idaho state standard 9
professional commitment and responsibility
The first artifact contains a response paper on Joan Wink’s book, Critical Pedagogy, written for Dr. Burwell’s Foundations of Schooling class during the spring term of my sophomore year at The College of Idaho. The second artifact is a case study completed about mathematics teacher, Beth Espinoza, for my Literacy in the Content Areas class during the fall of my junior year at The College of Idaho in Dr. Yates and Dr. Copple’s class. The third artifact includes my reflection of the overall classroom management unit that I team taught the week of April 15th, 2013 for Curriculum & Instruction at The College of Idaho.
I chose these first two artifacts because the paper displays my reflection on educators preventing silencing, marginalizing, and schooling that limits the power of one group and the case study shows an engagement into the understanding and documentation of a great teacher’s classroom to attempt to become the profession teacher that she is. The third artifact shows how I have a professional commitment ethically by reflecting in order to become a better practitioner. Therefore, I placed these artifacts in standard 9, Professional Commitment and Responsibility, because it demonstrates how the teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.
From Joan Wink’s book I have learned how power dynamics are an integral aspect of our contemporary society and much of a negative effect this has on the classroom. Hence, it is crucial to engage in critical pedagogy, which Wink explains, “critical pedagogy has helped me to understand what teaching should be about: encouraging teacher to be complete professionals, intellectuals, and above all, people who own their own experiences and humanness.” Additionally, Beth Espinoza provided me an excellent role model of who I want to become as a teacher; an educator who embraces experiential-based learning, has classroom relationships which each and every student, and is overall excellent at what she does. Finally, as a reflective educator, from the unit I taught I realized that many of the aspects of teaching I learned only happened because I reflected on the situation and classroom day. This reflection allowed me to recognize how successful our simulation lesson was, the usefulness of deepening student knowledge, and what feels like repetitive tasks can be useful.
I chose these first two artifacts because the paper displays my reflection on educators preventing silencing, marginalizing, and schooling that limits the power of one group and the case study shows an engagement into the understanding and documentation of a great teacher’s classroom to attempt to become the profession teacher that she is. The third artifact shows how I have a professional commitment ethically by reflecting in order to become a better practitioner. Therefore, I placed these artifacts in standard 9, Professional Commitment and Responsibility, because it demonstrates how the teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.
From Joan Wink’s book I have learned how power dynamics are an integral aspect of our contemporary society and much of a negative effect this has on the classroom. Hence, it is crucial to engage in critical pedagogy, which Wink explains, “critical pedagogy has helped me to understand what teaching should be about: encouraging teacher to be complete professionals, intellectuals, and above all, people who own their own experiences and humanness.” Additionally, Beth Espinoza provided me an excellent role model of who I want to become as a teacher; an educator who embraces experiential-based learning, has classroom relationships which each and every student, and is overall excellent at what she does. Finally, as a reflective educator, from the unit I taught I realized that many of the aspects of teaching I learned only happened because I reflected on the situation and classroom day. This reflection allowed me to recognize how successful our simulation lesson was, the usefulness of deepening student knowledge, and what feels like repetitive tasks can be useful.