RATIONALE CHECKLIST

Rationale V
PART I: ED 295A Module 5 (Week 16)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 10: Leadership and Collaboration
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Field Observation for Module 5 (12/6/2016)
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED295: Practicum 1

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Field observation lesson - Adobe Illustrator tracing practice
(Please see attached lesson plan for more details)
V. TEACHING ARTIFACT RESULTS
For this assessment, I collaborated with the other teachers in my department
to find the best way for me to teach specific Adobe Illustrator techniques
to my students. Being a new teacher and teaching first year students with
mostly no previous experience with graphic design and computer programs
like Adobe Illustrator presented interesting challenges. My co-workers and I
discussed some techniques to use to effectively introduce Adobe Illustrator
to first year design students in a classroom of almost thirty students per class
with not enough computers for each student to have his/her own. I took the
advice of other teachers, combined with my experiences last year to come
up with a plan for the best plan for my students and I.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
Part 2
I. SUB-STANDARD
10.1 (Focus Area 4):
CANDIDATE COLLABORATES WITH COLLEAGUES - Does Candidate
participate on the instructional team(s) and use advice and support from
colleagues to meet the needs of all learners?
II. CONNECTION TO ARTIFACT
I participate on the instructional team(s) and use advice and support from
colleagues to meet the needs of all learners by always consulting with
the other teachers in my professional learning community about different
techniques to use in the classroom. I meet with my PLC group each week
and I also see them everyday during our lunch break. We are always aligning
our curriculum and discussing teaching skills that worked well and didnt
work so well in each of our classes for each unit we teach. For this particular
lesson, I discussed effective teaching techniques for teaching first year
students how to get started with using Adobe Illustrator.

PART I:
III. SELF-ASSESSMENT
State standard, teaching artifact,
I would rate myself as a 4 (Candidate always does this as a teacher)
and course name. Provide an
or exceeds proficiency because I constantly seek advice, support and
accurate description of the
collaboration with my fellow teachers. Each week we discuss useful teaching
artifact. Provide a sufficient
strategies that could help each other in the classroom.
description of the artifact results.
IV. EVIDENCE OF SELF-ASSESSMENT
PART II:
As observed during my field observation, I implement the advice that my
Identify at least one appropriate
fellow teachers give me into each lesson. I always make sure to ask key
sub-standard and include the
questions to the other arts and communication teachers to learn what
entire language. Connect the
methods work best when teaching different lessons. I take what the other
language of the sub-standard
teachers have told me and figure out the best way to adapt their advice and
to the artifact. State your
tips into what works for my classroom.
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
10.3 (Focus Area #4): CANDIDATE COMMUNICATES WITH LEARNING
FAMILIES AND COMMUNITY - Does Candidate elicit information about
learners and their experiences from families and communities and use this
ongoing communication to support learner development and growth?
II. WHAT TO IMPROVE?
While I do have communication with families, I would like to work on using
families as a stronger resource for student support. Sometimes I forget that
parents and guardians are another source of support for students and for
me as a teacher as well. I want to work on reaching out to families more often
when dealing with different situations in class.
III. RESEARCH FINDINGS
i. This article gives tips for reaching out to parents. Some tips I found most
interesting include calling home to report good news and participating
in after school activities. The article discusses how many times parents
assume a call home from a teacher is about something negative, but
how positive comments can show that you are a genuine teacher who
cares about his/her child. The article also discusses how participating in
after school activities can provide you with additional opportunities for
communicating with parents.
Resource: https://www.edutopia.org/blog/tips-reaching-out-to-parents-
david-cutler
ii. This article explains how parent surveys can be valuable tools for
teachers. A simple survey to get to know parents and how they view their
childrens education can tell you a lot about the student and how they
do in your class. I had considered how parent surveys can help me get to
know parents but I didnt think about how what I learn about parents can
also shed some light about certain aspects of students as well.
Resource: https://pernillesripp.com/2016/08/22/have-you-asked-
parents-yet/
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to improve communication with families by:
1) Continuing to participate in after school activities (SkillsUSA)
2) Making an effort to meet parents at after school activities
3) Giving positive feedback to parents - when I communicate with parents,
even if we are discussing something like a grade that needs to be improved,
I will practice always giving parents at least one positive comment about
their child