Program Standards and Elements of a Model Entry

Program Standards Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Professional

About Chad

I was born in southern Oregon but I have been a Washingtonian for over 3 decades, so the Pacific Northwest is in my blood.  I didn't travel far for college and I graduated from the University of Washington where I met my wife, still going strong 16 years later (married for 11).  I was raised a bit of a country boy, but she was a city girl so we both settled into Seattle a scant few miles from where we first met and put down roots.  The city suits me far more than the country ever did, so we are Seattle for life.  Four years ago we welcomed our twin children into the world, and our family is now complete.

Interest and Experience in Education

I was never one of those people who knew exactly what they wanted to do.  Rather I was the type of guy who had multiple interests, and always felt that to commit to one meant forgoing the others.  Starting in high school I began sculpting, writing & illustrating with the idea of becoming a children's book writer.  I submitted a few books, but decided to pursue psychology as a profession and graduated with a B.S. from the University of Washington with an emphasis on child psychology.  I decided not to go to grad school, but went into the restaurant business for over a decade, then worked for the IRS to stretch my math muscles, until I had my twin children.  I went back in to the restaurant industry part time while being a stay at home dad, and it was during this time that I took stock of my life to decide what it was I wanted to accomplish with the time I had left.  I took into account all my interests: art, illustrating, writing, math, caring for children, and decided that I should have been a teacher all along.  I am looking forward to teaching early elementary and am excited to bring my love for the creative arts to the next generation.

Characteristics of an Effective Educator

It is difficult to define the characteristics necessary for being an effective educator.  The biggest problem is that the needs of the student change over time, just as the world we live is in a constant state of flux.  The global society we find ourselves in renders the schooling that previous generations experienced obsolete.  Therefore, I think the most important characteristic a teacher needs is the ability to adapt themselves to any situation.  Knowing one’s community and the specific needs of the children within it is vital to being a successful teacher.

I also believe that the role of a teacher, especially those of us with an interest in early education, is to guide children to live to their full potential so they can become the type of people this world needs.  It is just as important to teach them reading, writing and arithmetic as it is to teach them how to think critically, the importance of possessing a strong character and working together to improve society.

An effective educator also needs to be a good listener, both to their students as well as to their colleagues.  Good communication is not only a skill a teacher must possess; it is one they need to be able to teach. 

Finally, patience is a key virtue that is absolutely necessary – not all students learn at the same rate and what may come easily to some may be incredibly taxing to others.  An educator must be able to be willing to put in the time so all students are given the best opportunity to succeed.