Autobiographical sketch
Educational Philosophy
Professional development plan
College/Work Transition Plan
CAREER GOALS
ACADEMIC GOALS
COLLEGE (OR WORK) EXPLORATION & SELECTION
COLLEGE (OR WORK) PREPARATION
PERSONAL REFLECTION
- My career goals are to become a teacher at Wai’anae High School. I want to teach in the Searider Producitons program as the video production advisor.
- I’m interested in this particular career because I really enjoy helping students realize their potential. It also aligns with my professional experience as a Director.
- I’ve been working as a part-time teacher for several years now in the program. I’ve helped create Makaha Studios, a multi media company and the Hawaii Creative Media Team, a consortium of digital media teachers dedicated to training others in the field of digital media. Before that I worked as a Director/Editor/Photographer at various local television stations.
ACADEMIC GOALS
- I am currently working to achieve an Associates in Art in Teaching degree at Leeward Community College. My overall goal is to pursue a bachelors and masters in education at the University of Hawai’i West Oahu and Manoa.
- This particular pathway has been recommended to me by several of my teaching colleagues. There are other alternatives to UH, however this seems to be the most common path chosen.
COLLEGE (OR WORK) EXPLORATION & SELECTION
- I’ve researched the websites provided by the University of Hawaii West Oahu. I’ve also had several conversations with my college counselor about my transfer options.
- I intend to create a simple online task list in order to keep my information updated.
- I’ve decided to attend the UH West O‘ahu Bachelor of Education degree with a concentration in Secondary Education. This directly relates to my chosen field of study and the proximity of the school fits my living situation.
COLLEGE (OR WORK) PREPARATION
- Students must have completed at least 24 transferable college-level semester credits from a regionally accredited institution with a minimum 2.0 GPA (based on a 4.0 scale). Students with fewer than 24 college-level semester credits, or who previously attended a non-regionally accredited institution, will be evaluated under freshman admission requirements and have graduated with an Associate in Arts degree from a University of Hawai‘i community college or other regionally accredited institution with a grade point average of 2.0 or higher on a 4.0 scale are eligible for admission as a transfer student. Students with an Associate in Arts degree in the liberal arts will be accepted as having completed general education requirements.
- The deadline to apply is July 1st for the Fall semester. There is no separate deadline needed to apply to the College of Education. I intend to apply for the Fall 2017 courses.
- I am taking the Core Academic Skills Exams in the months of December 2015 and January 2016.
- I have already constructed a core study group of 4 people that have been helping me study for the Core Academic Skills Exam. I intend to take all three test at once and have been preparing to do so for several months now.
- I’ve already completed my 45 hours of field work experience.
- There are no additional courses I need to complete in order to transfer to my Bachelors degree program.
- The only courses left at Leeward for me to take and pass is a specific Math class and the ALT CERT CTE Licensure classes.
- I have already secured a position at Wai’anae High School as a curriculum coordinator and CTE teacher.
PERSONAL REFLECTION
- I feel as if I have prepared for this transition in the best possible way. All of the decisions I have made personally has been to support my success in school.
- I have learned that through patience, planning and effort I can manage and thrive personally and professionally.
Resume
Objective : CTE Certified Media Teacher at Waianae High School
Teacher Experience
VIDEO ADVISER, SEARIDER PRODUCTIONS, 1997-PRESENT
LEAD INSTRUCTOR, HAWAII CREATIVE MEDIA , 2008-PRESENT
EDUCATION
PROFESSIONAL DEVELOPMENT
HONORS/SKILLS/AWARDS
REFERALS
Available upon request
Teacher Experience
VIDEO ADVISER, SEARIDER PRODUCTIONS, 1997-PRESENT
- From 1999 - 2003 worked as a part time teacher using experience gained from working in the industry 2004 - present full time video production teacher.
- Has successfully transitioned the program from analog to digital to high definition and from broadcast only to web only based production.
- Created integrated journalism/television curriculum and successful high level business production, scholastic achievement and college readiness programs.
LEAD INSTRUCTOR, HAWAII CREATIVE MEDIA , 2008-PRESENT
- Lead instructor for the Hawaii Creative Media Team to help advanced media programs across the state in the fields of journalism and television production.
- These programs have become “island hubs” for each of the four major islands. Using curriculum I’ve created they have won numerous local and national awards.
EDUCATION
- Wai’anae High School Diploma
- Leeward Community College, Pearl City, Hawaii
- Currently in the Associate of Arts in Teaching Degree Program
- Completed Educations course such as Classroom Management and Language and Literacy
- Cumulative GPA: 3.3 on a 4.0 scale
PROFESSIONAL DEVELOPMENT
- Owner, Makaha Studios , 2007-2012 - Makaha Studios is a full fledge communications firm that specializes in creating brands, image campaigns, and anything media.
- Creative Director, KHON-TV, 2005-2007 - Led a team of 6 employees in the Creative Services department at KHON-TV during it’s peakas top grossing station in the market. Created a multitude of ad campaigns, special programs and promotional videos for Marketing, sales and broadcast departments.
- Photographer/Director/Editor, KGMB-TV, 1999-2004 - Began as the overnight photographer in 1999 and quickly became the chief editor for the nightly newscasts. Ended as tenure as lead photographer/editor for “Sweeps” projects.
- Photographer/Director/Editor, Freelance 1999-present - Worked on various local and national projects as production assistant, director of photography, director, producer and executive producer.
HONORS/SKILLS/AWARDS
- Fastest growing company in the state according to Pacific Business News in 2010.
- Creative director, Best Long-form non-fiction win for Perfect in Paradise.
- Produced, directed, edited and shot several special programs and news packages that garnered regional 7 emmy awards, most notably the Warrior Pride, June Jones Show, and Pearl Harbor documentary.
- Also won several Society of Professional Journalist Awards for work as a news photographer.
- Students have won over a 1000 local, national and international awards for their video/film productions, most recently a regional emmy for excellence in broadcast news.
REFERALS
Available upon request
|
|
|
|
STANDARD 1 : LEARNER DEVELOPMENT
Artifact: Survey of students needs and interests
Course: ED 285 - Classroom Management Within the Instructional Process
PART I:
The Case Study - Survey of students needs and interests completed in my ED 285 course titled Classroom Management within the Instructional Process provides evidence that I met HTSB Standard 1: Learner Development. The assignment consisted of creating a survey to assess the needs and interests of students. Through this survey I will learn the complexity of the classroom/lab environment and the specific needs of my students.
For this assignment, I approached it by the process of researching, identifying, analyzing and executing. I first spoke with some experienced classroom teachers to describe their methods of classroom introductions and surveying. I found that the majority prefer to produce a simple online document through forms. I then listed and identified questions that I believed relevant to the information I needed to preform in my class. After analyzing my final list for inaccuracies and errors I executed the construction of my survey in Google forms for easy distribution among my students.
PART II:
I have selected this artifact for Standard 1: Learner Development because I believe it best represents my ability to “regularly assess individual and group performance in order to design and modify instruction to meet learners’ needs” (1a). In my survey assignment, I have the students first engage online then in post survey discussion students am able to describe and analyze the class experience, interests and reflect upon their meanings.
As a result of this assignment, I will create several opening and closing surveys in my own classroom because this helps all levels of learners participate actively in my class and sets a foundation for clear, positive and engaging experiences.
Course: ED 285 - Classroom Management Within the Instructional Process
PART I:
The Case Study - Survey of students needs and interests completed in my ED 285 course titled Classroom Management within the Instructional Process provides evidence that I met HTSB Standard 1: Learner Development. The assignment consisted of creating a survey to assess the needs and interests of students. Through this survey I will learn the complexity of the classroom/lab environment and the specific needs of my students.
For this assignment, I approached it by the process of researching, identifying, analyzing and executing. I first spoke with some experienced classroom teachers to describe their methods of classroom introductions and surveying. I found that the majority prefer to produce a simple online document through forms. I then listed and identified questions that I believed relevant to the information I needed to preform in my class. After analyzing my final list for inaccuracies and errors I executed the construction of my survey in Google forms for easy distribution among my students.
PART II:
I have selected this artifact for Standard 1: Learner Development because I believe it best represents my ability to “regularly assess individual and group performance in order to design and modify instruction to meet learners’ needs” (1a). In my survey assignment, I have the students first engage online then in post survey discussion students am able to describe and analyze the class experience, interests and reflect upon their meanings.
As a result of this assignment, I will create several opening and closing surveys in my own classroom because this helps all levels of learners participate actively in my class and sets a foundation for clear, positive and engaging experiences.
Standard 2 : Learning Differences
Artifact: iMovie Training Module | Step-by-step instructions
Course: Arts and Communications Core, Searider Productions, Waianae High School
PART I:
The iMovie Training module constructed for my Arts and Communications Core Class at Wai’anane High School provides evidence that I met Standard 2: Learning Differences. The module required me to design a clear, step-by-step process for my students using iMovie when producing videos. The standard requires me to use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
For this module, I chose to create my lesson around the step-by-step process of editing in iMovie. By utilizing the techniques learned in ED 284 Foundations of Inclusion in Teaching, I was able to construct a module with artifacts, lessons, activities and assessments that address all levels of learners with specific areas of instruction. Each artifact directly addresses a type of learner and skill level to ensure that understanding is had throughout the process of teaching.
PART II:
I have selected this artifact for Standard 2: Learning Differences because I believe it best represents my ability to “design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs then create opportunities for students to demonstrate their learning in different ways"(2A). In my iMovie Training module, the objective is to have the students learn how to set-up, import, edit and share videos using iMovie. I address the differences in learning styles through - a step-by-step handout (tactile), a keynote presentation (visual), focused discussion (audible), peer-to-peer mentoring and one-on-one with teacher after the presentation (ELL, Special Needs, SES). I can assess their understanding of the material through a series of activities – demonstration, discussion, and use of vocabulary and higher level thinking questioning (forum posts). Each form of instructions works together to accommodate every level of learner.
As a result of this assignment, I will create modules, lessons and activities that address all levels of learners throughout the teaching and provide clear examples of objectives, applications and goals.
Course: Arts and Communications Core, Searider Productions, Waianae High School
PART I:
The iMovie Training module constructed for my Arts and Communications Core Class at Wai’anane High School provides evidence that I met Standard 2: Learning Differences. The module required me to design a clear, step-by-step process for my students using iMovie when producing videos. The standard requires me to use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
For this module, I chose to create my lesson around the step-by-step process of editing in iMovie. By utilizing the techniques learned in ED 284 Foundations of Inclusion in Teaching, I was able to construct a module with artifacts, lessons, activities and assessments that address all levels of learners with specific areas of instruction. Each artifact directly addresses a type of learner and skill level to ensure that understanding is had throughout the process of teaching.
PART II:
I have selected this artifact for Standard 2: Learning Differences because I believe it best represents my ability to “design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs then create opportunities for students to demonstrate their learning in different ways"(2A). In my iMovie Training module, the objective is to have the students learn how to set-up, import, edit and share videos using iMovie. I address the differences in learning styles through - a step-by-step handout (tactile), a keynote presentation (visual), focused discussion (audible), peer-to-peer mentoring and one-on-one with teacher after the presentation (ELL, Special Needs, SES). I can assess their understanding of the material through a series of activities – demonstration, discussion, and use of vocabulary and higher level thinking questioning (forum posts). Each form of instructions works together to accommodate every level of learner.
As a result of this assignment, I will create modules, lessons and activities that address all levels of learners throughout the teaching and provide clear examples of objectives, applications and goals.
Standard 3 : Learning Environment
Artifact: Organizing your classroom/lab & materials
Course: ED 285 - Classroom Management Within the Instructional Process
PART I:
The Organizing your classroom/lab & materials completed in my ED 285 (Classroom Management Within the Instructional Process) provides evidence that I met HTSB Standard 3: Learning Environment. The assignment required me to design a safe, efficient, and fun classroom/lab environment through the process of creating a area layout map and seating chart. The standard requires me to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
For this assignment, I chose to create my design based upon an existing classroom layout. By utilizing the techniques learned in chapter 2, I was able to construct a learning environment with specific areas of information. Each wall in the classroom served in relaying critical information, classroom philosophy or exemplar works to the students.
PART II:
I have selected this artifact for Standard 3: Learning Environments because I believe it best represents my ability to “manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention”(3D). In my Organizing Classroom/Lab and Material assignment, I have the classroom set up into appropriate learning sections. The front wall engages students with all the organization for the classroom on a daily, weekly and monthly basis. The other walls help convey exemplary work and classroom behavior and philosophy.
As a result of this assignment, I will set up and allocate visual space for learning in my own classroom because helps keep the learner attention on the subject matter and provides clear examples of objectives, applications and goals.
Course: ED 285 - Classroom Management Within the Instructional Process
PART I:
The Organizing your classroom/lab & materials completed in my ED 285 (Classroom Management Within the Instructional Process) provides evidence that I met HTSB Standard 3: Learning Environment. The assignment required me to design a safe, efficient, and fun classroom/lab environment through the process of creating a area layout map and seating chart. The standard requires me to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
For this assignment, I chose to create my design based upon an existing classroom layout. By utilizing the techniques learned in chapter 2, I was able to construct a learning environment with specific areas of information. Each wall in the classroom served in relaying critical information, classroom philosophy or exemplar works to the students.
PART II:
I have selected this artifact for Standard 3: Learning Environments because I believe it best represents my ability to “manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention”(3D). In my Organizing Classroom/Lab and Material assignment, I have the classroom set up into appropriate learning sections. The front wall engages students with all the organization for the classroom on a daily, weekly and monthly basis. The other walls help convey exemplary work and classroom behavior and philosophy.
As a result of this assignment, I will set up and allocate visual space for learning in my own classroom because helps keep the learner attention on the subject matter and provides clear examples of objectives, applications and goals.
Standard 4 : Content Knowledge
Artifact: Exposure Triangle Module | iPad App
Course: Digital Media Tech Video, Searider Productions, Wai’anae High School
PART I:
The Exposure Triangle Module developed for my Digital Media Tech Video Class at Searider Productions, Wai’anae High School provides evidence that I met HTSB Standard 4: Content Knowledge. The Basic DSLR Photography unit required me to design a clear, efficient, and fun classroom discussion and activity through the process of visuals and demonstration of understanding with an iPad app call Camera Sim. The class would address the functions and misconceptions of exposing a picture when using shutter speed, ISO and aperture, or more commonly known as the Exposure Triangle. The standard requires me to understand the central concepts, tools of inquiry, and structures of the discipline(s). He or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
For this discussion and activity, I chose to create a visual presentation that defines and describes the individual exposure tools. By utilizing the techniques of Into, Through and Beyond learned in ED 291: Developing Language and Literacy, I was able to construct a learning experience with specific goals of identifying vocabulary, providing context to those definitions and simple formative assessment of knowledge gained through the discussion. Each artifact – visual and app – are design to be companions in learning for self directed learners, diverse resources for those who need more instruction and clear examples for those that need the most help.
PART II:
I have selected this artifact for Standard 4: Content Knowledge because I believe it best represents my ability to “understand common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.”(4k). In my Exposure Triangle Module, I have captured through words and photos clear definitions of what each Exposure tool is and how it relates to one another. Each slide is constructed as a mini poster so I can post them on the walls during the learning experience for student to reference after the fact. The app was selected after vetting various interactive tools because of its versatility, ease of use, focus and most of all accuracy. Each of these artifacts addresses the previous misconceptions or affirms knowledge students have manufactured as a result of previous self-exploration.
As a result of this module, I will create visual, audible and tactile engagement for learning in my own classroom because helps saturate learners with discussion entry points on the subject matter and provides clear examples of objectives, applications and goals.
Course: Digital Media Tech Video, Searider Productions, Wai’anae High School
PART I:
The Exposure Triangle Module developed for my Digital Media Tech Video Class at Searider Productions, Wai’anae High School provides evidence that I met HTSB Standard 4: Content Knowledge. The Basic DSLR Photography unit required me to design a clear, efficient, and fun classroom discussion and activity through the process of visuals and demonstration of understanding with an iPad app call Camera Sim. The class would address the functions and misconceptions of exposing a picture when using shutter speed, ISO and aperture, or more commonly known as the Exposure Triangle. The standard requires me to understand the central concepts, tools of inquiry, and structures of the discipline(s). He or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
For this discussion and activity, I chose to create a visual presentation that defines and describes the individual exposure tools. By utilizing the techniques of Into, Through and Beyond learned in ED 291: Developing Language and Literacy, I was able to construct a learning experience with specific goals of identifying vocabulary, providing context to those definitions and simple formative assessment of knowledge gained through the discussion. Each artifact – visual and app – are design to be companions in learning for self directed learners, diverse resources for those who need more instruction and clear examples for those that need the most help.
PART II:
I have selected this artifact for Standard 4: Content Knowledge because I believe it best represents my ability to “understand common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.”(4k). In my Exposure Triangle Module, I have captured through words and photos clear definitions of what each Exposure tool is and how it relates to one another. Each slide is constructed as a mini poster so I can post them on the walls during the learning experience for student to reference after the fact. The app was selected after vetting various interactive tools because of its versatility, ease of use, focus and most of all accuracy. Each of these artifacts addresses the previous misconceptions or affirms knowledge students have manufactured as a result of previous self-exploration.
As a result of this module, I will create visual, audible and tactile engagement for learning in my own classroom because helps saturate learners with discussion entry points on the subject matter and provides clear examples of objectives, applications and goals.
Standard 5 : Application of Content
Artifact: PSA for a PSA Presentation | Public Service Announcement Video Activity
Course: Arts and Communications Core, Searider Productions, Wai’anae High School
PART I:
The PSA for a PSA presentation and Public Service Announcement Video Activity constructed for my Arts and Communications Core class provides evidence that I met HTSB Standard 5: Application of content. This assignment is part of a larger unit on video production and is the application of core concepts provided earlier in the unit. The standard required me to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues using digital media and messaging.
For this assignment, I chose to create a presentation, activity and rubrics. I was able to construct a learning tool that addresses the psychology and messaging proposed when constructing PSA’s. The activity clearly outlines goals, objectives and steps required to complete the task and produce a high quality product.
PART II:
I have selected these artifacts for Standard 5: Application of content because I believe it best represents my ability to “engage learners in applying content knowledge to real world problems through the lens of interdisciplinary themes”(5b). In my PSA for a PSA presentation, I challenge the students to view real world issues from different perspectives and provide solutions through the structured context of Public Service Announcements. The PSA activity creates an opportunity for students to construct those messages and visuals to address issues facing them and their peers. It also serves as a springboard for deeper conversations regarding the topics selected. These deeper conversations often lead to a greater application of the content knowledge.
As a result of this assignment, I realize that my content can present many levels of learning beyond the basic applications. My students have gained an affinity for researching, discussion, debate and prioritizing of information. These skills are only achieved because I can teach my students how to apply the content knowledge to other areas of study.
Course: Arts and Communications Core, Searider Productions, Wai’anae High School
PART I:
The PSA for a PSA presentation and Public Service Announcement Video Activity constructed for my Arts and Communications Core class provides evidence that I met HTSB Standard 5: Application of content. This assignment is part of a larger unit on video production and is the application of core concepts provided earlier in the unit. The standard required me to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues using digital media and messaging.
For this assignment, I chose to create a presentation, activity and rubrics. I was able to construct a learning tool that addresses the psychology and messaging proposed when constructing PSA’s. The activity clearly outlines goals, objectives and steps required to complete the task and produce a high quality product.
PART II:
I have selected these artifacts for Standard 5: Application of content because I believe it best represents my ability to “engage learners in applying content knowledge to real world problems through the lens of interdisciplinary themes”(5b). In my PSA for a PSA presentation, I challenge the students to view real world issues from different perspectives and provide solutions through the structured context of Public Service Announcements. The PSA activity creates an opportunity for students to construct those messages and visuals to address issues facing them and their peers. It also serves as a springboard for deeper conversations regarding the topics selected. These deeper conversations often lead to a greater application of the content knowledge.
As a result of this assignment, I realize that my content can present many levels of learning beyond the basic applications. My students have gained an affinity for researching, discussion, debate and prioritizing of information. These skills are only achieved because I can teach my students how to apply the content knowledge to other areas of study.
Standard 6 : Assessment
Artifact: Basic Shots Kahoot
Course: Arts and Communications Core, Searider Productions, Wai’anae High School
PART I:
The Basic Shots Kahoot formative assessment was constructed for my Arts and Communications Core class provides evidence that I met HTSB Standard 6: Assessment. This assessment is used to gauge student renting dn knowledge immediately after the classroom discussion. The standard required me to use multiple methods of assessment to engage learners in their own growth, to monitor the learner’s progress, and to guide the teacher’s and learner’s decision making.
For this assignment, I chose to create a formative assessment of the student’s content knowledge using the online quiz tool Kahoot. I was able to construct an assessment tool that addresses the individual retention of content and provide a snapshot of the class as a whole. The activity challenges students through a predetermined set of questions designed to highlight key areas of content that should be memorized for future reference. Questions include topics such as – vocabulary, key details, overall concepts and possibly application of knowledge questions.
PART II:
I have selected this artifact for Standard 6: Assessment because I believe it best represents my ability to “engage learners in multiple ways of demonstrating knowledge and skill as part of the assessment process”(6e). As a supplement and formal information gathering process the Kahoot is a very useful tool that provided clear data and engages every level of learner through a fun quiz show style interface. Students challenge one another in a classroom “arena”. As the Kahot progresses I can evaluate areas that students did not perform well and adjust my future lessons to address these shortcomings. More immediately I can address those students who are struggling to find confidence the content knowledge.
As a result of this assignment, I will utilize these online assessment tools to help me provide engaging and thorough data pictures that will help me address individual students needs and influence future lesson plans.
Course: Arts and Communications Core, Searider Productions, Wai’anae High School
PART I:
The Basic Shots Kahoot formative assessment was constructed for my Arts and Communications Core class provides evidence that I met HTSB Standard 6: Assessment. This assessment is used to gauge student renting dn knowledge immediately after the classroom discussion. The standard required me to use multiple methods of assessment to engage learners in their own growth, to monitor the learner’s progress, and to guide the teacher’s and learner’s decision making.
For this assignment, I chose to create a formative assessment of the student’s content knowledge using the online quiz tool Kahoot. I was able to construct an assessment tool that addresses the individual retention of content and provide a snapshot of the class as a whole. The activity challenges students through a predetermined set of questions designed to highlight key areas of content that should be memorized for future reference. Questions include topics such as – vocabulary, key details, overall concepts and possibly application of knowledge questions.
PART II:
I have selected this artifact for Standard 6: Assessment because I believe it best represents my ability to “engage learners in multiple ways of demonstrating knowledge and skill as part of the assessment process”(6e). As a supplement and formal information gathering process the Kahoot is a very useful tool that provided clear data and engages every level of learner through a fun quiz show style interface. Students challenge one another in a classroom “arena”. As the Kahot progresses I can evaluate areas that students did not perform well and adjust my future lessons to address these shortcomings. More immediately I can address those students who are struggling to find confidence the content knowledge.
As a result of this assignment, I will utilize these online assessment tools to help me provide engaging and thorough data pictures that will help me address individual students needs and influence future lesson plans.
Standard 7 : Planning for Instruction
Artifact: Standards Based Lesson Plan
Course: ED 290 Foundations of Education
PART I:
The Standards based lesson plan and Curriculum Map I created for my ED290 Foundations of Education class provides evidence that I met HTSB Standard 7: Planning for Instruction. This assignment challenged me to create my pedagogy, construct a curriculum map and build a subsequent lesson plan for a unit in my map. The standard required me to support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
For this assignment, I chose to create a pedagogy, curriculum map and lesson plan that demonstrate my knowledge and ability to create a clear line of instruction that addresses all levels of student learning. I was able to construct a pedagogy that helps me define the type of learning I believe is important and then translate that belief to a tangible outcome through my curriculum map. I then created a standards based lesson plan that addressed one of my units/modules. The lesson I created addressed the core concept of writing for college ready students. It challenges students to create a portfolio of writing that demonstrates their understanding of specific styles structures needed to engage in college.
PART II:
I have selected this artifact for Standard 7: Planning for Instruction because I believe it best represents my ability to “understand how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge”(7h). I believe it is critical student learn how to write in a multitude of media platforms and still maintain the ability to present information, findings and support evidence regardless of the media the choose. By teaching them how to create a line of reasoning and organization that are appropriate to task, purpose and audience students can successfully convey messages across multiple platforms. The lesson includes step by step instructions, accommodations, resources and subsequent lessons to properly frame the entirety of learning.
As a result of this assignment, I will utilize skills learned in constructing pedagogy, curriculum and lessons to create more engaging and thoughtful instruction. The careful consideration of material and information needed to present will be vetted beforehand and presented in a manner that is effective and efficient.
Course: ED 290 Foundations of Education
PART I:
The Standards based lesson plan and Curriculum Map I created for my ED290 Foundations of Education class provides evidence that I met HTSB Standard 7: Planning for Instruction. This assignment challenged me to create my pedagogy, construct a curriculum map and build a subsequent lesson plan for a unit in my map. The standard required me to support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
For this assignment, I chose to create a pedagogy, curriculum map and lesson plan that demonstrate my knowledge and ability to create a clear line of instruction that addresses all levels of student learning. I was able to construct a pedagogy that helps me define the type of learning I believe is important and then translate that belief to a tangible outcome through my curriculum map. I then created a standards based lesson plan that addressed one of my units/modules. The lesson I created addressed the core concept of writing for college ready students. It challenges students to create a portfolio of writing that demonstrates their understanding of specific styles structures needed to engage in college.
PART II:
I have selected this artifact for Standard 7: Planning for Instruction because I believe it best represents my ability to “understand how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge”(7h). I believe it is critical student learn how to write in a multitude of media platforms and still maintain the ability to present information, findings and support evidence regardless of the media the choose. By teaching them how to create a line of reasoning and organization that are appropriate to task, purpose and audience students can successfully convey messages across multiple platforms. The lesson includes step by step instructions, accommodations, resources and subsequent lessons to properly frame the entirety of learning.
As a result of this assignment, I will utilize skills learned in constructing pedagogy, curriculum and lessons to create more engaging and thoughtful instruction. The careful consideration of material and information needed to present will be vetted beforehand and presented in a manner that is effective and efficient.
Standard 8 : Instructional Strategies
Artifact: Case Study : Lesson Plan
Course: ED 289 Educational Psychology
PART I:
The Case Study : Lesson Plan I created for my ED289 Educational Psychology class provides evidence that I met HTSB Standard 8: Instructional Strategies. This assignment challenged me to create a lesson plan that addresses several levels of learners and construct a clear objective, activity and lesson plan. The standard required me to use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
For this assignment, I began by identifying key terms and procedures. After reviewing, I created several artifacts that help the students engage at different levels – visual, audible, tactile. I then compiled and designed a presentation that demonstrates several styles of instructional strategies and accommodations for diverse learners. I also developed a handout that reflects the presentation for students who are more self-directed. It also acts as a resource for students who are struggling to remember the material. The activity follows the “I do, We do, You do” instructional strategy to engage all learners and provide clear examples for students. As a follow up and assessment a rubric that addresses key skills and criteria is provided.
PART II:
I have selected this artifact for Standard 8: Instructional Strategies because I believe it best represents my ability to “uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes”(8h). I believe in order for my students to be successful they must be afforded the tools, time and knowledge to succeed. Because no one learner is the same as the other, varied, yet focused, instruction is paramount. The ability for the teacher to address audible, visual and tactile learners in one lesson is instrumental in insuring classroom wide goals are met. As a byproduct students are inundated with multiple instances and examples of the tools, lessons or thoughts needed to achieve the objective.
As a result of this assignment, I will construct my lesson plans to reflect a wide range of learners. In order to accomplish this I will design visuals, conversations, resources and activities that are aligned to clear objectives and concepts.
Course: ED 289 Educational Psychology
PART I:
The Case Study : Lesson Plan I created for my ED289 Educational Psychology class provides evidence that I met HTSB Standard 8: Instructional Strategies. This assignment challenged me to create a lesson plan that addresses several levels of learners and construct a clear objective, activity and lesson plan. The standard required me to use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
For this assignment, I began by identifying key terms and procedures. After reviewing, I created several artifacts that help the students engage at different levels – visual, audible, tactile. I then compiled and designed a presentation that demonstrates several styles of instructional strategies and accommodations for diverse learners. I also developed a handout that reflects the presentation for students who are more self-directed. It also acts as a resource for students who are struggling to remember the material. The activity follows the “I do, We do, You do” instructional strategy to engage all learners and provide clear examples for students. As a follow up and assessment a rubric that addresses key skills and criteria is provided.
PART II:
I have selected this artifact for Standard 8: Instructional Strategies because I believe it best represents my ability to “uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes”(8h). I believe in order for my students to be successful they must be afforded the tools, time and knowledge to succeed. Because no one learner is the same as the other, varied, yet focused, instruction is paramount. The ability for the teacher to address audible, visual and tactile learners in one lesson is instrumental in insuring classroom wide goals are met. As a byproduct students are inundated with multiple instances and examples of the tools, lessons or thoughts needed to achieve the objective.
As a result of this assignment, I will construct my lesson plans to reflect a wide range of learners. In order to accomplish this I will design visuals, conversations, resources and activities that are aligned to clear objectives and concepts.
Standard 9 : Professional Learning and Ethical Practice
Artifact: Personal Learning Theory Paper
Course: ED 289 Educational Psychology
PART I:
The Personal Learning Theory Paper I created for my ED289 Educational Psychology class provides evidence that I met HTSB Standard 9: Professional learning and ethical practice. This assignment required me to address my beliefs as an educator through self exploration and study of the commonly accepted learning theories. The standard required me to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
For this assignment, I began by assessing my beliefs as an educator. After engaging in several key areas I then narrowed my focus to two core beliefs – environment and discipline. I utilized prior experience, anecdotal evidence from current students and reflections of past students to construct a clear value for each belief. What I concluded was that my beliefs followed the Constructivism belief system - the idea that students gain knowledge and form meaning through experience.
PART II:
I have selected this artifact for Standard 9: Professional learning and ethical practice because I believe it best represents my ability to “reflect on his/her personal biases and access resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.”(9e). I believe learner experience is critical for students to find value in any class. After countless conversations with current and former students I’ve concluded that attitude and willingness can make or break a students success before, during and after participating in a class. Theses characteristics can be addressed directly when understanding the boundaries of structure and discipline.
As a result of this assignment, I will utilize ideas learned in constructing my learning theories to create more engaging and thoughtful learning experiences. By using relevant and engaging materials, procedures and tools to help create whole classroom experiences that reach students not only at an academic level but at a human level.
Course: ED 289 Educational Psychology
PART I:
The Personal Learning Theory Paper I created for my ED289 Educational Psychology class provides evidence that I met HTSB Standard 9: Professional learning and ethical practice. This assignment required me to address my beliefs as an educator through self exploration and study of the commonly accepted learning theories. The standard required me to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
For this assignment, I began by assessing my beliefs as an educator. After engaging in several key areas I then narrowed my focus to two core beliefs – environment and discipline. I utilized prior experience, anecdotal evidence from current students and reflections of past students to construct a clear value for each belief. What I concluded was that my beliefs followed the Constructivism belief system - the idea that students gain knowledge and form meaning through experience.
PART II:
I have selected this artifact for Standard 9: Professional learning and ethical practice because I believe it best represents my ability to “reflect on his/her personal biases and access resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.”(9e). I believe learner experience is critical for students to find value in any class. After countless conversations with current and former students I’ve concluded that attitude and willingness can make or break a students success before, during and after participating in a class. Theses characteristics can be addressed directly when understanding the boundaries of structure and discipline.
As a result of this assignment, I will utilize ideas learned in constructing my learning theories to create more engaging and thoughtful learning experiences. By using relevant and engaging materials, procedures and tools to help create whole classroom experiences that reach students not only at an academic level but at a human level.
Standard 10 : Leadership and Collaboration
Artifact: Learning Community Case Study - Pt. 1 | Pt. 2
Course: ED 290 Foundations of Education
PART I:
The Learning Community Case Study I created for my ED290 Foundations of Education class provides evidence that I met HTSB Standard 10: Leadership and Collaboration. This assignment required me to research and compile information, data and anecdotal evidence of my preferred learning community. The standard required me to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
For this assignment, I began by gathering, analyzing and organizing data across multiple topics – community, school, trends, etc. After reviewing, I created several key categories – students, teachers, families and school. I then compiled and designed a presentation that demonstrates my knowledge base in accordance with my surrounding community. The presentation featured key detail about each category and also addressed the shortcomings/solutions needed to improve my community.
PART II:
I have selected this artifact for Standard 10: Leadership and Collaboration because I believe it best represents my ability to “understand that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning”(10m). I believe in order for me to be a successful teacher I must understand the successes, pitfalls and progress or lack thereof in the community, with the students/colleagues and school I am to work at. This knowledge will help me better frame conversations with families, students, community members and administration when working to help improve student performance.
As a result of this assignment, I will utilize ideas learned in constructing my Learning Community Case Study to create more engaging and thoughtful learning conversations that help improve the quality of education my students receive. By using relevant and engaging information I can help the community at large in building support services, help families balance priorities and my administration create a better school environment.
Course: ED 290 Foundations of Education
PART I:
The Learning Community Case Study I created for my ED290 Foundations of Education class provides evidence that I met HTSB Standard 10: Leadership and Collaboration. This assignment required me to research and compile information, data and anecdotal evidence of my preferred learning community. The standard required me to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
For this assignment, I began by gathering, analyzing and organizing data across multiple topics – community, school, trends, etc. After reviewing, I created several key categories – students, teachers, families and school. I then compiled and designed a presentation that demonstrates my knowledge base in accordance with my surrounding community. The presentation featured key detail about each category and also addressed the shortcomings/solutions needed to improve my community.
PART II:
I have selected this artifact for Standard 10: Leadership and Collaboration because I believe it best represents my ability to “understand that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning”(10m). I believe in order for me to be a successful teacher I must understand the successes, pitfalls and progress or lack thereof in the community, with the students/colleagues and school I am to work at. This knowledge will help me better frame conversations with families, students, community members and administration when working to help improve student performance.
As a result of this assignment, I will utilize ideas learned in constructing my Learning Community Case Study to create more engaging and thoughtful learning conversations that help improve the quality of education my students receive. By using relevant and engaging information I can help the community at large in building support services, help families balance priorities and my administration create a better school environment.
For more information on these standards please go to the Hawaii Teachers Standards Board website.
