Standard Nine | Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Artifacts
Artifact One:
Discussion Facilitation
Performance Indicator 9O: The competent teacher participates in professional development, professional organizations, and learning communities,
and engages in peer coaching and mentoring activities to enhance personal growth and development;
While enrolled in CI 403: Teaching in Diverse High Schools at the University of Illinois, I facilitated a discussion with a team of colleagues that was geared towards promoting professional development. This discussion served as a form of a peer mentoring activity meant to enhance personal and professional growth. The outline of the discussion and the activities that follow the discussion exhibit my dedication to continuing to grow as a teacher through collaboration with my peers.
Performance Indicator 9O: The competent teacher participates in professional development, professional organizations, and learning communities,
and engages in peer coaching and mentoring activities to enhance personal growth and development;
While enrolled in CI 403: Teaching in Diverse High Schools at the University of Illinois, I facilitated a discussion with a team of colleagues that was geared towards promoting professional development. This discussion served as a form of a peer mentoring activity meant to enhance personal and professional growth. The outline of the discussion and the activities that follow the discussion exhibit my dedication to continuing to grow as a teacher through collaboration with my peers.
Reflection on Discussion Facilitation
This outline of a discussion facilitation is meant to demonstrate my ability to meet Standard Nine of the Illinois Professional Teaching Standards: Professionalism, Leadership, and Advocacy. I chose this discussion facilitation to showcase my growth because it shows how I work with colleagues and peers in order to continue my professional growth as a teacher. It also highlights the leadership skills I have gained as I have organized these types of discussions for my peers. The discussion facilitation serves a good representation of my professionalism because it contains specific plans to use collaboration with colleagues to better our teaching practices. It contains discussion topics, resources, and activities that my peers and I could use in our professional growth. This outline also demonstrates my own personal growth as a teacher, and how I have become more adept at meaningfully participating in professional learning communities and using my leadership skills to help me and my colleagues improve our instruction.
Artifact Two:
Introduction Letter to Students and Parents
Performance Indicator 9L: The competent teacher communicates with families, responds to concerns, and contributes to enhanced familyparticipation in student education;
During the course of my student teaching at a small urban middle school, I created an introduction letter for both students and parents in order to introduce myself and form an initial connection with my students and their guardians.
Performance Indicator 9L: The competent teacher communicates with families, responds to concerns, and contributes to enhanced familyparticipation in student education;
During the course of my student teaching at a small urban middle school, I created an introduction letter for both students and parents in order to introduce myself and form an initial connection with my students and their guardians.
Reflection on Introduction Letter
This introduction letter to students and parents written during my student teaching experiences is meant to illustrate my competence in Standard
Nine of the Illinois Professional Teaching Standards: Professionalism, Leadership, and Advocacy. I chose to use this artifact because it demonstrates my abilities to reach out to parents/guardians. I wanted to inform them of my presence in the classroom and form an initial connection with them as soon as I began my student teaching experience, and used this letter as a starting off point. After receiving the letter, parents and guarding were aware that I would be working with students and began to address concerns with me directly, making me more involved with the families of students. The letter is an appropriate demonstration of this standard because within it I communicate with the families of students and encourage enhanced participation in student education. As a whole, the creation of this letter testifies to my growth as a teacher and my abilities to reach out to parents and families in order to involve them with what is going on in my classroom.
© 2016 Yulia Cook | Last Updated: May 2016