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The Learner and Learning Teaching begins with the learner.

To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Standard 1: Learner Development The teacher understands cognitive, linguistic, social, emotional and physical areas of student development. The teacher: 1. creates developmentally appropriate and challenging learning experiences based on individual students' strengths, interests and needs. 2. collaborates with families, colleagues and other professionals to promote student growth and development. Rationale: I believe finding ways to reach all students learning needs is vital in helping students succeed. I created Words Their Way spelling groups and guided reading groups based on students reading levels. I worked with my site teacher to create spelling and reading groups that were appropriate and promoted the growth and challenge that each student needed. This way I was able to focus on one group at a time, and help them with their reading strategies. Students were able to get more one on one attention during small group instruction, compared to whole class instruction Standard 2: Learning Differences The teacher understands individual learner differences and cultural and linguistic diversity. The teacher: 1. ensures inclusive learning environments that allow each student to reach learning goals. 2. designs, adapts and delivers instruction to address each student's diverse learning strengths and needs. 3. allows students different ways to demonstrate learning sensitive to multiple experiences and diversity. 4. creates a learning culture that encourages individual learners to persevere and advance. 5. incorporates tools of language development into planning and instruction for English Language Learners, and supports development of English proficiency.

Rationale: All Students learn at different levels and in different ways. As a teacher, I tried to make as many learning styles available to the students. I created a text talk before each lesson to provide more insight for the students at the beginning of every lesson. Designing hands-on experiments and making materials available for the students at all times was a way of reaching out to all types of learners and provided a productive learning environment. Manipulatives have been a great way help all styles of learners in the classroom. Standard 3: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation. The teacher: 1. develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations and procedures. 2. collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry. 3. uses a variety of classroom management strategies to effectively maintain a positive learning environment. 4. equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention. 5. extends the learning environment using technology, media, and local and global resources. 6. encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision-making skills in various real-world contexts. Instructional Practice Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content. Rationale: I created an environment in the classroom that was safe and friendly for all the students in the class. Letting the students know who I was and giving them examples of my own experience has been the key to developing relationships that promote a positive learning environment for students in the classroom. Making learning fun has also been another key to making learning a positive experience. One example of collaborative learning fun was making paper mache VOLCANOES this year. Creating a safe and positive environment in the classroom by building relationships within the classroom will make the year run a lot smoother between transitions and the students will know exactly what is expected of them.

Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline. The teacher: 1. knows the content of the discipline and conveys accurate information and concepts. 2. demonstrates an awareness of the Utah Common Core State Standards/Core Curriculum and references it in short- and long-term planning. 3. engages students in applying methods of inquiry and standards of evidence of the discipline. 4. uses multiple representations of concepts that capture key ideas. 5. supports students in learning and using academic language accurately and meaningfully. Rationale: Text Talks have been the most productive way of introducing and developing academic language in the classroom. I created a text talk for every part of the curriculum this year. Creating a text talk to discuss the key vocabulary that will be discussed throughout a new part of the curriculum really promoted the importance of academic language. Using text talks provides an understanding of what students would be learning about through a chapter or lesson.

Standard 5: Assessment The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met. The teacher: 1. designs or selects pre-assessments, formative, and summative assessments in a variety of formats that match learning objectives and engages the learner in demonstrating knowledge and skills. 2. engages students in understanding and identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work. 3. adjusts assessment methods and makes appropriate accommodations for English Language Learners, students with disabilities, advanced students, and students who are not meeting learning goals. 4. uses data to assess the effectiveness of instruction and to make adjustments in planning and instruction. 5. documents student progress and provides descriptive feedback to students, parents, guardians, and other stakeholders in a variety of ways.

6. understands and practices appropriate and ethical assessment principles and procedures. Rationale: It is important for teachers to have multiple forms of assessment to use in their classrooms. In my classroom, we would have a lot of discussions before we started learning something and by listening to the students comments and questions I would gain an understanding of what knowledge they already had on the topic. As a formative assessment tool I will have students use their white boards to work through problems or write something out. We would use white boards a lot during our math hour. I would write a problem on the board and then the students would work through the problem on their white boards. This allowed me to walk around and look at the students' process and answer. I would be able to find out what the students' understanding for that particular lesson was. As a summative assessment the students would complete worksheets and weekly reading tests that I could look over and know exactly what the students know and what they still need extra help on. Standard 6: Instructional Planning The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Core Curriculum standards, instructional best practices, and the community context. The teacher: 1. plans instruction based on the approved state curriculum. 2. individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards, relevant to learners, and based on principles of effective instruction. 3. differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning. 4. creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work. 5. integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge. Rationale: To meet this standard I created a writing unit that we worked on. We started out by just working on extending our sentences to take them from being basic to descriptive. Then we worked on creating paragraphs and how to write letters and reports. The culminating project was for the students to create animal report flip books. In the third grade curriculum they are expected to write an informational report. I chose materials and resources that were interesting to the students and that were appropriate for each individual student and their level. They were able to research and create their own original books that we displayed in the hallway.

Standard 7: Instructional Strategies The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways. The teacher: 1. understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies. 2. uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs individual and groups of learners. 3. analyzes student errors and misconceptions in order to redirect, focus, and deepen learning. 4. uses a variety of instructional strategies to support and expand learners communication skills. 5. provides multiple opportunities for students to develop higher-order and metacognitive skills. 6. provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems. 7. supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness. 8. uses a variety of questioning strategies to promote engagement and learning. Professional Responsibility Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teachers primary responsibility. To do this well, teachers must engage in meaningful, intensive professional learning by regularly examining practice through ongoing study, self-reflection, and collaboration. They must be aware of legal and ethical requirements and engage in the highest levels of professional and ethical conduct. Rationale: Not every student is going to learn in the same way. As a student teacher I used as many manipulatives as possible, to ensure that each learning style was met. We had a lot of hands on activities, examples, videos, pictures, visuals, and partner and group work in order to make sure that students were able to understand to their greatest potential. Students were able to show me their understanding in different ways and were not just expected to do something in any one way. Standard 8: Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt

practice to meet the needs of each learner. The teacher: 1. independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice. 2. actively seeks professional, community, and technological resources, within and outside the school, as supports for reflection and problem-solving. 3. recognizes and reflects on personal and professional biases and accesses resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences. 4. actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection. 5. develops a professional learning plan based on individual needs and the needs of learners, schools, and educational communities. Rationale: During my student teaching, I had the opportunity to video tape myself and I was able to reflect on my teaching by watching that. I was also able to work with my site teacher and get a lot of great feedback from her and ideas on what I could do to improve my instruction. I was very lucky in the fact that I had another students teacher in my grade and we were able to collaborate together with the other third grade teachers and get a lot of great ideas and resources. I built a lot of strong relationships with other faculty members and administration during my student teaching. We were also able to participate in a few trainings about Acuity and how to use the data from those tests to evaluate and reflect on teaching and lessons. It was very beneficial to understand how to get the information and data needed to help the students grow and improve. Standard 9: Leadership and Collaboration The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. The teacher: 1. prepares for and participates actively as a team member in decision-making processes and building a shared vision and supportive culture that effect the school and larger educational community. 2. participates actively as part of the learning community, sharing responsibility for decision-making and accountability for each student's learning, and giving and receiving feedback. 3. advocates for the learners, the school, the community, and the profession. 4. works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners.

5. engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.

Standard 10: Professional and Ethical Behavior The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515. The teacher: 1. is responsible for compliance with federal and state laws, State Board of Education Administrative rules, state assessment policies, local board policies, and supervisory directives. 2. avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities. 3. takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way. 4. maintains accurate instructional and non-instructional records. 5. maintains integrity and confidentiality in matters concerning student records and collegial consultation. 6. develops appropriate student-teacher relationships as defined in rule, law, and policy. 7. maintains professional demeanor and appearance as defined by their Local Education Agency (LEA).