. In my field experience at Parkway West High School, I observed three different special education classrooms.

Each of them has its own English, science, math, social skills, and job skills hours, but they all come together during third hour for P.E. In addition, the school has a peer helper program in which nearly 20 typically developing students pair up with a student with a disability, and they complete the game or activity that is assigned that day together {P.E. Peer Helper Program}. Much like Lev Vygotsky believes that students learn cognitively by interacting socially, per his Sociocultural Theory, I believe that teachers teach best by collaborating and exchanging ideas with their colleagues before teaching. Because all students with special needs are in P.E. during this time with the paraprofessionals and peer helpers, this allows for the special education staff (minus the paraprofessionals) to meet for a plan period in which they collaborate on ideas, activities, and lessons that will engage all students. This is especially helpful for both the teachers and the students because most of the students move between these three classes, depending on the hour.

Quality Indicator 2 – Collaborating to Meet Student Needs: The teacher candidate understands schoolbased systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community and others across the system to identify and provide needed services to support individual learners.

I believe that teachers should develop professional relationships with others across their district so that they have access to needed materials and services that will support the learning and success of their students in the classroom. I believe that this is especially important as an aspiring high school special

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educator because there will be many times when I will have to fight for the services my students need in order to be successful, and I will need to have a good relationship with the decision makers in the district in order to make that happen and give my students the opportunities they deserve. I can do this by first implementing and participating in Rick and Becky DuFour’s Theory of the Professional Learning Community (PLC). A PLC is a group of teachers who meet with one another on a regular basis in order to share experiences and work together to improve the academic success of their students by first enhancing their own individual teaching strategies. By meeting with other teachers, I will not only be improving the instruction and support for my students, but I will also be building professional relationships with my colleagues that will prove to be beneficial to me in the future.

Quality Indicator 3 – Cooperative Partnerships in Support of Student Learning: The teacher candidate recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.

I believe that educators should not only develop positive relationships within the district with their colleagues, but also with the students, families, and community around them in order to support students in both their learning and well-being. In my field experience at Parkway West High School, I was particularly interested in one of the strategies that my level three cooperating teacher implemented for communication with parents {Communication Folders}. Ms. Sneed has what she calls “communication folders” filled with lined notebook paper for each of her students. At the end of the day, she will write a note home to the parents of the student to explain what they did in class, tell how the student behaved, and describe any events happening at school in the upcoming days. She will sign and date it and sometimes even include field trip permission slips or other notes in the side pockets before sending it home with the student. The parents read what Ms. Sneed wrote and reply to her on that same piece of paper before sending it back with the student the next day. Communicating with colleagues and families of students is especially important as a special education teacher, and even more so at the high school level in order to ensure a smooth transition for students as they adjust to adult and independent living.

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Conclusion Overall, I believe that educators should develop positive professional relationships both within the workplace with other educators and administrators and within the community with outside organizations, special service providers, parents and families of students, and the students themselves. Educators should build bridges with each other and expanding their professional network at all times. One way of doing this is incorporating Rick and Becky DuFour’s Theory of a Professional Learning Community. Another way of achieving positive relationships with parents is by keeping them updated on the progress their student is or is not making. I believe that educators should collaborate with all influencers on the child’s education at all times including special service providers, general educators, other special educators, administrators, families of the student, and the student themselves.

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PROFESSIONAL DEVELOPMENT FOLIO SCORING GUIDE for TEACHERS REFLECTIONS: *Place a check over the appropriate descriptors.

Traits Exceeds Meets Expectations Expectations Introduction Extensively Adequately 10pts addresses the addresses the standard and prompt. standard and prompt.

Quality Every quality Every quality Indicators indicator for each indicator for each standard is standard is 25pts thoroughly discussed. adequately discussed.

Analysis: Clearly and Interprets and Connections, creatively interprets analyzes data for Interpretations, and analyzes data for positive and and Applications positive and negative negative patterns in patterns in learning learning and and achievement. achievement.

Theorists

Interpretations and analysis allow for clear and creative 25pts inferences and decisions that are appropriate and beneficial for students.

Two or more educational theorists and their theories are 10pts thoroughly discussed and related to best practice in the classroom.

Artifacts Referenced

Three or more artifacts are hyperlinked and are thoroughly discussed and appropriately aligned to the standard.

Interpretations and analysis allow for inferences and decisions that are appropriate and beneficial for students.

Grammar and Exemplary use of Spelling vocabulary.

10pts Grammar and spelling are correct.

Does Not Meet Expectations Has not addressed the standard and prompt.

Most quality indicators are discussed.

Some quality indicators are not well discussed or are not discussed at all.

Partially interprets and analyzes data for positive and negative patterns in learning and achievement.

Little evidence of interpretation and analysis of data for learning and achievement.

Some evidence that data are used for inferences and decisions that are appropriate for students.

Little evidence that data are used for inferences and decisions that are appropriate for students.

Two educational theorists and their theories are discussed and related to best practice in the classroom.

One educational theorist and his/her theories are discussed and partially related to best practice in the classroom.

Two or more artifacts are hyperlinked and discussed and are appropriately aligned to the standard.

One or two artifacts are hyperlinked and are partially discussed and are somewhat aligned to the standard. Or do you just want to say “One artifact is hyperlinked and partially discussed and is somewhat aligned to the standard.”

Average writing skills.

Below average writing skills.

Poor writing skills.

Grammar and spelling are partially correct.

Many writing, grammar, and spelling errors.

10pts Writing Skills Exemplary writing 10pts skills.

Partially Meets Expectations Partially addresses the standard and prompt.

Average use of vocabulary.

Grammar and spelling are correct.

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Less than two educational theorists and their theories are mentioned and are not sufficiently related to best practice in the classroom.

No artifact is referenced or the artifact is not hyperlinked and/or is not discussed or appropriate for the standard.

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School Librarians ❖ Overview of Folio Requirements for School Librarians ❖ Theorists Related to School Librarians ❖ Missouri Standards for School Librarians ❖ Sample Reflections ❖ Folio Section I Scoring Guide for School Librarians ❖ Professional Folio Scoring Guide for School Librarians

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OVERVIEW OF FOLIO REQUIREMENTS FOR SCHOOL LIBRARIANS As of 2013, the Library Media Specialist Competencies have changed to seven Missouri Standards for School Librarians. The Missouri Standards for School Librarians and their Quality Indicators are listed on the following pages. The 2013 changes to the Missouri Standards for School Librarians affect the content in each of your reflections and artifacts.

Your Folio will be divided into three sections: Section I: Foundational Documents This section includes specific information about you, your educational proficiencies, and your experiences. This information is gathered in the form of your five foundational documents: Autobiography, Resume, Philosophy of Education, Vision Statement and Mission Statement.

Section II: Standard Reflections You will write seven reflections (one for each of the seven School Librarian Standards) and include at least two artifacts you personally develop for each reflection. Two theorists' viewpoints and how you have practiced or will practice those theories must be included in each reflection as well.

The following categories of diversity must be included within the seven reflections and artifacts in your Folio: • Socioeconomic Status • English Language Learners • Ethnicity/Race • Exceptionalities Section III: Artifacts On the following pages, you will find a final scoring guide for your Folio and the Missouri Standards for School Librarians with Quality Indicators. Your artifacts may be used for more than one Missouri Standards for School Librarians, but they must be duplicated under the appropriate reflections on Google Drive.

Your reflections should follow the same format as the teachers' reflections, except your reflection titles will be the seven Missouri Standards for School Librarians. You must include a reflection for the following Missouri Standards for School Librarians (see full Missouri Standards for School Librarians document on the following pages for full explanation and Quality Indicators within each standard.):

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Missouri Standards for School Librarians 1. Teaching for Learning 2. Reading and Literacy 3. Information and Knowledge 4. Leadership and Advocacy 5. Program Management and Administration 6. Technology Integration 7. Professional Development By the end of your Library Media Specialist program, your Section II: Standard Reflections and Section III: Artifacts on Google Drive will include:

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Seven reflections – one for each of the seven Missouri Standards for School Librarians, including: o At least two theorists and their beliefs o How you will or have applied those beliefs in librarianship o First person point-of-view o Meeting diverse needs in each of the following areas: ▪ Race/Ethnicity ▪ Socioeconomic Status ▪ Exceptionalities ▪ English Language Learners o At least two artifacts per reflection, with the following recommended items: ▪ Action Research/Case Study ▪ Technology and Diversity Applications ▪ Lesson and Unit Plans (including the Common Core, Depth of Knowledge (DOK) Levels, Instructional Strategies, and Assessments) ▪ Two Video-recordings of Teaching/Librarianship ▪ Classroom Management Plan

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THEORISTS RELATED TO MISSOURI STANDARDS FOR SCHOOL LIBRARIANS Important note: Your reflection for each standard must demonstrate knowledge of at least two theorists, their beliefs, and how you will or have practiced the theorists' beliefs in the classroom. When referring to a theorist, use both first and last name and bold upon first reference.

Standard #1: TEACHING FOR LEARNING Albert Bandura, Benjamin Bloom, John Dewey, Robert Gagne, William Glasser, Spencer Kagan (cooperative learning), Alfie Kohn, Carl Rogers, B.F. Skinner, John Watson, Morton Deutsch (positive interdependence), and Seymour Papert (constructivism) Stages of Development: Erik Erikson (psychosocial theory), David W. Johnson, Baruti K. Kafele, Jean Piaget, Lev Vygotsky Moral/Character Development: Karen Bohlin, William Kilpatrick, Lawrence Kohlberg, Thomas Lickona, Kevin Ryan Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted ,S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology)

Standard #2: READING AND LITERACY Arthur Costa, Lynn Erikson, E.D. Hirsch Jr., Madeline Hunter, Heidi Hayes Jacobs (curriculum mapping), R.F. Mager, Robert Marzano, Jay McTighe (backward design), Joan Palmer, Carol Tomlinson (differentiated instruction), Grant Wiggins (backward design), J.H. Flavell (metacognition), and Albert Bandura (reinforcement theory)

Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #3: INFORMATION AND KNOWLEDGE Arthur Costa, Lynn Erikson, E.D. Hirsch Jr., Madeline Hunter, Heidi Hayes Jacobs (curriculum mapping), R.F. Mager, Robert Marzano, Jay McTighe (backward design), Joan Palmer, Carol Tomlinson (differentiated instruction), Grant Wiggins (backward design), Michelle Wu (print sources), and Eisenberg and Berkowitz (teaching information and technical skills) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

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Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #4: LEADERSHIP AND ADVOCACY Douglas B. Reeves, Pam Robbins, Carl Rogers, Richard Sagor, Marge Scherer, Donald A. Schon, Robert Greenleafe (servant leadership theory), Bass (transformational leadership theory), and Eberharts (whole library handbook) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants),Will Richardson, Ira Socol (universal design and assistive technology) Standard #5: PROGRAM MANAGEMENT AND ADMINISTRATION Edward Evan (curriculum support), and H.F. McGraw (criteria list for library materials) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction)

Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology) Standard #6: TECHNOLOGY INTEGRATION Jim Kapoun (5 criteria for evaluating web pages): see additional theorists below Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison ( differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology)

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Standard #7: PROFESSIONAL DEVELOPMENT Charlotte Danielson, Rick Dufour (PLCs), Pete Hall, Herbert R. Kohl, J. H. Levine, Paul Nachtigal (rural), Nancy S. Shapiro, Paul Theobald (rural), Lev Vygotsky (sociocultural approach), Morrison (ongoing professional development), Hord (PLC engagement) Diversity: Thomas Armstrong, Jerome Bruner, Robert W. Cole, Richard L. Curwin, Howard Gardner (multiple intelligences), David G. Lazear, Mel Levine, Thomas Lickona (character development), Abraham Maslow (hierarchy of needs), Carol Tomlison (differentiated instruction) Technology: Margaret E. Bausch (assistive technology), Kathleen Conn, Alec Couros, Larry Cuban, Howie Di Blasi, Bernie Dodge (Webquests), Wes Fryer, Ted S. Hasselbring (assistive technology), Ian Jukes, Tom March, Lisa Nielson, Daniel Pink, Marc Prensky (digital natives and immigrants), Will Richardson, Ira Socol (universal design and assistive technology)

Note: 

You may also cite professional journal articles in your "Missouri Standards for School Librarians” reflections.

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Standard Reflection Review Checklist Formatting The entire document is Times New Roman 12pt font The template sections (standard language and QI wording) are single-spaced but the rest of the document is double-spaced The theorists’ names are listed first and last name and are in bold the first time they are used Artifacts are in bold, in fancy brackets { }, and are at the end of the sentence in which they are referenced Theorists Theorists are integrated into QI sections, NOT the introduction or conclusion Theorist #1 – a thorough explanation of his/her theory is presented – not just “name dropping” Theorist #1 – his/her theory is adequately linked to the topic of the QI and the student’s discussion Theorist #2 – a thorough explanation of his/her theory is presented – not just “name dropping” Theorist #2 – his/her theory is adequately linked to the topic of the QI and the student’s discussion Artifacts There are at least 2 artifacts Artifacts are integrated into the QI sections, NOT the introduction or conclusion Artifacts are thoroughly explained – what they are AND how they demonstrate the students’ competency in the topic of the quality indicator Introduction The student references the language of the standard in the introduction and stays focused on the topic of the standard The student identifies his/her certification area somewhere in the introduction Quality Indicators Students use the language of the QI in the opening sentences of each section The student speaks to the importance of the QI topic (content knowledge, engagement, critical thinking, etc) without getting off topic. This is usually done in formal, academic, 3rd person writing to open and close each QI section The student makes a personal connection demonstrating competency in EACH QI – the use of an artifact, a personal experience he/she has had related to the topic, a specific example of what would be done in the classroom The student speaks specifically to his/her certification area when speaking of their experiences or examples The QI has a wrap-up sentence at the end, avoiding an abrupt ending Conclusion Short, sweet, summarizes the reflection as a whole without new information being added Writing Very few, if any, errors in spelling, punctuation, sentence structure, grammar, etc.

A strong balance between formal, academic writing and personal reflection

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MISSOURI STANDARDS FOR SCHOOL LIBRARIANS STANDARD #1: Teaching for Learning: Applies knowledge of the academic, personal, social, and cultural characteristics of students and relates them to learning through effective instructional strategies and assessments.

Collaborates effectively with classroom teachers and other educators. Documents and communicates the impact of instruction on student achievement.

Quality Indicator 1 - Knowledge of Learners and Learning: • Applies knowledge of the academic, personal, social, and cultural characteristics of students and relates them to learning through effective instructional strategies and assessments.

Quality Indicator 2 - Instructional Partner: • Collaborates effectively with classroom teachers and other educators.

Quality Indicator 3 - Effective and Knowledgeable Teacher: • The school librarian documents and communicates the impact of instruction on student achievement.

STANDARD #2: Reading and Literacy: Promotes and encourages reading for enjoyment, personal growth, and learning. Provides fiction and nonfiction literature appropriate to the students and grade levels served.

Selects reading materials in multiple formats to facilitate maximum access for all members of the school community. Models a variety of research-based literacy strategies. Advocates for students' intellectual freedom.

Quality Indicator 1 – Reading Promotion: • Promotes and encourages reading for enjoyment, personal growth, and learning.

Quality Indicator 2 - Literature: • Provides fiction and non-fiction literatures appropriate to the students and grade levels served.

Quality Indicator 3 – Diversity and Inclusiveness: • Selects reading materials in multiple formats to facilitate maximum access for all members of the school community.

Quality Indicator 4 – Literacy Strategies: • Models a variety of research-based literacy strategies.

Quality Indicator 5 – Intellectual Freedom: • Advocates for students’ intellectual freedom.

STANDARD #3: Information and Knowledge: Provides access to information for students, teachers, staff, and administrators to satisfy all learning needs. Teaches information literacy skills to build proficiency for student-driven research and individual creation of knowledge through critical thinking. Promotes equitable access to resources in a variety of formats and services for a variety of needs.

Quality Indicator 1 – Access to Information: • Provides access to information for students, teachers, staff, and administrators to satisfy all learning needs.

Quality Indicator 2 – Information Literacy Skills: • Teaches information literacy skills to build proficiency for student-driven research and individual creation of knowledge through critical thinking.

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Quality Indicator 3 – Equitable Access to Resources and Services: • Promotes equitable access to resources in a variety of formats and services for a variety of needs.

STANDARD #4: Leadership and Advocacy: Provides leadership by articulating ways in which school libraries contribute to student achievement. Advocates for dynamic school library programs and positive learning environments by collaborating and connecting with the school community.

Quality Indicator 1 - Instructional Leadership: • Provides leadership by articulating ways in which school libraries contribute to student achievement.

Quality Indicator 2 – Advocating with the School Community: • Advocates for dynamic school library programs and positive learning environments by collaborating and connecting with the school community.

STANDARD #5: Program Management and Administration: Administers the school library media program using research-based data to analyze and improve services in alignment with the school's mission to support student achievement. Selects, acquires catalogs, retrieves, integrates, circulates, preserves, and deselects information resources. Manages fiscal, physical, and personnel resources. Practices professional ethics with regard to intellectual property and information privacy. Develops policies and procedures in support of the library program.

Quality Indicator 1 - Strategic Planning, Program Evaluation, and Program Reporting: • Administers the school library media program using research-based data to analyze and improve services in alignment with the school’s mission to support student achievement.

Quality Indicator 2 - Collection Management: • Selects, acquires, catalogs, retrieves, integrates, circulates, preserves, and deselects information resources.

Quality Indicator 3 - Fiscal, Physical, and Personnel Resources Management: • Manages fiscal, physical, and personnel resources.

Quality Indicator 4 - Professional Ethics: • Practices professional ethics with regard to intellectual property and information privacy.

Quality Indicator 5 - Policies and Procedures: • Develops policies and procedures in support of the library program.

STANDARD #6: Technology Integration: Provides equitable access to technology for the school community. Continually upgrades technological skills to enhance student and teacher learning. Integrates technology tools to communicate and facilitate learning. Promotes digital citizenship instruction to support the appropriate academic use of information.

Quality Indicator 1- Access to Technology: • Provides equitable access to technology for the school community.

Quality Indicator 2 - Knowledge of Technology: • Continually upgrades technological skills to enhance student and teacher learning.

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Quality Indicator 3 - Communicate and Facilitate Learning: • Integrates technology tools to communicate and facilitate learning.

Quality Indicator 4- Digital Citizenship: • Promotes digital citizenship instruction to support appropriate academic use of information.

STANDARD #7: Professional Development: Seeks opportunities to grow professionally by taking advantage of information, events and services provided by local, state, and national organizations. Seeks opportunities for service through professional associations.

Quality Indicator 1- Professional Learner: • Seeks opportunities to grow professionally by taking advantage of information, events, and services provided by local, state, and national organizations.

Quality Indicator 2 - Professional Involvement: • Seeks opportunities for service through professional associations.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Teaching for Learning

by Name Here

Standard 1- Teaching for Learning: Applies knowledge of the academic, personal, social, and cultural characteristics of students and relates them to learning through effective instructional strategies and assessments. Collaborates effectively with classroom teachers and other educators. Documents and communicates the impact of instruction on student achievement.

Artifacts: ● Daily Duty Checklist ● Student Library Aide Objectives ● Dewey Decimal System Scavenger Hunt ● Reading Interest Survey ● Makerspace Business Plan ● Genre Matching Quiz ● Semester Evaluation Introduction: There are many different theories concerning how children learn and there are just as many different learning styles. ‘Hands on’ learning, as proposed by John Dewey, is one such approach to learning. This learning style plays a huge role in how I teach students to use the school library and the library’s systems. I tell my student library aides the best way for them to learn is by actually doing the tasks.

Observational learning, an aspect of the social cognitive learning theory, Albert Bandura, is another learning approach I use. This is especially effective when dealing with students who are lower on Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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the academic scale. I have had special education students as library aides. I have them watch me and other student aides perform the tasks, then have the special education students perform the task shown them. We continually practice the skills needed to work in the library. By implementing various instructional methods, I can better meet the diverse needs of all students. Assessment of the students’ learning taking place in the library is also done by observation, watching the student library aides perform their tasks, and by informal and formal assessments.

Quality Indicator 1: Knowledge of Learners and Learning: Applies knowledge of the academic, personal, social, and cultural characteristics of students and relates them to learning through effective instructional strategies and assessments.

Learning happens by the use of various instructional methods which take into account the diverse learning styles and strengths of the students. I instructed the English Language Arts (ELA) classes on how to use the library’s catalog system (Destiny) to search for books, manage their library accounts, submit book reviews and compile book lists. The lesson was projected from my computer to a SMARTBoard so the students were able to follow along, making the lesson interactive, learning by “doing” as John Dewey emphasized. In addition, learning was taking place auditorily through listening to my direct instruction, visually through watching what was happening on the SMARTBoard, kinetically through the use of the computer’s keyboard and mouse. This type of learning follows Howard Gardner’s Multiple Intelligence Theory related to student learning styles.

For a student library aide, the library is a training ground of sorts for jobs they may have in the future. The students are given a set of tasks they are to perform daily in the library {Daily Duty Checklist}.

The student library aides also learn social skills and customer service skills as they interact with other students and with staff in the library. Once again, learning is done by observing and doing.

I have set objectives for the student library aides {Student Library Aide Objectives}. One of these objectives is to learn the Dewey Decimal System (DDS).

Instruction is given through the use of PowerPoint presentations (visual and auditory), direct instruction, interactive book shelving game websites, and a scavenger hunt worksheet {DDS Scavenger Hunt}. The Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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scavenger hunt worksheet utilizes Morton Duetsch’s Theory of Positive Interdependence results in positive interactions in that it was both interactive and collaborative. The scavenger hunt was interactive because students used their knowledge of the DDS and the library's catalog; it was collaborative because the student library aides worked together to find the call numbers. Another objective is for the student library aides to be able to describe genres of both fiction and nonfiction books. Direct instruction and a YouTube video on genre are used to present this information to the students.

Festus Middle School (seventh and eighth grade) uses class-within-a-class (CWC) to integrate students with diverse skills and abilities. These students also receive instruction in a classroom with a special education teacher. I recognized a need for lower reading level books that were not picture books and/or elementary age books. I researched high interest, low reading level (Hi-Lo) books and ordered several. Both the ELA teachers and the special education teachers request these books for their students.

For the library student aides with diverse skills and abilities, I pair them up with a mentor student library aide to help them perform their tasks and for social interaction. Doing so uses Lev Vygotsky’s Social Learning Theory in which a key concept is the zone of proximal development. (ZPD) The ZPD refers to a range of tasks that a child can carry out with the help of someone more skilled.

When choosing books and materials for the library, I take into account the interests of the students. I have a student reader’s advisory panel read book reviews in a variety of publishers’ catalogs, paying special attention to starred reviews. I plan on using a reading interest survey which will be in the form of a Google document linked on the library’s website {Reading Interest Survey}.

Quality Indicator 2: Instruction Partner: Collaborates effectively with classroom teachers and other educators.

Social interactions and communication are keys to learning according to Vygotsky’s, Social Learning theory. This can be done in a school environment through collaboration. Everyone in a school environment, including the librarian, must work together to support students and help them achieve success.

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At Festus Middle School, I participated in weekly Professional Learning Communities (PLC) where ways to implement instruction, assessment data, and teaching methods were discussed. Each week I meet with either the ELA team, the Technology team, or the librarians from the other schools in the Festus R-6 School District.

I have worked with the seventh grade ELA teachers when they used literary circles in their classrooms. I researched reading material appropriate for the objectives of the literary circles and gathered books from the library’s collection. I also work with all the ELA teachers to promote the books nominated for the Missouri Truman Award. I have implemented a reward system for the students who read this selection of books.

I collaborated with the Quest teacher (gifted program) to devise a business plan for a Makerspace to be hosted in the middle school library {Makerspace Business Plan}.

I also plan to collaborate with the math teachers to integrate library lessons and math. I would do this by planning a lesson on fraction, decimals, and the Dewey Decimal System.

Quality Indicator 3: Effective and Knowledgeable Teacher: The school librarian documents and communicates the impact of instruction on student achievement.

School librarians need to collect data to show how their programs are impacting student achievement. In a middle school or high school library, where the librarian plays less of the teacherlibrarian role than elementary librarians do, there are not as many opportunities for student achievement data collection. The data collected for year-end reports tends to focus more on circulation, patron visit, and teacher/classroom use numbers. However, as Violet Harada stated in her 2003 article, Building EvidenceBased Practice Through Action Research, this type of data, while important does not adequately describe the “‘tangible outcomes’ that are directly linked to local student success”.

The middle school where I work is fortunate to have student aides working in the library nearly every class period. The student aides are trained at the beginning of the school year and are given a detailed packet outlining their responsibilities. Each week they are given a checklist of what they are responsible for

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each day. They fill this out every day and turn the completed checklist in at the end of the week (selfassessment). The librarian and I watch the student aides throughout the week (formative assessment/skill evaluation) and compare their performance to what they filled out on their checklist. This is one way we collect data on their achievement. The student library aides are also taught lessons on the Dewey Decimal System (DDS) and literary genres which includes assignments, practice, and quizzes {Genre Matching Quiz}. Their major project is either a book talk or a book report project; they are given a rubric for this assignment. At the end of the semester they are given a final summative test which covers genre, the DDS, and library procedures {Semester Evaluation}. Hopefully, from the feedback given on their daily checklists, they will show improvement by the time they take this final test.

Occasionally, the librarian at my middle school will co-teach a lesson with a communications art teacher. When this happens, there are several methods they use to collect data on student achievement: rubrics, exit tickets, Kahoot! (a learner response system that is a favorite with students), and utilizing shared Google Docs so the teacher and the librarian can give instant/real time feedback, and listening to responses during discussion are a few examples.

My middle school uses the Accelerated Reader program to assess reading comprehension. The data from the STAR test, a reading comprehension test, given four times a year, can help teachers and the librarian know what areas need to be targeted to achieve maximum student achievement. Knowing a student’s reading level can help us steer them toward books they will enjoy and be successful with reading.

I can use the various data reports available in Accelerated Reader to help me assess reading interests, assess average reading levels, and to assess areas of students’ strengths and weaknesses. The information will help me evaluate the areas I need to address in the library’s book collection.

The method I use the most to collect “data” is daily interaction with the students who use the library. I listen to the questions they have, I observe as they use the online catalog or work on an assignment, I observe what they do when they come in to see if they know library procedures. If I keep getting asked the same questions, or see students having the same issues and problems, I know there are Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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areas that need to be revisited. For example, if the seventh-grade students are still requiring a lot of help to locate books, we may need to have another orientation to go over how the library is arranged.

While a good portion of the data collected in a school library, especially a middle school or high school library is not tangible, the information is important nonetheless. Through observation, listening, and formative assessments, the school librarian can learn a great deal about the students by visiting the library and by determining whether instruction is impacting student achievement.

Conclusion: One of my goals as a teacher librarian will be to support and encourage student achievement.

Possessing knowledge of the academic, personal, social, and cultural characteristics of my students will be instrumental in planning effective instructional strategies to meet this goal. Collaborating with classroom teachers and other educators will also be beneficial. Finally, various means of data collection will reveal if my efforts are impacting student achievement.

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Works Cited Rathus, Spencer A. HDEV Human Development Student Edition. 4th. Boston, MA: Cengage Learning, 2016. Print.

Harada, V. (2003). Building Evidence-Based Practice Through Action Research. Retrieved September 26, 2017, from Web. http://www2.hawaii.edu/~vharada/vi-Building%20Evidence-12-03-jav.htm

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Reading and Literacy

by Name Here Standard 2- Reading and Literacy: Promotes and encourages reading for enjoyment, personal growth, and learning. Provides fiction and nonfiction literature appropriate to the students and grade levels served. Selects reading materials in multiple formats to facilitate maximum access for all members of the school community. Models a variety of research-based literacy strategies. Advocates for students’ intellectual freedom.

Artifacts: ● Reading Interest Survey ● March Madness- Sweet Sixteen: Round 1 Author Tournament Bracket ● Book Display Photos ● Banned Books Week Photos ● Kids Like You: List of diverse books in the library’s collection ● Culturally Diverse Titles: List of books to add to the library’s collection ● Hour of the Olympics Lesson Plan ● John’s Basic Reading Inventory Introduction: I have a true heart for middle school students and their reading habits. With my own daughters, I witnessed how, once they reached middle school, they read less and the enjoyment they received from reading declined. Now that I work in a middle school library, I see the same phenomenon on a daily basis.

My observations regarding the decline in reading rates in teenagers is backed by research. According to Common Sense Media, “53% of 9-year-olds versus 17% of 17-year-olds are daily readers and a third of 13-

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year-olds and 45% of 17-year-olds say they've read for pleasure one to two times a year, if that.” If middle school children are going to become adults who are lifelong readers and lifelong learners, their view of reading must change. It is extremely important to me, personally, and as an educator, to promote reading for enjoyment, as well as for learning and personal growth.

Quality Indicator 1: Reading promotion: Promotes and encourages reading for enjoyment, personal growth, and learning.

One of my main goals in the library is to promote reading as an enjoyable activity and not just something students have to do reach a set reading goal. I want students to have the freedom to choose a book based on their interests or what they will learn, not based on how many “points” the book has. I tell students it doesn’t matter how quickly they read, or what their assessed reading level is, as long as they are reading and enjoying what they are reading. When students discover a book they have read doesn’t have an Accelerated Reader test, they are usually disappointed. When this happens, I ask them if they enjoyed the book and if they learned anything from it. Most of the time, students say they did enjoy what they read; or in the case of non-fiction titles, learned something new. To me this is a reward in and of itself and I encourage students in this regard.

The Festus Middle School (FMS) library utilizes student library aides. After the aides have finished their daily tasks, I give them time to read during their class period. I ask them their opinion on the books they are reading. The student library aides also act as a reader advisory panel by reading book reviews in professional journals and looking through publisher’s catalogs, and giving their opinion on what books should be added to the library’s collection. The student library aides with exceptionalities use publisher’s catalogs that feature hi/lo reading material. In addition to using the opinions of the student library aides, I plan on using a Reading Interest Survey to find out what topics interest the students of FMS {Reading Interest Survey}. I will use the results of this survey to guide collection development. My hope is by having books related to topics students are interested in, reading for enjoyment and reading for the sake of learning will increase.

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I believe promoting the enjoyment of reading takes the pressure off and causes students to read more. The more students read, they will become more successful readers, with higher levels of accuracy, fluency, and comprehension. Successful readers are better students, increasing student achievement in all subject areas. Richard Allington (Matching Text to Readers theory) states: “It is the high accuracy, fluent, and easily comprehended reading that provides the opportunities to integrate complex skills and strategies into an automatic, independent reading process”.

To model reading for enjoyment, I personally try to read the popular books (according to circulation statistics), new books added to the collection, and books recommended to me by students. I read the Missouri Truman Readers Award nomination books and the Truman Readers Award winners. I also read books that received starred reviews in professional journals and publishers’ catalogs.

I run several reading challenges and book promotions throughout the school year to motivate students to read. One challenge revolves around the books nominated for the Truman Award. If students read a certain number of the selected books they are rewarded with a field trip or a party; an extra reward is given for reading all of the nominated books. I use a chart posted in the library to keep track of which students have read the required number of books. The chart provides positive reinforcement which is in line with Albert Bandura’s Social Learning Theory. Another popular book promotion was the March Madness author tournament. I chose the authors for the tournament based on circulation statistics. Students filled out a bracket, then voted each week for their favorite authors. Prizes were given to the students with the most correct brackets {March Madness- Sweet Sixteen: Round 1 Author Tournament Bracket}.

Various book displays during the school year are used to promote reading and expose students to different genres and information. An example of a book display based on a trend is the Pokemon “Gotta Read Them All” display used to promote different book series. A book display on the history of politics, elections, various politicians, and how the United States government works is an example of a current event display used in the weeks leading up to the November 2016 Presidential election. An Edgar Allan Poe

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display for Halloween, a Women’s History Month display and a display concerning the issue of bullying are other examples of book displays I have designed {Book Display Photos}.

Banned Books Week provided an opportunity to both promote reading and display books. In 2016, Banned Books Week was September 24-September 30 with a theme of “Freedom to Read”. The library was decorated with a banner, the school halls were plastered with quotes about freedom of speech and of course, banned books were displayed. Other activities included a “guess the banned book”, teachers being “arrested” by the school resource officer for reading banned books, (a definite surprise and a highlight of the week for students), and a banned book read-in with banned books themed snacks {Banned Books Week Photos}.

Vicarious reinforcement is another aspect of Bandura’s social learning theory. Positive external reinforcement in the form of rewards and prizes serves as motivator to encourage students to read.

Vicarious reinforcement comes into play when students observe other students receiving these positive reinforcements.

Quality indicator 2: Literature: Provides fiction and non-fiction literature appropriate to the students and grade levels served.

Through my reading of starred reviews in professional journals and publishers’ catalogs, blogs dedicated to books and reading, librarian websites, compiled lists of “best books” and lists of award winning books, I have observed a trend toward realistic fiction and adventure stories. Sometimes, children and teens want to read books they can relate to. This observation is validated when I talk to students about the types of books they are reading and the types of books they want to read. I have also noticed a trend toward novels about kidnapping and murder. The kidnapping/murder trend is evidenced by the fact that April Henry, a young adult author, has been a frequent Truman Readers Award nominee. Henry won the award in the 2012-2013 school year and placed second in both the 2015-2016 and 2016-2017 school years.

Henry’s novel, The Girl I Used to Be, is a Missouri Truman Readers Award nominee for the 2018-2019

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school year. I cannot keep this author’s books on my shelves. When Henry’s books are all checked out, students ask for books similar to hers.

Providing students with a diverse collection of reading material in multiple formats geared toward their interests is critical to a progressive library collection. To ensure the library is meeting the needs of all students the collection includes books in multiple formats including audio books, interactive books, ebooks, high interest/low reading level books and graphic novels. I’m exploring ways to expand the library’s collection of these formats. Our collection also includes several classic novels in either condensed formats or graphic novel formats, making them more accessible to middle school students. In addition, I have utilized collections statistics to assess the types and number of books covering different ethnicities and cultures.

Books displays on award winning books and authors encourage students to read books they might not have found just by browsing the shelves. In the FMS library, the Truman Award nominated books are displayed in a specific area of the library. If a student wants to read a “Truman book” they know to look on the display rack. I plan to identify award-winning books with spine stickers indicating whether a book has received any awards such as the Truman, John Newbery Medal, Caldecott Medal and Coretta Scott King awards. Additionally, award-winning books are tagged in the online catalog. A student simply searches with the keywords “award winner” to access a list of books which have won awards.

Quality indicator 3: Diversity and Inclusiveness: Selects reading materials in multiple formats to facilitate maximum access for all members of the school community.

As I mentioned previously, I have utilized collections statistics to assess the types and number of books covering diverse physical abilities, emotional states, intellectual development, ages, races, ethnicities, genders, languages, religions and socioeconomic status {Kids Like You: List of diverse books in the library’s collection}.

In assessing the library’s collection, I discovered gaps which need to be filled. I noticed the collection contains numerous nonfiction books about different cultures, but not many fiction books with

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characters from different cultures. Children want and need to see themselves in the stories they are reading.

When deciding which books to add to the library’s collection to fill in these gaps, I need to make sure I am not basing my decisions on my own personal attitudes, beliefs, and assumptions about race and ethnicity, gender, religion, and socioeconomic status I need to be conscious of any bias or prejudicial attitudes I might carry. I also need to be aware of how diverse groups learn and perceive the world. The Teaching in a Diverse Society course through Missouri Baptist University has been instrumental in showing me these differences.

While assessing the library’s collection I did find a few books featuring characters from different cultures, namely, African American characters. Yet, in my opinion, the books perpetuate a stereotype as most of the books depict the characters as coming from poor, "ghetto" neighborhoods and the stories deal with crime, drugs, gangs, and bad home lives. I used multiple resources to compile a list featuring characters from diverse groups that students can relate to {Culturally Diverse Titles: List of books to add to the library’s collection}. I plan to use the books the library currently has, plus new selections, in a display named “Kids like You.” Diverse needs can be met with reading materials in multiple formats, geared toward the diverse interest of readers, allowing for maximum access for all students. Promoting and encouraging reading for enjoyment, personal growth, and learning is critical to a progressive library program. My sincere desire is to be able to motivate students toward a lifelong love of reading, in turn, making them lifelong learners.

Quality indicator 4: Literacy Strategies: Models a variety of research-based literacy strategies.

Merely handing a student a book and expecting him to understand it, is not enough. It is the librarian's job to work hand in hand with students and classroom teachers to guide students in their effort to build literacy skills. In my methods of teaching class, I designed a 3rd grade lesson plan that could be used in the classroom or the library {Hour of the Olympics Lesson Plan}. Using prior literacy knowledge, students work individually and in small groups building reading fluency and strengthening comprehension.

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incorporated across the content areas in several ways including lessons on ancient Greece history, culture, mythology, studies about other countries, and mathematics that include medal counts. I believe literacy integrated across the content areas facilitates stronger student connections to the material being studied.

Schools use different methods to evaluate reading. In an analysis and correction of reading disabilities class, I was required to administer the John’s Basic Reading Inventory to one student in an early elementary grade {John’s Basic Reading Inventory}. I worked with a first grade student to measure alphabet and sound knowledge, writing skills, literacy knowledge, wordless picture reading, caption reading, phoneme awareness, basic word knowledge, and reading comprehension with a pre-primer passage. The takeaways from this class were invaluable. I gained a better understanding of how literacy, the ability to read and write, begins.

One of the things I found enlightening when working with ELL students this year is they prefer books that are nonfiction because they are more concrete. Nonfiction reading does not require a student to infer or try to decipher hidden meaning in the text of a language they are just beginning to understand. For example, an ELL student might choose to read about elephants from the nonfiction shelf because it is straight-forward. That student will learn this is an elephant, this is what an elephant eats, this is where an elephant lives, etc. As a teacher librarian, I must be aware of reading preferences and support further engagement through thoughtful suggestions. In this example, possibly by introducing a fiction story about an elephant such as Jean de Brunhoff’s, Babar.

Quality indicator 5: Intellectual Freedom: Advocates for students’ intellectual freedom.

The Students’ Right to Read is a position statement put out by the National Council of Teachers of English (NCTE). It embodies intellectual freedom which is the right of every individual to both seek and receive information from all points of view without restriction, and provides free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored.

As a librarian, I must have a good understanding of myself, be reflective in examining my personal attitudes, beliefs, and assumptions about race and ethnicity and the influence it may have over my actions.

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It is paramount that I remain a professional, ensuring that my personal preference and biases are not reflected in the library or the collection. Utilizing a sound selection criteria when acquiring new materials is an effective way of supporting students’ rights of intellectual freedom.

The Position Statement on the School Librarian's Role in Reading states that school librarians are leaders in developing reading comprehension and promoting free independent reading. The Position Statement on the School Librarian's Role in Reading goes hand-in-hand with the Student’s Right to Read.

Under the position statement some of the duties librarians are charged with include: providing open access to a high quality collection, selection and collection development, and to participate in continual professional development. As a teacher librarian I will support reading through the construction of a quality collection, and regular professional development.

Conclusion A librarian’s role is multi-faceted. One of the most important aspects of the librarian’s job, however, is to encourage reading at every developmental level. When a student feels comfortable in the library and with a book as a companion, the love of reading and of lifelong learning is well on its way in the heart of a child.

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Works Cited Pai, S. (2016, February 29). How Kids' and Teens' Reading Rates are Falling, and What You Can Do to Help Kids Read More. Web. 15 Feb. 2018.

Allington , Richard. (2002, June). The Six Ts of Effective Elementary Literacy Instruction. Reading Rockets. WETA Public Broadcasting. Web. 17 Fe

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Information and Knowledge

by Name Here Standard 3 - Information and Knowledge: Provides access to information for students, teachers, staff, and administration to satisfy all learning needs. Teaches information literacy skills to build proficiency for student-driven research and individual creation of knowledge through critical thinking. Promotes equitable access to resources in a variety of formats and services for a variety of needs.

Artifacts: ● Link to Festus Middle School Library Website- Resource page ● Big 6 Assignment Organizer ● Evaluate a Webpage Practice ● Don’t Be a Copycat! Lesson plan ● Link to Book Recommendation Form Introduction: It is no question there has been a change in information in the 21st Century and that those changes have had an impact on library programs. It is not so much that information itself has changed nor that the need for information has changed. What has changed is the way the information is accessed, evaluated and used. In today's technological and digital world, students need to be information literate. What this means for school library programs is librarians need to teach information literacy? The American Library Association (ALA) defines information literacy as, "a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed

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information”. It is equally important that the information a library provides is accessible by all patrons, students, teachers, and staff in formats which meet their diverse needs.

Quality Indicator 1- Access to Information: Provides access to information for students, teachers, staff, and administrators to satisfy all learning needs.

In today’s technology driven society, it is easy to question why we even need books and, in turn, the relevancy of libraries. In fact, the very question, “Are libraries even relevant and needed?” has been posed to me frequently in the past year. My answer was, and always will be, a resounding, “Yes!” This is especially true in the case of a school library. A school library may well be the only place where a child has access to information, in any format.

Libraries need to provide access to information in print formats. Print formats: fiction and nonfiction books, newspapers, magazines, images, and photographs are the backbone of a school library program. Printed materials are what libraries have been built on since the beginning of libraries. With the onslaught of information in electronic format, it is easy to forget this fact. It is also easy to forget that not all schools have wireless connectivity (whether due to finances or rural location) to access library materials in electronic format. Though the number of schools without access is declining, there are still millions of schools without access to digital learning tools. Printed materials are a must for school libraries in such situations.

Libraries also need to provide access to information in electronic formats. The electronic formats: e-books, audio books, online databases, and Internet access provided by school libraries, bridge the digital divide - the gap between homes with technology and reliable Internet access and those without. Even if students have their own mobile devices, their families may not be able to afford the data plans required to access online-based homework and resources. For these students, the school library is invaluable.

The library where I work has both fiction and nonfiction e-books. Most of the nonfiction e-book titles do not require downloading to read; they can be read on a computer through the Capstone platform.

This option makes the book accessible to students who do not have a mobile device. Some of the e-books

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also have an audio component, which allows students to listen to the book while reading it. I would like to explore the possibility of the library purchasing e-readers, such as the Kindle Fire, which would be available for checkout. Having e-readers available to students would allow students to check out and download the e-books the library offers. I would also like to explore the possibility of the library providing access to an Audible account to allow students to listen to audiobooks.

Online databases can be a valuable digital resource for students. The need for students to have access to reliable, up-to-date, and factual information cannot be stressed enough. To this end, my middle school provides access to several databases and other resources {Link to Festus Middle School Library Website- Resource page}.

Quality Indicator 2- Information Literacy Skills: Teaches information literacy skills to build proficiency for student-driven research and individual creation of knowledge through critical thinking.

The way information is located has changed dramatically in the 21st Century. Students no longer have to use sets of encyclopedias to research information which can be a cost savings to library budgets. In today's school libraries, a wealth of information is at students' fingertips. There are search engines, databases, magazines, articles, journals, etc. available on the Internet; all it takes is just a few clicks to find almost anything one wants. It is the school librarian's job to teach students how to search the resources available to find information.

It is not enough to just find the information; the next step is to evaluate the information. Again, it is the school librarian's responsibility to teach students the information evaluation process. The first aspect of the information evaluation process is to ask if the information is relevant. Does is fit the topic? Is the information too specific or too general? Does the search strategy need to be changed? The next two steps are suitability - can the information be easily paraphrased- and currency - is the information current? The last aspect of the information evaluation process is reliability. Is the information from a credible source?

Once all of these points have been considered can a student then decide whether or not to use the information? To help students gather and evaluate information for a research project, I can use the B6

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Research Project Organizer. I have adapted it slightly for use in my middle school {Big 6 Assignment Organizer}. For practice with evaluating websites, I will use the Evaluate a Website Practice module found at GCF Learn Free.org. I will share a Google document with my students with a link to the module {Evaluate a Webpage Practice}. Utilizing the Big6 organizer is consistent with the constructivism learning theory proposed by Jerome Bruner and other theorists. The constructivism learning theory suggests that learning is active and that individuals construct their own knowledge.

After information has been accessed and evaluated, the final step is for the information to be used effectively. A major aspect of information being used effectively is for school librarians to teach how to respect copyright and intellectual property. School librarians need to teach the difference between paraphrasing and plagiarizing. With that comes learning how to properly cite sources. As part of a unit on digital citizenship, I have designed a lesson plan on plagiarism, copyright and fair use, and paraphrasing.

The purpose of the lesson is students need to understand that as a digital citizen they have a responsibility to use information in an ethical, safe and legal manner {Don’t Be a CopyCat!}. Jean Donham states, "Becoming information literate requires competency in using information technologies for all stages of the information process, not just the search for information."

The skills students learn in the school library - how to access, evaluate and use information effectively - are skills they will use throughout their school careers and throughout life. Information literacy is a crucial aspect of students becoming lifelong learners.

Quality Indicator 3- Equitable Access to Resources and Services: Promotes equitable access to resources in a variety of formats and services for a variety of needs.

The social systems theory of child development proposed by Urie Bronfenbrenner proposes that everything in a child’s environment affects his or her development. A child’s school environment is included in this theory, and as an extension, the school library. I envision the school library as being the heart of a school community. I envision it as a place where students can come to read, study, work, and talk with teachers and counselors. I want students to feel the library is a safe place and feel comfortable sharing

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their views. To help me bring this vision to fruition, I will strive to make the library as welcoming as possible. I will be open to students’ opinions and ideas, encouraging them to openly share without fear of judgement. I can provide a suggestion form on the library’s website for students to suggest books for the library and any other ideas for the library, such as book displays and bulletin boards {Link to Book Recommendation Form}. I will make a concerted effort to greet every student and teacher who comes through the library doors. When a class is scheduled to use the library, I will make a special effort to greet the class, and their teacher, as they come in. I will check in with students as they or working or browsing the bookshelves. I will simply take the time to talk and listen to students. Besides asking students what kind of books they like to read – that’s a given- I will ask students about activities, sports, and hobbies they are involved in. This information will help me learn about my students’ interests, which, in turn, will give me clues about what they might like to read. I will also ask how they are doing, compliment and encourage them, offer assistance, and demonstrate, by my words and actions, that I care.

A part of making the library a welcoming environment is the design of the library, including the decor and furniture. At Festus Middle School, we are fortunate that the library is a large open room. We have an ample number of tables, including tall cafe style tables and chairs. We also have club chairs, dubbed the “comfy chairs” by students; these chairs are the most coveted spot in the library. Occasionally, as a treat or reward, we’ll bring out beanbags for a flexible seating option.

Another aspect of the library being a welcoming space is the scheduling of the library. Ensuring classroom teachers and students have access to the library media center is an important component to the success of a school library media program. Flexible schedule allows classroom teachers to utilize the library media center for as many class periods and days as they need to effectively teach. This type of scheduling also is better suited for a school librarian to take on the role of teacher-librarian and collaborate and co-teach with a classroom teacher. Flexible schedules also allow students maximum opportunity to visit the library for all of their reading and content area needs. The FMS library is essentially open the entire school day. Students can visit before school, in between classes, during their study hall period, and after Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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school for a brief time. Additionally, if allowed by a teacher, students can visit the library during class time.

The library is usually open and ready for business on the first day of school. The librarian works hard during the in-service days before the first day students attend to make this a possibility. At the end of the school year, the library closes for book checkouts approximately five days before the last day of school.

However, the library is still available for students to study, use computers, and to read right up until the second to last day of the school year.

It is important that a school library serves the needs of every patron. FMS has not had occasion to use assistive technologies for any students. We have, however, provided braille books when needed and I have personally been a reader and a transcriber for a student. Recently, one vision-impaired student would use the magnifying feature on computers to enlarge the screen view. Additionally, we do have books in both print and electronic formats and books with a range of reading levels. One example is our collection of high interest level, low reading level books.

Providing access to information, teaching information literacy skills, and providing equitable access to resources and services are all responsibilities of a competent library media specialist. As a library media specialist, I will strive to carry out these responsibilities to the best of my abilities to build a successful library program.

Conclusion: Providing access to information, teaching information literacy skills, and providing equitable access to resources and services are all responsibilities of a competent library media specialist. As a library media specialist I will strive to carry out these responsibilities to the best of my abilities to build a successful library program.

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Works Cited Information Literacy Competency Standards for Higher Education. (2007, July 20).

Web. 16 Feb. 2018.

Johnson, S. (2017, May 31). 34.9M US Students-88 Percent of School Districts-Now Connected Online EdSurge News. Web. 16 Feb. 2018.

Vick, K. (2017, March 30). The Digital Divide: A Quarter of the Nation Is Without Broadband. Web. 16 Feb. 2018.

Donham, J. (2008). Enhancing Teaching and Learning: A Leadership Guide for School Librarians (2nd ed.). New York: Neal-Schuman

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Leadership and Advocacy

By Name Here Standard 4 - Leadership and Advocacy - Provides leadership by articulating ways in which school libraries contribute to student achievement. Advocates for dynamic school library programs and positive learning environments by collaborating and connecting with the school community.

Artifacts: ● MakerSpace Business Plan ● Stand Up, Stand Strong, Stand Together bulletin board -photo ● Book display on bullying -photo ● Stand Up, Stand Strong, Stand Together Lesson Plan ● Festus Middle School Library Website- Link Introduction: A school library is not an entity unto itself, but instead, part of the larger school community. Just as administrators and classroom teachers impact student achievement, school librarians play a vital role in the success of students. School librarians can take on a leadership role by collaborating with teachers, and, by doing so, will contribute significantly to the school community. School librarians can advocate for the school library program, positively impact student achievement, and be a leader in their school and community.

Quality Indicator 1 - Instructional Leadership: Provides leadership by articulating ways in which school libraries contribute to student achievement.

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A school community is a team composed of classroom teachers, teacher-librarians, paraprofessionals, counselors, support staff, and administrators. The administration - principal and assistant principal, which report to a superintendent and school board, work with the teachers and staff to serve students. I am fortunate that at Festus Middle School the administration trusts the judgement of the teachers and the librarian and does not micromanage. The administration is there to support teachers in any way they can. In addition, the administration provides ample opportunities for professional development, provides time for collaboration and curriculum building, serves on content area teams, leadership teams, and curriculum teams. Of the different leadership teams involved in school governance, I feel it would be most important for a library media specialist to be a member of the curriculum team. The curriculum team identifies key concepts and needs in content areas, defines objectives and goals, ensures curriculum is aligned to state standards, and designs and develops curriculum. A library media specialist can help integrate information literacy into the content areas across the curriculum. In addition, having a hand in developing the curriculum will help a school librarian plan for content area resources and aid in collection development.

Patricia Montiel-Overall, Assistant Professor, The University of Arizona–School of Information Resources and Library Science theorizes that true collaboration between teachers and school librarians can have a positive impact on student achievement. Montiel-Overall, in her research journal article, Toward a Theory of Collaboration for Teachers and Librarians defines collaboration as: “Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students’ progress throughout the instructional process in order to improve student learning in all areas of the curriculum” (2005, pg. 5).

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As Montiel-Overall defines collaboration, it draws from Social Constructivist Learning Theories as proposed by theorists such as John Dewey, Jerome Bruner, and Lev Vygotsky. Social constructivist learning in education means there is a problem to solve and people interact socially to solve the problem. In the case of the relationship between teachers and school librarians, the “problem” could be anything from integrating information literacy into the curriculum, or deciding what materials to include in an instructional unit. The problem is solved through collaboration; collaboration is accomplished through social interaction. As a result, there is an impact on student achievement. In my capacity as the long-term substitute librarian, I had the opportunity to take on a leadership role by collaborating with teachers. I collaborated with the seventh grade ELA teachers to choose books suitable for use in literature circles. The teachers especially wanted books which would appeal to boys. We worked together to compile a list based on criteria such as readability, length, interest, and opportunities for critical thinking. Students then chose which book their group would read.

I also collaborated with the Quest (gifted program) teacher to design, purchase items for, and implement a mobile MakerSpace {MakerSpace Business Plan}. The Quest students used items from the MakerSpace to create projects for the Destination Imagination competition. The social studies and ELA classes have used the MakerSpace for STEAM (Science, Technology, Art, Mathematics) activities related to lessons, topics, and concepts learned in class.

Quality Indicator 2 - Advocating with the School Community: Advocates for dynamic school library programs and positive learning environments by collaborating and connecting with the school community.

In the education world, who is a stakeholder? A stakeholder is anyone who has “stake”, or a vested interest in the welfare of the school and its students. This interest can be personal, professional, civic, or financial. Stakeholders are teachers, administrators, other staff and school personnel, students, parents, community members, businesses and organizations - the list goes on. One stakeholder who has impacted the school library program at Festus Middle School (FMS) is the Festus Public Library. The Festus Public Library is undoubtedly one of the most important resources for the library program at FMS. The Festus Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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Public Library generously provides the librarian at FMS with a library account. This allows the librarian to check-out resources either for use in the library, a teacher’s classroom, or for individual student use. Since the public library is a tax-supported organization, any resident within the Festus city limits can have a library membership; this means students can check out resources for themselves if need be. The Festus Public Library participates in resources sharing, so they can borrow books from any library in the state of Missouri at no charge to its members. What this means for FMS is it expands access to resources exponentially. The librarian of the Festus Public Library partners with the middle school by providing books to middle schoolers want to read. For example, the Missouri Truman Readers Award nominee books are always popular at FMS. Because of their popularity, all copies of the books are frequently checked out.

The Festus Public Library also has copies of these books, so students can check them out. This past summer, the Festus Public Library had a large and prominent display for this year’s Truman books. Several students read them over the summer, so by the time school started in August, they were ready to take their Accelerated Reader (AR) tests over the books, which makes these students not only meet their AR goal quickly, but also makes them eligible for prizes at the middle school. At the end of the school year, the librarian of the Festus Public Library visits the middle school to introduce the summer reading program to the students. Several of FMS’s ELA teachers offer incentives for participating in the public library’s summer reading program. We also know if a student just can’t wait for a popular book to be returned, the Festus Public Library will most likely have a copy for the student. Festus Middle School is fortunate to have such a great supporter in the public library.

Another example of a stakeholder in the school library program is local businesses. One business that has proved to have an interest in the school community at Festus Middle School is Midwest Regional Bank. Midwest Regional Bank, through its We Care About Kids program, generously donates money to schools. Those seeking donations simply need to write a letter by the deadline to request a specific amount and explain what the money will be used for. The bank then decides who to donate to and how much each

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person will receive. In the past, I have successfully advocated for funds to purchase t-shirts for the school’s Book Battle team.

As a library media specialist, I need to be an advocate for the school library program. In simple terms, this means I need to market the library in such a way that the program’s services are well known to the patrons it serves. One way I can do this is with book displays and bulletin boards on topics relevant to the entire school community. For example, for National Bullying Prevention Month (October), I designed a bulletin board and a book display on the topic of bullying {Stand Up, Stand Strong, Stand Together bulletin board –photo}. I made sure the book display had both fiction and nonfiction books in a range of reading levels so the needs of diverse learners could be met {Book display on bullying- photo}. The display also contained books on the topic of cyberbullying, which made the topic even more relevant to students in today’s technological, social media driven world. In the future. I could present a lesson to the ELA classes on the topic of cyberbullying {Stand Up, Stand Strong, Stand Together lesson plan}.

Another way I advocate for the school library program is through a presence on social media, and through the library’s website. The website has information about the resources available through the library, links to online resources, links to platforms students use frequently such as Accelerated Reader, Tyler SIS, and Google Classroom. The website is updated frequently, depending on point of need and depending on what information is important to patrons. {Festus Middle School Website- link}.

Keeping the library’s collection of resources - chiefly, the books, current and updated is yet another means of advocating for the school library program. Review sources, such as School Library Journal and School Library Connection, are utilized to discover newly published books along with book reviews and recommendations. Student input concerning books to add to the library’s collection is also welcomed.

School librarians can be a leader in their school community by collaborating with teachers, understanding school governance, and by advocating for the library program. All of this will have an effect on student achievement.

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Conclusion: There are many ways that school librarians can be leaders in their school community. Collaborating with teachers, understanding and participating within school governance, and advocating for the library program are examples of the types of leadership roles school librarians can fulfill. Any leadership position a school librarian participates in will have an effect on student achievement.

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Works Cited Great Schools Partnership. (2014, September 25). Stakeholder Definition. Web. 17 Feb, 2018.

Montiell-Overall, P. (2005, April). Toward a Theory of Collaboration for Teachers and Librarians [PDF].

School Library Media Research. Chicago: American Association of School Librarian

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Program Management and Administration

by Name Here Standard 5 - Program Management and Administration: Administers the school library media program using research-based data to analyze and improve services in alignment with the school’s mission to support student achievement. Selects, acquires, catalogs, retrieves, integrates, circulates, preserves, and deselects information resources. Manages fiscal, physical, and personnel resources.

Practices professional ethics with regard to intellectual property and information privacy. Develops policies and procedures in support of the library program.

Artifacts: ● Summary Circulation Report for Dewey Decimal call numbers 000-99 ● Search Results Report ● Culturally Diverse Titles ● Selection Policy ● Library Behavior Management Plan Introduction: Current research indicates that school library programs which are staffed by competent School Librarians have a positive influence on student academic achievement and overall student success and happiness. A well-managed school library program can play a vital role in student achievement.

In the 2015-2016 school year I had the opportunity to serve my school as the long-term substitute librarian. At first, I consulted the principal on every decision I needed to make concerning the library - the collection, purchases, and changes to the student library aide curriculum, policies, and procedures. The principal finally, and quite kindly and encouragingly, told me she trusted my judgement and that she had every confidence in my abilities to manage the library. During my time as the librarian, I learned a great

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deal about what is required to manage an effective school library program. In addition, I discovered the management of a school library entails administrative responsibilities beyond simply choosing and ordering books.

Quality Indicator 1 - Strategic planning, program evaluation, and program reporting: Administers the school library media program using research-based data to analyze and improve services in alignment with the school’s mission to support student achievement.

As a school librarian I want the library to serve as a hub of information, learning, and literacy for the school community it serves. I want every patron, both student and educator, to feel welcomed. I want all students to discover and experience the joy of reading. A school library should support student achievement. Lawrence Hardy stated in his American School Board Journal article, The Future of Libraries, “...many educators and advocates say that high-quality school libraries - staffed with certified librarians -are essential to the academic mission of successful school”. I will ensure the library supports this mission by providing materials and resources which encourage the attainment of knowledge and inspires students to be lifelong readers and lifelong learners. I can also ensure the library supports this mission by having short and long-range plans for the library program. For example, one short-term goal I am currently engaged in at the Festus Middle School library is color-coding the fiction books according to their genre.

Program evaluation is a key component to determining if a school library program is aligned with the school’s mission to support student achievement. To evaluate the library program I can utilize checklists based on state standards and criteria, observe students in the library, compile circulation, collection, and patron statistics, and utilize surveys and interviews. I can share the findings of my evaluation with school administration through annual summary reports, a library newsletter, and a professional development presentation.

Quality Indicator 2 - Collection management: Selects, acquires, catalogs, retrieves, integrates, circulates, preserves, and deselects information resources.

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Of all of the elements of a school library program, the collection - the books, media and other materials - is the most integral component; after all, if not for the books, why would students visit the library? This is why it is so important for a school library media specialist to manage the library’s collection in an efficient and effective manner. To ensure I am managing my library’s collection in an efficient and effective manner, I will need to have a collection development plan, which is a set of procedures to identify needs, acquire needed materials, and put those items into the hands of patrons.

Claire Stephens and Patricia Franklin state in their book, School Library Collection Development, that collection development is a long-term, ongoing process. One aspect of this process is evaluating the collection. Evaluating the library’s collection is a high priority. The books and other resources available to patrons, chiefly students, are at the heart of a successful school library program. The resources must be readily available, reliable, and relevant to the patrons wishing to access them. The first tool I would use, and use frequently, is my library’s Online Public Access Catalog (OPAC) system; at Festus Middle School, we use Destiny. The Library Reports in Destiny help me to evaluate the library’s collection, examine circulation statistics, view patron statistics; other reports give me an overall snapshot of the library. When using Destiny to evaluate the library’s collection, I can run a summary report to examine the current circulation, age, and value statistics {Summary Circulation Report for Dewey Decimal call numbers 000-99}. I can also run a historical report to examine circulation statistics for a certain timeframe.

Knowing this information helps a school librarian make decisions about the collection, especially when it comes time to deselect or weed the collection. In addition to reports, I can use the Destiny catalog to search for genres, subjects, and keywords. I recently used the Destiny catalog to search for books tagged with metadata associated with certain ethnic groups and cultures, for example, I searched for Japanese-American {Search Results Report}. From my research, I determined areas in which our collection was lacking and made recommendations to the librarian {Culturally Diverse Titles}. When developing a collection management plan and evaluating a collection, a library media specialist would be wise to have knowledge of curriculum standards and knowledge of the needs of patrons. For example, one question might be Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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whether the nonfiction collection support the current science curriculum or do resources need to be updated?

In addition to evaluating the library’s collection, my collection management plan needs to take into account the library’s mission statement and the short and long-range goals of the library. A major aspect of collection management is the selection and acquisition of books and other materials. Selection involves more than choosing books that sound like a good read; a selection policy needs to be part of a collection development plan. A selection policy will help guide a school librarian’s decisions. The selection policy should include a set criterion for the selection of books. These criteria, in part, include currency, readability, reviews from professional journals (such as School Library Journal), user appeal, interest, and appropriateness for the subject area, age, emotional development, ability level, learning styles, social, emotional, and intellectual development of the students for whom the materials are selected. In addition to criteria, a selection policy should include procedures for handling challenged books. Having a selection policy which details the process for selecting books and materials lends validity to a librarian’s decisions and gives the librarian a resource to refer to when a concern about a book is presented {Selection Policy}.

Once a library media specialist has determined what books need to be added to the collection and has selected those books, the next step is acquisition. There are numerous options when it comes time to purchase books and other resources: book vendors (such as Perma-bound and Mackin), publishers (Scholastic), bookstore websites (Barnes and Noble), and online retailers (Amazon). The next step is processing and cataloging the books and resources so they are easily accessible to patrons. To save time and to get books into the hands of patrons as quickly as possible, using a vendor which offers “shelf-ready” processing is a smart plan. The vendor uses whichever classification system the school library designates, e.g. F or Fic for fiction books, and places barcodes and spine labels on the books. When the books arrive at the library, the librarian or librarian assistant simply has to upload Machine-Readable Cataloging (MARC) records to the online catalog, stamp the school name and put whatever other identifying labels used by the library, e.g. identifying award winners, reading levels, genre.

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The Dewey Decimal Classification System is the most widely used classification system in school libraries. Some school libraries are converting their collections to be arranged similar to bookstores; books are arranged on shelves according to their genre. For example, in the fiction section, all mystery books are shelved together. Some libraries are going so far as to “ditch Dewey” in the nonfiction section as well and arrange books by categories, such as sports and war. At Festus Middle School, we are still following the Dewey Decimal System. We are in the process of color-coding our fiction section by genre, - yellow for mystery, red for action adventure, green for dystopia, and so on - but instead of putting all the same genre together on the shelf, we are keeping it arranged by the author’s last name. There will be signage identifying what the color labels mean.

There comes a time in every library when books and resources need to be deselected, or in other words, weeded. This is done for several reasons: books are outdated, no longer relevant, in poor condition, or changes in curriculum, to name a few. Just as criteria are used to select books, there are criteria to follow when deselecting books as well. These criteria and the process for deselection should be a part of the selection policy. There are several resources online to help with the deselection process. One resource is from the California Department of Education which has published a weeding brochure, Weeding the School Library: the counterpart to Selection. Weeding can be done informally throughout the school year, such as noticing a book might be a candidate for deselection during check in and check out. Weeding can also be done formally, as a planned process. In the course of “genrefying” our fiction section, we have weeded numerous books from the Festus Middle School library. These books will be first offered to teachers and students, and then sent to the school district’s surplus. The deselected books are offered to students when they are not able to check out a book due to owing fines. Deselection is a necessary step of collection management and, though it appears counterintuitive, will actually increase circulation.

Quality Indicator 3 - Fiscal, physical, and personnel resources management: Manages fiscal, physical, and personnel resources.

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A school librarian is a teacher, a media specialist, a resource, a program promoter/marketer, an information finder - all of these roles are well known by the general public. What the general public students, teachers, staff - may not realize, however, is that a school librarian is also a business manager. A school librarian must manage the finances and budget of the library, ensure the library program is operating effectively and efficiently, including ensuring the physical space is in top condition and/or working order, and manage personnel.

From my time as the long-term substitute librarian, I have a working knowledge of my school library’s budget. The budget is set by the district and is broken down into categories, with a set amount of money allocated to each category. These categories include contracted services, books, supplies, and miscellaneous. The money in these categories does not “roll over” into the next year, but must be spent; it’s a “use it or lose it” situation. Purchases for the library need to be approved by both the building principal and the district superintendent. This is done by submitting a requisition form and a purchase order. The requests must list the vendor, the total price of the purchase, and a brief explanation of the purpose for the purchase. The Festus Middle School library has one other financial resource - it’s called the store fund.

The money in this account comes from library fines, fundraisers, and grants; it is separate from the district set budget and does carry over from school year to school year. Requisitions and purchase orders are still required when spending from the store fund. When it comes to purchases and managing the budget, a school librarian should try to get the best bang for the buck, so to speak. One way to do this is to purchase books from a vendor which offers a lifetime guarantee on their book- binding. The up-front cost of these books is higher than buying books from other vendors or retailers, but in the long run money is saved; one, the book binding will last longer, and two, the vendor will replace the book when needed.

Besides the budget allocated to the library from the school district, a school librarian can take advantage of other resources. These include, but are not limited to: book fairs, parent teacher organizations, local and state grants, and special grants from professional organizations and foundations. In the case of grants, a school librarian must know how to write a grant proposal. Donations from local community Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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organizations and businesses can be another source of funding for school libraries. In my area, Midwest Regional Bank generously donates money to schools. Those seeking donations simply need to write a letter by the deadline to request a specific amount and explain what the money will be used for. The bank then decides who to donate to and how much each person will receive. In the past, I have received a donation to purchase t-shirts for the school’s Book Battle team. The Library Services and Technology Act is a federal fund which can be used to support state initiatives, or can be distributed through sub-grant competitions, or cooperative agreements. A school library may also receive regional assistance. Regional assistance comes in the form of utilizing regional networks for contracted services, such as databases. If a school library program is able to access a regional network, this allows them to offer databases to students and teachers they would otherwise not be able to afford. This is not a direct source of funding, but saves money that can be used for other needs. One list of available databases is the James C. Kirkpatrick Library A-Z Databases. One other funding resource a school library may utilize is a school business partnership. A school business partnership is a supportive relationship between a business and a school, or school district in which the partners commit themselves to specific goals and activities intended to benefit students and schools. Financial resources can often be one benefit of such a partnership. I found this how to guide on how to plan for and initiate a school business partnership, it is A How to Guide for School Business Partnerships.

During the time I have been working in the Festus Middle School library, the library has undergone significant renovations. The renovation planning committee, which included the librarian, building principal, and the district superintendent, had to ensure the library was in compliance with the Americans with Disabilities Act (ADA) in regard to circulation counter height, clear paths for wheelchairs, and accessible book return. For example, the library has a computer station with an adjustable height table to accommodate a wheelchair.

Human resources for a school library can include librarian assistants, volunteers, and in the case of Festus Middle School, student library aides. While I held the long-term substitute librarian position, I Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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trained and supervised a librarian assistant. As the current librarian assistant, I am responsible for training and supervising the student library aides. The student library aides are trained on check in and checkout procedures, taught how to shelve books, and taught best practices for helping patrons. They are also called upon to help with projects such as book displays and bulletin boards. The student library aides are each responsible for one section of the collection and are invaluable in regard to keeping the books organized and the shelves tidy.

Quality Indicator 4 - Professional ethics: Practices professional ethics with regard to intellectual property and information privacy.

As a school librarian, I need to hold myself to a professional standard, including abiding by the principles outlined in the American Library Association (ALA) Code of Ethics. The American Library Association Code of Ethics was first established in 1939 and last revised in 2008. The Code is expressed in broad statements and is intended to guide librarians toward ethical decision-making. The Code does not intend, however, to dictate behavior in individual and specific situations.

The ALA Code of Ethics covers such principles as striving to provide a high level of service, protecting the intellectual freedom of patrons, respecting intellectual property rights, treating co-workers in a fair and respectful manner, not allowing personal beliefs to interfere with both professional duties and the responsibility of providing access to information resources, and increasing knowledge and skills through professional development. In everything I do as a school librarian, my goal should be to maintain professional ethics.

Quality Indicator 5 - Policies and procedures: Develops policies and procedures in support of the library program.

Just as a classroom needs effective policies and procedures to run smoothly, a school library also needs set policies and procedures. Harry Wong, in his book, The first days of school: how to be an effective teacher, stated, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.” I have developed a Library Behavior Management Plan which outlines the policies and procedures of the library, strategies for motivating students, and strategies for building strong Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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relationships with students {Library Behavior Management Plan}. Building relationships will be a vital component in my library, for without relationships, school libraries will simply be a place to check out books.

I have plans to produce an orientation video to show to seventh grade students which will detail the policies and procedures of the library. Procedures covered will include, how to check out books, how to return books, entering and leaving the library, and how to use the online catalog. Policies covered will include overdue book and fines, computer and printer usage, and food, drink, gum usage. It is my hope that the video will provide students with a clear explanation of what is expected.

Conclusion: The management of an effective school library program requires the school librarian to wear many hats - from teacher to business administrator. No matter which hats I am wearing, I will be sure that everything I do is in alignment with the school’s mission to support student achievement.

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Works Cited Student Success. (n.d.). Retrieved October 09, 2017, from http://www.ilovelibraries.org/schoollibraries/school-libraries-and-student-success Hardy, L. (2010, January). The Future of Libraries [PDF]. Alexandria: American School Board Journal.

Stephens, C. G., & Franklin, P. (2012). School library collection development: just the basics. Santa Barbara, CA: Libraries Unlimited.

K. (2018, January 11). Selection Criteria. Retrieved March 10, 2018, from http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria Chant, I. (2015, June 22). The Art of Weeding | Collection Management. Retrieved March 11, 2018, from https://lj.libraryjournal.com/2015/06/managing-libraries/the-art-of-weeding-collection-management/#_ Morris, B. J. (2010). Administering the school library media center. Santa Barbara, CA: Libraries Unlimited.

Wong, H. K., & Wong, R. T. (2008). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Technology Integration

by Name Here Standard 6 - Technology Integration: Provides equitable access to technology for the school community. Continually upgrades technological skills to enhance student and teacher learning.

Integrates technology tools to communicate and facilitate learning. Promotes digital citizenship instruction to support the appropriate academic use of information.

Artifacts ● Festus Middle School Library Website ● Genre Text Set Assignment ● Digital Citizenship 101 Google Slide Presentation ● Don’t Be a Copycat lesson plan ● Stand Up, Stand Strong, Stand Together lesson plan Introduction: There is no denying technology is everywhere, from the way we shop, to the way we relax and entertain ourselves, from the way we connect with others, to the way we learn and teach, technology is an integral part of our everyday lives. The challenge for educators, including school librarians, is to ensure our technological skills are current and are being used to enhance student learning.

Quality Indicator 1 - Access to Technology: Provides equitable access to technology for the school community.

In the middle school where I work as a librarian assistant, Google™ applications are what we use most often. I need to be knowledgeable in how to use the various applications, not only so I can perform

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my duties more efficiently, but so I can help students and teachers. Two ways I have utilized Google™ applications is through creating and maintaining a Google Site™ and a Google Calendar™. The Google

Site™ I created and update regularly is the library’s website {Festus Middle School Library Website}. The Google Calendar™ is for teachers and staff to schedule use of the library for their class or event. While working in the library, students frequently use Google Classroom™, Google Docs™ and Google Slides™; it is my responsibility to know how to use these applications so I can help students. Students are not the only ones who need assistance. Recently, I helped a teacher with a Google Form™. She needed to be able to collect the email addresses of the students who used the form. I was able to direct her to the correct settings.

Besides the Google™ applications, I need to be knowledgeable about various other media communication tools students may be using in the library; Prezi™, Padlet™, and Microsoft Word™ are just a few examples. Occasionally students will ask for help with a technology tool I am not familiar with. When this happens, we figure it out together.

Quality Indicator 2 - Knowledge of Technology: Continually upgrades technological skills to enhance student and teacher learning.

Media communication tools are simply a way to relay information or to get a message across. In this digital age, there are numerous ways to communicate: blogs and websites, social media (Facebook™, Twitter™), email, instant messaging, texting, to name a few. For students, the library’s website is the place to go for information and resources. For the teachers in my building, email is the most common form of communication. Occasionally, we will use the instant message feature of our email, and we still use the “old school” telephone. Teachers also have my cell phone number and are free to text me.

When there are special activities or events in the library, I will take photos with my smartphone and send them to our district’s social media manager. I always get a little thrill from seeing my library and my students on Facebook™ or mentioned on Twitter™. To ensure the privacy and safety of students, before taking and sharing photos of students, I make sure they are not on the list of students who should not have a photo taken. In addition to library events, I also take photos of the bulletin boards and book displays I

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create and post them on my personal Facebook™ account. I will also share amusing stories and “feel good” moments, e.g. when a reluctant reader is excited about a new book on my personal Facebook™ account. My friends and family, and the teachers in my building, enjoy seeing these posts and it brings positive attention to the library program.

Quality Indicator 3 - Communicate and Facilitate Learning: Integrates technology tools to communicate and facilitate learning.

According to the International Society for Technology in Education (ISTE), technology needs to become as an integral part of the classroom as other classroom tools, and just as accessible. As a teacher librarian, I can utilize instructional strategies which integrate technology and media communication tools.

Using technology has increasingly become the way students not only complete their assignments, but also how they turn the assignments into their teacher. For teachers, technology is used to actually assign work to students, and used to grade and return student work. Google Classroom™ and Schoology™ are two popular learning management systems.

One way I have integrated technology into an assignment is with a genre text set project {Genre Text Set Assignment}. My students created a hyperdocument within Google Classroom™. A hyperdocument is a digital document, such as a Google Doc™, where all components of a project and/or assignment or pulled together in one central hub. Students linked images and websites, and embedded videos and QR codes. When students were finished with their project, they turned it in via Google Classroom™. Another way to integrate technology which facilitates learning is to use a student response system (SRS) or platform. One SRS I have used is Kahoot™, which is a web-based platform. Kahoot™ can be used to present quizzes, surveys, discussions, etc. in real time on a Smartboard. Students respond using a computer or a mobile device, such as a smartphone. Utilizing a SRS allows me to assess student engagement and student learning at point of need. I can then make instructional choices based on what I observe. Technology can be a great asset in the classroom. However, the danger with integrating

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technology is educators need to be careful that technology doesn’t just become a tool, but that technology enhances and facilitates learning. A worksheet in a digital format is still just a worksheet.

Quality Indicator 4 - Digital Citizenship: Promotes digital citizenship instruction to support appropriate academic use of information.

Mike Ribble, an educational technology presenter, stated, “Students need to be educated on how to be good citizens of their country and what their rights and responsibilities are as members of society. The same issues need to be addressed with regard to the emerging digital society, so that students can learn how to be responsible and productive members of that society”.

As a school librarian, it is my responsibility to both teach and model what a responsible digital citizen looks like. Being a responsible digital citizen not only encompass copyright issues, but also includes internet safety and cyberbullying. As a part of my Technology for Teachers course, I developed a Digital Citizenship 101 PowerPoint presentation to introduce the concept of digital citizenship {Digital Citizenship 101 Google Slide Presentation}. The presentation covers copyright and plagiarism, cyberbullying, and internet safety. The presentation poses critical thinking questions and uses think/pair/share activities to encourage discussion. After students are introduced to the concept of digital citizenship, I can use extension lessons focused on specific topics. For example, I have designed lessons on both copyright and cyberbullying {Don’t Be a Copycat lesson plan and, Artifact: Stand Up, Stand Strong, Stand Together lesson plan}. The copyright lesson includes the definition of fair use as it pertains to education. The cyberbullying lesson explains how bullying via social media is still bullying and just as damaging to the victims as face-to-face bullying.

In regard to copyright and plagiarism, I will help students be responsible. The Festus Middle School website provides a link to EasyBib™, which is a free citation generator. The library website also provides a link to Britannica ImageQuest™ which allows students to search for copyright cleared images for educational use. In addition, I can teach students how to use Google’s™ Advanced Search feature to search for images for use beyond what fair use covers. I can also encourage students to make it a habit to cite

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everything they use in a research paper, assignment, or project, even if it’s as simple as providing a link to the website where they found an image. For example, I recently assigned my student library aides a genre text set project (referenced in QI 2). As part of the project, they had to include artifacts related to their topic; artifacts could be images, video clips, or song lyrics. If they used images, video clips, or song lyrics found on the internet, they had to include those sources in their bibliography.

Conclusion: For a school library program to stay relevant, it is necessary for technology to be integrated. For technology to be integrated, I will need to say up-to-date on my technology skills to enhance both student and teacher learning. Technology integration will need to be combined with teaching digital citizenship.

The school librarian can do much to ensure students learn to be safe and responsible citizens of a digital world.

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Works Cited Ribble, Mike. Digital Citizenship in Schools: Nine Elements All Students Should Know. International Society for Technology in Education, 2015.

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Sample Reflection

Professional Educators using reflection and problem-solving to make informed ethical decisions

Professional Development by: Name Here Standard 7 - Professional Development: Seeks opportunities to grow professionally by taking advantage of information, events and services provided by local, state, and national organizations. Seeks opportunities for service through professional associations.

Artifacts: ● Accelerated Reader Summary Report ● Case Study/Action Research Introduction: According to Dictionary.com, lifelong learning is: “the provision or use of both formal and informal learning opportunities throughout people's lives in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfilment.”

The field of education, and the field of school librarianship, is constantly changing. There are new technologies, new theories, new strategies, and new standards and curriculum to implement. If one is to keep up with these changes, one must be proactive. As a school librarian, I must be a lifelong learner by taking advantage of every opportunity to grow professionally.

Quality Indicator 1 - Professional Learner: Seeks opportunities to grow professionally by taking advantage of information, events, and services provided by local, state, and national organizations.

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Hayes Mizell, stated in his book Why Professional Development Matters that “Effective professional development enables educators to develop the knowledge and skills they need to address students' learning challenges”. Opportunities to grow professionally abound in the education and school librarianship fields. The most obvious opportunity I can take advantage of is attending my district’s professional development (PD) days. I can attend the workshops available in my building, or, with the permission of my principal, attend a workshop in a different building within the district. Professional development day topics cover everything from how to motivate students to new teaching strategies. PD days often include presentations from those who have recently attended conferences. No matter the topics of a PD day, all are worthy of my time and are an opportunity to learn.

Beyond PD days, I can accomplish professional development by seeking out information on my own. I can read professional journals, read articles in professional publications such as School Library Journal and School Media Connection, and visit websites and blogs dedicated to school librarianship. Other resources on the Internet include webinars, podcasts, and the websites of organizations such as the American Library Association (ASL), the Missouri Association of School Librarians (MASL), the American Association of School Librarians (AASL) and the International Society for Technology in Education (ISTE). Not only can I visit the websites of these organizations, but I can gain membership into the organizations, giving me access to even more informational resources and professional development opportunities, such as local, regional, and national conferences.

Quality Indicator 2 - Professional Involvement: Seeks opportunities for service through professional associations.

In her article about professional learning networks, Tara Garcia Mathewson cited research that professional learning communities have an impact on both school culture and student achievement (Professional Learning Communities Bring Benefits for Teachers, Students, 2016). I am fortunate that I am involved in a school district which is dedicated to fostering collaboration through professional learning communities (PLC). In fact, my school district has been recognized by the state of Missouri for both

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having and maintaining exemplary professional learning communities. As a school librarian I will have the opportunity to attend PLC meetings with content area teachers, with the technology departments, and with other librarians within the district.

As great as the professional learning communities in my district are, I am limiting myself if they are the only networks I take advantage of. With the rise of social media, I can participate with a plethora of networks across the country and even around the world. Facebook, Twitter, Pinterest, and even Snapchat provide ways for me to connect with those who have a vested interest in school librarianship.

Quality Indicator 3 - Effective and Knowledgeable Teacher: The school librarian candidate uses formal and informal formative assessments to document and communicate the impact of instruction on student achievement. The school librarian candidate uses instructional data to plan for action research.

Students need to be assessed and evaluated to determine if learning objectives were met. I should also evaluate, assess, and reflect on my professional development goals to determine the impact of my instruction on student achievement.

I recently evaluated my library’s collection to determine the number of books available for lower level readers. I looked at the reading levels and the interest level of the books. I discovered that while the fiction section is in good shape, the nonfiction section is lacking in high interest, low reading level books.

Then, using selection tools, I selected new titles to add to the collection. After these books are added to the collection, then promoted and circulated to the lower level readers, I can evaluate the impact these new titles have on student achievement. One way I can accomplish this is by evaluating Accelerated Reader data. I can analyze reading levels of students before the titles were added, and then again after the books have been in circulation awhile {Accelerated Reader Summary Report}. With access to high interest, lower level books, struggling readers will be motivated to read. The motivation to read may cause them to read more, and hopefully increase their reading levels.

By analyzing the library’s collection, I essentially conducted action research. I identified a problem (needs of lower level readers not being met), developed an intervention and solution to the problem (selected new titles), and developed a plan to determine if the intervention had an impact on student Professional Development Folio Guide for Teachers and School Librarians, 7 th Edition, Revised August 2021; Updated November 2021

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achievement (analysis of AR reports). As part of my coursework for Missouri Baptist University’s Classroom and Behavior Management course, I was required to analyze a case study and develop an action research plan {Case Study/Action Research}. Though the case study was not library related, I can apply what I learned about the process of action research to school librarianship to help foster a better understanding of specific library needs.

Conclusion: As I continue in my journey toward school librarianship, I will seek out opportunities to grow professionally and personally. I will explore the plethora of organizations available to me to determine which are best suited not only to my personal goals, but those which will help me support and encourage students to be lifelong readers and learners.

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Works Cited “Lifelong Learning.” Dictionary.com, Dictionary.com, www.dictionary.com/browse/lifelong-learning.

Mizell, Hayes. Why Professional Development Matters. Learning Forward, 2010.

Mathewson, Tara García. “Professional Learning Communities Bring Benefits for Teachers, Students.”

Education Dive, Industry Dive, 18 Aug. 2016, www.educationdive.com/news/professional-learningcommunities-bring-benefits-for-teachers-students/424647/.

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PROFESSIONAL DEVELOPMENT FOLIO SCORING GUIDE for SCHOOL LIBRARIANS

REFLECTIONS: *Place a check over the appropriate descriptors.

Traits Exceeds Meets Expectations Expectations

Partially Meets Expectations

Does Not Meet Expectations

Introduction

Extensively addresses the standard and 10pts prompt.

Adequately Partially addresses addresses the the standard and standard and prompt. prompt.

Has not addressed the standard and prompt.

Quality Indicators

Every quality indicator for each standard is thoroughly 25pts discussed.

Every quality indicator for each standard is adequately discussed.

Interprets and analyzes data for positive and negative patterns in learning and achievement.

Most quality indicators are discussed.

Some quality indicators are not well discussed or are not discussed at all.

Partially interprets and analyzes data for positive and negative patterns in learning and achievement.

Little evidence of interpretation and analysis of data for learning and achievement.

Interpretations and analysis allow for clear and creative inferences and decisions that are 25pts appropriate and beneficial for students.

Two or more educational theorists and their theories are thoroughly discussed and related to best practice in the 10pts classroom.

Interpretations and analysis allow for inferences and decisions that are appropriate and beneficial for students.

Two educational theorists and their theories are discussed and related to best practice in the classroom.

Some evidence that data are used for inferences and decisions that are appropriate for students.

Two or more artifacts are hyperlinked and are thoroughly discussed and 10pts appropriately aligned to the standard.

Two artifacts are hyperlinked and discussed and are appropriately aligned to the standard.

One artifact is hyperlinked and partially discussed and is somewhat aligned to the standard.

Writing Skills Exemplary writing 10pts skills.

Average writing skills.

Below average writing skills.

Grammar and Exemplary use of Spelling vocabulary. Grammar 10pts and spelling are correct.

Average use of vocabulary.

Grammar and spelling are correct.

Grammar and Many writing, spelling are partially grammar, and correct. spelling errors.

Analysis: Connections, Interpretations, and Applications

Theorists

Artifacts Referenced

Clearly and creatively interprets and analyzes data for positive and negative patterns in learning and achievement.

One educational theorist and his/her theories are discussed and partially related to best practice in the classroom.

Little evidence that data are used for inferences and decisions that are appropriate for students.

Less than two educational theorists and their theories are mentioned and are not sufficiently related to best practice in the classroom.

No artifact is referenced or the artifact is not hyperlinked and/or is not discussed or appropriate for the standard.

Poor writing skills.

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Appendices A

Useful Websites for Students

B

Assessment Requirements for Graduation & Certification

C

Job Search Information

D

Upgrading from Initial Professional to Career Continuous Certificate

E

Professional Development Plan & Example

F

MBU Lesson Plan Format

G

MBU Lesson Plan Rubric

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Appendix A Useful Webpages for Students

Teacher Education Admission Packet Information on the Teacher Education Admission Packet and admission to the Teacher Education Program can be found at: https://www.mobap.edu/academics/teacher-education-admission-procedures-2/.

Professional Development Folio Templates for the nine (9) Missouri Teacher Standards and the seven (7) Missouri Standards for School Librarians can be found at: https://www.mobap.edu/academics/professional-development-folio/.

Teacher Education Interviews Information regarding interviews for admission and approval to student teach can be found at: https://www.mobap.edu/academics/teacher-education-interviews/.

Education Program Assessments Information regarding required assessments for admission to the Teacher Education Program and for degree conferral and/or recommendation for certification can be found at: https://www.mobap.edu/academics/education-program-assessments/.

Field Experiences Information pertaining to Field Experience I and II. This webpage contains the fillable forms to request placement for the field experiences. It also contains the field experience time sheet and log, plus the competency journals in fillable form for both Missouri Teacher classroom teachers and Missouri Teacher School Librarians. The site also contains other useful information concerning field experiences, including the School of Education Spartan Academy: https://www.mobap.edu/academics/field-experiences-2/ Lesson Plan A copy of the fillable form for lesson plans and the lesson plan rubric can be found at: https://www.mobap.edu/academics/lesson-plan-design/ Student Teaching Everything needed to know about student teaching can be found at: https://www.mobap.edu/academics/student-teaching-2/

Any of the above webpages can also be accessed by going to the Missouri Baptist home page and hovering over Academics. Then under the title Undergraduate Academics, click on the School of Education. On the School of Education homepage, click Teacher Certification & DESE Approved Programs.

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Appendix B

ASSESSMENT REQUIREMENTS FOR GRADUATION & CERTIFICATION Undergraduate degree-seeking students must meet all requirements for certification before degrees will be conferred for the professional education programs listed below, including the following: 1) passing all sections of the Missouri General Education Assessment (MoGEA) [Candidates who have not passed all sections of MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years.]; 2) passing the Professional Development Folio (semester prior to student teaching); 3) passing the required Missouri Content Assessment(s) (MoCA) for each area of certification for which recommendation is sought; and 4) achieving a composite score of 42 on the Missouri Educator Evaluation System (MEES) summative evaluation (completed during student teaching) for teacher candidates.

Bachelor of Arts Early Childhood Early Childhood Special Education Elementary Education* Special Education Cross-Categorical Disabilities K-12 Education Middle Childhood Education Secondary Education

Bachelor of Music Education

Music Education

Bachelor of Professional Studies Early Childhood Early Childhood Special Education Elementary Education* Special Education CrossCategorical Disabilities K-12 Education Middle Childhood Education Secondary Education

Bachelor of Science Early Childhood Early Childhood Special Education Elementary Education* Special Education Cross-Categorical Disabilities K-12 Education Middle Childhood Education Secondary Education

Bachelor of Science in Education Early Childhood Early Childhood Special Education Elementary Education* Special Education Cross-Categorical Disabilities Middle Childhood Education

Undergraduate students graduating with the above professional education degree programs MUST have taken and passed all required MoCA exams by the degree conferral date for the term (see below), in order to be a graduate in that term. Students who have not passed all required MoCA exams* by the degree conferral date, will be moved to the next term.

Term FA-21 WT-21 SP-22 SU-22

End Date 12/18/2021 01/07/2022 04/30/2022 08/20/2022

Degree Conferral Date 12/18/2021 01/07/2022 04/30/2022 08/20/2022

Commencement Date 05/03/2022

*Candidates for certification in Elementary Education who did not pass all four subtests of Elementary MultiContent exams 007-010 by 8/22/2021 must pass both new Elementary Multi-Content exams, 073 – Subtest I: Mathematics & Science and 074 – Subtest II: English/Language Arts & Social Studies.

MBU cannot submit recommendations for certification until all required assessments have been passed; all coursework as well as the Student Assessment of Diversity Proficiencies and Student Evaluation of Educator Preparation Program have been completed; and the appropriate degree(s) have been conferred.

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Post-baccalaureate certification candidates – whether undergraduate or graduate – must pass all required assessments before MBU can submit recommendations for certification: 1) the Professional Development Folio (semester prior to student teaching); 2) required Missouri Content Assessment(s) (MoCA) for each area of certification* sought; and 3) composite score (42 for teacher candidates or 28 for library media specialist candidates) on the Missouri Educator Evaluation System (MEES) summative evaluation (completed during student teaching).

MBU cannot submit recommendations for certification until all required assessments have been passed and all coursework, as well as the Student Assessment of Diversity Proficiencies and Student Evaluation of Educator Preparation Program, have been completed. *Candidates for certification in Elementary Education who did not pass all four subtests of Elementary MultiContent exams 007-010 by 8/22/2021 must pass both new Elementary Multi-Content exams, 073 – Subtest I: Mathematics & Science and 074 – Subtest II: English/Language Arts & Social Studies.

.

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Appendix C JOB SEARCH INFORMATION Eligibility Letters When applying for teaching positions before your teaching certificate has been issued, you will need an eligibility letter, which will include information regarding your pending certification status and the certificate for which MBU will be recommending you upon completion of your program. Please email your request for an eligibility letter to kathleen.wendt@mobap.edu with the words “eligibility letter” in the subject line. Our target is to have all eligibility letters to students the week prior to the School of Education Career Fair, which is Wednesday, February 16, 2022. If you need a letter sooner than that, please include the date on the subject line as well.

Career Development: https://www.mobap.edu/student-life/support-services/career-development/students/ The Career Development Office is located in the Jung-Kellogg Learning Center, room LC 107. They can be reached at career@mobap.edu. The following resources are available to assist your job search: • https://www.mobap.edu/resume-guide/ • https://www.mobap.edu/wp-content/uploads/2019/01/Resume-Template.pdf • https://www.mobap.edu/wp-content/uploads/2019/01/Cover-Letter-Template.pdf • https://www.mobap.edu/references-guide/ • https://www.mobap.edu/wp-content/uploads/2019/01/References-Template.pdf • https://www.mobap.edu/interview-guide/ • https://www.mobap.edu/thank-you-notes/

School of Education Career Fair To register go to https://www.mobap.edu/educationcareerfair/.

Career fair open to students, alumni, and the public for those looking for teaching jobs.

Wednesday, February 16, 2022, 8:00am to 2:00pm Mabee Great Hall, located in the Pillsbury Chapel and Dale Williams Fine Arts Center.

Career Fair Expo Presented by MOASPA – STL Connect with local school districts: TBA For job listings, go to https://mo02000928.schoolwires.net/domain/48.

Job Search Websites •

•

• •

Handshake is MBU’s online career platform where you can search for jobs and internships, learn about events, and schedule appointments with a Career Development staff member (International students are encouraged to schedule appointments with Lauren Repp). o Full-time undergraduate students, click here, to claim your account. o Graduate and part-time students, click here, for instructions on creating your account. o For questions regarding Handshake, please email career@mobap.edu or click here to access Handshake’s online help center for students.

MOREAP (Missouri Public School District Jobs) MOREAP provides services to public schools across Missouri. Visit http://www.moreap.net/reapabout.php to view teaching jobs. In addition to Missouri, REAP also serves Connecticut, Iowa, Kentucky, Michigan, New Mexico, Ohio, Pennsylvania, and Texas.

MO Teaching Jobs Missouri Teaching Jobs posts teaching positions available in the State of Missouri. Go to http://www.moteachingjobs.com/ to view the listings.

K-12 Job Spot Go to https://www.k12jobspot.com/. This is a national database. You can narrow your search by entering your zip code or location.

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Appendix D UPGRADING FROM INITIAL PROFESSIONAL TO CAREER CONTINUOUS CERTIFICATE MBU will be recommending you for an Initial Professional Certificate (IPC). This classification is valid for four (4) years from the date of issuance. Any additional areas(s) of certification issued (such as those added by passing additional Missouri Content Assessments) during the valid dates of this classification will fall under the same classification regardless of the certificate effective date. Therefore, all areas of certification under the IPC classification will have the same expiration date.

During the four (4) years that you hold this classification, you need to complete the following requirements before you can upgrade to a Career Continuous Professional Certificate (CCPC) which is valid for 99 years: 1. Complete four (4) years of Department of Elementary and Secondary Education (DESE) approved teaching experience.

Approved teaching experience includes at least half-time, contracted employment in Missouri’s public schools or in accredited nonpublic schools. Experience will be accepted when earned in nonpublic schools accredited by North Central Association of Colleges and Schools, Middle States Association of Colleges and Schools, New England Association of Schools and Colleges, Northwest Association of Schools and Colleges, Western Association of Schools and Colleges, Southern Association of Colleges and Schools, National Federation of Nonpublic School State Accrediting Association, Independent Schools Association of the Central States, National Lutheran School Accreditation, or Missouri Accreditation of Programs for Children and Youth.

Substitute teaching and serving as a teacher’s aide or assistant cannot be counted toward teaching experience.

2. Participate in a district-provided mentoring program for two (2) years. Your school will assign an appropriate teacher to be your mentor; 3. Successfully complete thirty (30) contact hours of professional development. This may include college credits (1 semester hour equals 15 contact hours of professional development); 4. Participate in a Beginning Teacher Assistance Program (BTAP) offered by a Missouri college or university, Regional Professional Development Center (RPDC), or professional teacher organization such as MNEA or MSTA; 5. Successfully participate in your employing school's annual Performance-Based Teacher Evaluation process; and 6. Develop and implement a professional development plan that is on file with the district.

For more information, go to: https://dese.mo.gov/educator-quality/certification/upgrading-initial-certificatecareer-certificate.

What classes can I teach with my certificate?

Appropriate certification for teaching assignments is determined and monitored by the Office of Quality Schools.

You can also consult the department’s Core Data and Missouri Student Information System Reference Manual (see Exhibit 10).

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Appendix E http://www.mobap.edu/academics/lesson-plan-design/ Missouri Baptist University School of Education Lesson Plan Format Designer(s):___________________________________________________________________ Title:__________________________________Subject/Course: ________________________ Topic:_______________________________________Grade / Level(s):__________________ Applicable Standards [Write out the Missouri Learning Standards OR Missouri Early Learning Standards (for early childhood) being addressed by this lesson. Write the reference number followed by the text of the standard. For example, MLS.Math.8.EEI.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.

MELS.Math.III.1.b: Recognizes relationships in the environment: Orders things according to relative differences]

Lesson Purpose and Essential Question(s) [What concept (“big idea”) do you want students to understand after completing this lesson? The lesson purpose is a statement (complete sentence) that indicates the overarching importance of the knowledge and/or skills students learn in the lesson. This statement is written for the teacher and should begin with the words, “The student will need to understand that …”, followed by bullet points sharing the core idea(s) students will understand as a result of the lesson.]

The students will need to understand that: • • Related vocabulary:

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[Essential questions (EQs) are the all-encompassing guiding questions for the lesson (usually 1-2 questions) and are directly related to the lesson purpose. The EQ(s) should be written in “childfriendly language” to allow the question(s) to be discussed and revisited by the students. The EQ(s) should be intriguing and motivating and should be presented to the students in order to keep the lesson focused on the lesson purpose. The EQ(s) should probe for deeper meaning and may be a springboard for further inquiry. EQ(s) should be open ended, without a single “correct” answer. For example: “How can literature serve as a vehicle for social change?”]

• • Learning Objective(s)/Goals [Objectives should be specific, observable, and measurable and should state the expected degree of mastery by the end of the lesson. Objectives begin with the phrase “Students will be able to" followed by an action verb. For example, Students will be able to: 1. subtract two-digit numbers with regrouping with 80% accuracy. ]

Assessments/Criteria for Success [How will you know students have gained the knowledge and skills related to the concepts of the lesson? Provide an overview of the formative AND summative performance assessment(s) for this lesson.

Formative assessment(s): Assessments created for teaching, used to measure student learning in order to guide further instruction. These are varied in format and conducted throughout the lesson(s) / unit in an effort to identify what the students have successfully learned and what concepts need to be revisited.

Summative assessment: A final assessment is completed at the end of the unit as an assessment of teaching. This is an evaluation of what students have holistically mastered.

For each assessment listed, put the learning objective number(s) being addressed by that assessment in parentheses following the assessment description.]

Lesson Structure and Procedures [Outline the logistics of the lesson, focusing on environment setup and activity management, including how you will keep students actively engaged. How will students utilize resources? How will you break up the lesson into segments? Where are the transition points in the lesson? What do you expect from students during transition times? How will you manage the before, during, and after of

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the lesson? Include estimated timings for each segment of the lesson, and describe how you will manage each transition between tasks. Account for how you will set up your classroom environment at each phase of the lesson to facilitate and support the lesson activities, including how students will be physically arranged for activities.]

Learning Activities/Significant Tasks [Learning activities/significant tasks are “best instructional practices”, detailed step by step, outlining the specific activities students engage in during the lesson in order to develop a clear understanding of the topic. These address both standard objectives (the what) and the instructional process (the how). Significant tasks make up the bulk of the instructional time allotted for the lesson.

Describe specifically the instructional strategies you will use to facilitate your students’ learning. For each phase of the lesson, specify how you will be using one or more teaching models (direct instruction, cooperative learning, presentation, concept teaching problem-based instruction and discussion, inquiry based instruction, or a combination of methods). Be specific in outlining how you will deliver the material of this lesson to your students.]

Resources and Materials, Including Technology [What resources will be needed for the lesson? Using bullet points to list all books, manipulatives, and other materials (concrete and online) that will be utilized in this lesson. Be sure to include the specific technology tools (including URLs) that will be used by both the teacher and the students, as well as the number needed for each material (e.g., 1 per student, 1 per small group, 1 for teacher.]

• • • • •

Differentiation/Modification/Accommodation [What diverse learner needs will be considered when selecting resources, grouping students, or planning the lesson, and how will the needs be addressed DURING the lesson? Are there any special considerations such as assistive technologies or second-language learning to take into account?

BE SPECIFIC.]

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Extensions/Remediation/Follow up [What follow up activities are available to extend students’ understanding of the objectives once they master the essential lesson content or if they require additional support to master the content? This takes place AFTER the lesson is done. How will you respond when students do learn, or assist if they are not learning? (Timely enrichment/extension). How can we review what we learned today in order to be ready to apply it tomorrow?]

Reflection [How will you know if your efforts at planning and teaching the lesson were effective, powerful and meaningful to your students? As you teach the lesson, evaluate strengths and weaknesses of your instruction. How would you improve the lesson if you were to teach it again? When planning your lesson, phrase these as questions to ask yourself after the lesson.]

Additional Information [Include any additional information/component you feel is important to the lesson that was not covered in another area of the lesson plan format.]

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Appendix F Lesson Plan Rubric Missouri Baptist University CATEGORY

Exceeds Expectations

Meets Expectations

Below Expectations

Heading

The required Missouri Baptist University (MBU) Education Division's Lesson Plan Design has been used and heading includes all required information. Subject/Course and topic addresses the proper content area.

Applicable Standards

Standards include the proper Missouri Learning or Missouri Early Learning Standard(s). Both standard reference number and complete standard text are included.

The lesson purpose is included and indicates the overarching importance of the lesson. It begins with the phrase: "Students will need to understand that …”, followed by a complete sentence.

The required Missouri Baptist University (MBU) Education Division's Lesson Plan Design has been used and heading includes most of the required information. Subject/Course and topic addresses the proper content area.

The appropriate standards are included but may not include the proper reference number and/or the standards are not written out in their entirety.

The lesson purpose is provided but does not address the overarching importance of the lesson. The purpose is not written in the proper form.

The required Missouri Baptist University (MBU) Education Division's Lesson Plan design was not used, OR the heading does not include all required information. Subject/Course and/or topic do not address the proper content area.

Not all of the appropriate standards and / or inappropriate standards are included in the lesson plan.

Lesson Purpose, Essential Question(s) (EQs), and Related Vocabulary

One or two essential questions directly related to the lesson purpose are written in student language and are designed to motivate and provoke meaningful discussion.

The essential questions are not related to the lesson purpose or are not thought provoking questions designed to create meaningful discussion.

Candidate reveals below average understanding of the lesson purpose.

The essential questions are not included OR are not related to lesson purpose and will not provoke meaningful discussion.

Vocabulary for the lesson is not listed or is incomplete.

Vocabulary is listed.

Learning Objectives

Assessments / Criteria for Success

Lesson Structure and Procedures

Vocabulary specific to the lesson is listed.

Objectives start with "Students will be able to…." followed by an action verb and description. Objectives are measurable. The expected degree of mastery is stated.

A brief overview of both the formative and summative assessment(s) for this lesson is provided. Each assessment is mapped to one or more lesson learning objectives.

Plan clearly states how students will share resources and how the lesson will be broken down in segments, including approximate time for each segment, the transition points in the lesson, and what is expected from students during transition points.

Plan also indicates how the classroom environment will be set up to facilitate and support the activities, including how students will be arranged for the activities.

Objectives are listed but are not written in MBU Lesson Plan required format and/or are not measureable.

Objectives are not included or not appropriate for the lesson.

An overview of the formative and summative assessments is provided, but assessments are not appropriate for the lesson and / or are not mapped to specific lesson learning objectives.

Plan includes some information about how resources will be shared, how the lesson will be broken into segments, and how the classroom will be arranged to support the activities.

However, more detail is needed.

Appropriate formative / summative assessments are not included.

Not included or plan has provided very limited information.

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CATEGORY Learning Activities / Significant Tasks

Resources and Materials, Including Technology

Differentiation / Modification / Accommodation

Extensions / Remediation / Follow up

Reflection

Exceeds Expectations

Meets Expectations

Plan describes in step-by-step detail the significant tasks and activities in which students will engage to gain a clear and deep understanding of the topic. The description includes both standard objectives (the what) and the instructional process (the how).

Plan describes tasks and activities in which students will engage to gain an understanding of the topic. The description includes both standard objectives (the what) and the instructional process (the how).

The plan provides a detailed description of the instructional models being used at each lesson phase to facilitate students’ learning.

It specifies whether direct instruction, cooperative learning, presentation, problem-based instruction and discussion, inquiry based instruction, or a combination of methods will be used. Key elements and strategies that will be used are described.

A description of how the lesson will facilitate students’ learning is not fully explained. It is not specified whether direct instruction, cooperative learning, presentation, problembased instruction and discussion, inquiry based instruction or a combination of methods will be used. Key elements and strategies that will be used may not be described.

This is a specific detailed outline of how the content of the lesson will be delivered to the students.

Bullet points are used to list resources such as websites, books, manipulatives, and other materials (concrete and online) that will be utilized in the lesson, including quantities needed. The technology tools used by both teacher and students are included.

Diverse learner needs are addressed in selecting resources, grouping students, and planning the lesson.

Special considerations such as assistive technologies or secondlanguage learning are taken in to account. The plan is specific in how diverse learner needs will be addressed during the lesson.

Plan clearly outlines the activities that will be available to extend students’ understanding after the lesson (enrichment and extension).

The plan also clearly explains how students will be assisted if assessments indicate they are not learning. The lesson provides follow-up activities that will help students be ready to apply what they have learned.

The lesson reflection questions are thoughtful and clearly and coherently stated. Section includes an evaluation of strengths and weaknesses of the lesson and consideration of how the lesson might be improved in the future.

Below Expectations The plan doesn’t accurately and clearly describe the significant tasks and learning activities to be completed in order to provide students a clear understanding of the topic.

The list of resources needed for the lesson, including the technology needed for both students and teacher, are listed.

However, the list is not complete and / or quantities of materials are not listed.

Not included or significantly lacking in detail.

Diverse learner needs are considered in selecting resources, grouping students and planning the lesson.

However, the plan is not specific in indicating the differentiation, modifications, or accommodations that will occur.

It is not clearly stated how diverse learner needs are to be considered in selecting resources, grouping students and planning the lesson.

Special considerations such as assistive technologies or second-language learning may not be taken in to account.

Plan doesn’t include an extension activity, a remediation activity, or a lesson follow-up activity appropriate for students who need more support and for students who have mastered lesson content.

Plan includes some possible activities for extension of the lesson, remediation of the lesson, and lesson follow-up.

However, the suggestions lack detail or the activities are not realistic.

A reflection guide is provided, but is limited in its reflective nature. Very brief and broad.

No reflection guide included.

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MISSOURI BAPTIST UNIVERSITY is committed to enriching students’ lives spiritually, intellectually, and professionally, and to preparing students to serve in a global and culturally diversity society.

Our Core Purpose is to teach, empower, and inspire students for service and lifelong learning.

Our Core Values We are serious and intentional about our Christian faith.

We freely and responsibly search for truth.

We strive for excellence.

We believe in the importance and cultivation of character.

We believe in social change through service and leadership.

Tammy Cox, Ed.D | Dean of the School of Education

One College Park Drive | Saint Louis, MO 63141 | 314.744.7694 | Fax 314.744.7656

Missouri Baptist University School of Education on Facebook http://www.mobap.edu/academics/education-division/

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