Sarah Engström, Outdoor and Environmental Educator
K-8 Teacher Certified
ALASKA STATE TEACHING STANDARDS
Evidence supporting my ability as a teacher to adhere to Alaskan Teaching Standards
Standard
Artifact
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Rationale
Standard 2: Learning Theory and Practice
A beginning teacher understands how students learn
and develop and applies that knowledge to the teacher’s
practice.
A. Identify the abilities of students based on a developmental continuum through formal and informal assessment including observation, documentation, AK K-1 Developmental Profiles required under 4AAC 06.712, and state standards-based assessments under 4 AAC 06.737;
B. Providing instructional opportunities to meet student needs based on
-
theories of learning and motivation; and
-
the individual and special needs of students including students with different learning styles, students at different stages of development, students with disabilities, limited English proficient students, and gifted students.
Standard 2B was not addressed at midpoint portfolio review.
This research paper proves my ability to meet Standard 2A because it documents ways in which teaching the sport of orienteering, or the use of geocaching devices can be used to identify and help teach this skill based upon the individual needs of students.
I used many of the techniques and theories described in this paper, including Diffusion of Innovation, Constructivism, and Optimal arousal when teaching my Mapping Unit for the Louise's Farm School.
A. Identify the abilities of students based on a developmental continuum through formal and informal assessment including observation, documentation, AK K-1 Developmental Profiles required under 4AAC 06.712, and state standards-based assessments under 4 AAC 06.737;
B. Providing instructional opportunities to meet student needs based on
-
theories of learning and motivation; and
-
the individual and special needs of students including students with different learning styles, students at different stages of development, students with disabilities, limited English proficient students, and gifted students.
FINAL PORTFOLIO ARTIFACTS AND RATIONALES
MIDPOINT PORTFOLIO ARTIFACTS AND RATIONALES
FINAL PORTFOLIO ARTIFACTS AND RATIONALES
MIDPOINT PORTFOLIO ARTIFACTS AND RATIONALES
This artifact, a graph of pre and post data in my astronomy unit, proves my ability to meet Standard 2A because it represents how I assess students. I use lots of “pre and post” tests to show learning after the course of an entire unit, but throughout my lessons I do frequent checks for understanding. One of my favorite methods to make a quick informal assessment is to have students tell their table partners about the directions, or stand up if they know the answer. I also ask students to hold up their fingers to signify where they are, with one being not ready and 5 being finished. Final grades are attained through a blend of participation in whole class learning and completion of individual tasks. I kept careful logs of student progress in both paper and digital forms. If I noticed that EVERYONE in the class did poorly on a particular assignment or concept, that it was not counted against them, and I used it as an indication which ideas and concepts needed redoing or reevaluating.
This letter proves my ability to meet Standard 2B because in it one of my peers, a Special Education assistant, discusses how I modified my lessons for my class that had multiple students with special education needs. If in my lesson plan it says that a class discussion would ensue, that lesson would look VERY different in this particular class, because most of the students were struggling just to comprehend the words, and many could not draw their own conclusions enough to actively participate in a traditional discussion. Most of the students in that class had serious disabilities with reading and focus, and most were functioning below grade level. So for them I reiterated my main points with multiple examples of the same information in different formats. I also did more direct instruction of expectations and reading. Each of my classes had a very different dynamics, and so while each class was given the same information to the best of my abilities, it often looked very different based upon their abilities and strengths.