Teaching Standard E: Meets Professional Responsibilities Narrative
Maintaining professional responsibilities in and outside the classroom contributed to my success during my student teaching experience. While completing my practicum, I understood my moral responsibilities as an educator; conveyed knowledge and enthusiasm for my academic discipline to my students; maintained interest in current theory, research, and development for classroom practice; and collaborated with my colleagues to improve instruction, assessment and student achievement. I was also able to actively involve parents; reflect critically upon my teaching experience; and understand legal and ethical issues of the classroom.

My student teaching practicum allowed me to see how important it is to collaborate and communicate with my colleagues. Many of my afternoons were dedicated to common planning meetings with the fourth grade team. During this time, we brainstormed ideas off each other, discussed learning standards, and worked to create a team plan that was cohesive, engaging, and standards based. These meetings allowed me the chance to address any theory, research, or e-journals that I had read prior to enhance the discussion, and also helped me to reflect critically upon areas for further development.

Collaboration and communication with parents was also a key component of Standard E: Meets Professional Responsibilities. During my student teaching practicum, I communicated with parents through email, phone, and participated in parent-teacher conferences. I also sent home a note at the start of the practicum to introduce myself (see Appendix), and often sent home notes for parents to sign and return within student agendas. Going forward, I feel very comfortable to communicate and interact with parents when I have my own classroom.

My enthusiasm for learning and teaching was demonstrated daily by way of being energetic, happy, and passionate about the content I was teaching. I would greet students every morning with a big smile and a high five. I felt that my enthusiasm for being in school motivated them to try their best. In addition, I felt that I handled all responsibilities in a professional manner – including being punctual, dressing appropriately, coming to school prepared, etc. My professional nature was consistent in and out of the classroom.

All of the practices listed above have contributed to my success of meeting Standard E: Meets Professional Responsibilities. Please see below for the final version of the Standard E section.

*Please see the Appendix, as well as the final PPA version below for links to artifacts that align with Standard E.

Standard E – Meets Professional Responsibilities
Indicators
Evidence
1. Understands his or her legal and moral responsibilities.
  • Handled all responsibilities in a professional manner (was always punctual, maintained appropriate appearance/dress, came prepared to work).
2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.
  • Delivers lessons in an engaging and enthusiastic way.
  • Welcomes students every morning with a smile and sends them off with a high-five.
3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
  • Reads current research and educational e-journals to stay current on educational theory, methods, and practices.
  • Puts theory into practice (i.e. promotes “wonderful ideas”, consistent with the ideals of Piaget).
4. Collaborates with colleagues to improve instruction, assessment, and student achievement.
  • Collaborates with cooperating teacher, fourth grade team members, and fellow student teacher to deliver dynamic lessons for 25 students.
  • Open minded to others’ teaching strategies and activities to help enhance my own instruction.
5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.
  • Sent home an introductory note at the start of the student-teaching practicum.
  • Requires guardian to sign and return “weekly update” (sent home every Friday). Weekly update informs parents of that week’s activities, what students learned, and shows students’ effort/respect chart.
  • Attends and participates in parent/teacher conferences on a regular basis.
6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
  • Consistently self reflects and discusses concerns with colleagues to determine areas of improvement.
  • Problem solves during fourth grade team meetings as a way to identify alternative methods of instruction, differentiation, assessment, and management – specifically surrounding the MCAS.
7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.
  • Reviewed Boston Public Schools Internet policy before allowing students to engage on the computer.
  • Internet use is to supplement instruction.

Rating: 3; Exceeds the Standard