Program Strands and Elements of a Model Entry

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 Page

About me:

“Create, Imagine, Breathe, DANCE!”

These are more than just words tattooed on my left arm, but truly a mantra for my life. I was born and raised in Seattle, Washington and attended John F. Kennedy Catholic High School in Burien, Washington. My passion for dance started late. At age 16, I began my dance training at Allegro Dance Academy in Kent, Washington and later went on to further my dance education in college. After earning a B.F.A in Dance from Virginia Interment College in Bristol, Virginia in 2005, I returned to Seattle to fulfill my dream of teaching. I began to teach various genres of dance as well as developed choreography for competitions and pageants at various dance studios throughout the Seattle and Bellevue area. The more I worked with my dancers, the more I realized that I wanted to do more for them then just teach dance. I entered a more traditional teaching setting as a Para-Educator and Tiered Intervention Coordinator/Coach within the Kent school district and later transitioned to a lead position, as a  Conditionally Certified Dance Teacher for kindergarten and 1^st grade at the SOAR Academy Public Charter School in Tacoma, Washington. My hope is to share with my students and audiences the magic I found in dance and the importance of physical fitness. The grit and perseverance found in training and the creativity in dance are two frameworks that I wish my students will take and implement in each aspect of their lives. 

Interest and Experience in Education:

My grandfather, mother, uncle, aunt, sister and even godmother were and still are educators. The road to education has truly shown itself in God’s plan for me, and I am honored to follow in the footsteps of the phenomenal teachers and principals in my family. Dance has always been a major part of my life both as a teacher and as a performer but the teaching aspect of dance is what truly makes me happy. Being able to see that moment when a student gets it, or being able to transform discouragement into triumph is what makes being a teacher so worth it. Due to the physical nature of dance a Health and Fitness Endorsement is the most logical choice with the skills I possess. More and more schools are looking for ways to expand their programing or implement more kinesthetic learning within the academic class room. My hope is that by choosing health and fitness, I can contribute a more creative and innovative way of learning for students.   I have been fortunate enough to have taught all ages but K-6 is my favorite group to work with. Little ones are so excited to share what they know or try something new with little inhibition. Besides dance, I have also taught kindergarten reading, 6^th grade math and 6^th grade writing. The wonderful thing about learning whether you are in Kindergarten or an adult, people love to learn if they love what they are being taught and if the person teaching them is committed to the growth and advancement of the learner.

Characteristics of an Effective Educator

“If your actions create a legacy that inspires others to dream more, learn more, do more and become more then, you are an excellent leader." 

                                                                                             -Dolly Parton 

Primarily known for her extraordinary contribution to country music, Dolly Parton was also a huge ambassador, philanthropist and lifelong advocate for education.  Dolly hit the nail right on the head when talking about educators, because educators truly are leaders. This quote in my mind speaks volumes about the true characteristics of an educator. Teachers are given a tremendous responsibility: To care for the minds of the people who come before them each and every day. For me, an educator is a leader and a visionary with a compassionate heart.

Students come to school not realizing the importance or the impact each school day has on their lives. It is our job to create a consistent and structured environment, where expectations are high but attainable. A teacher who is a leader knows how to command his or her classroom and the level of respect is apparent both ways. In my experience, working in both a traditional classroom setting and as a dance teacher, I find myself constantly looking for ways to refresh my student’s “buy-in” to their education. One of my students “G” is a brilliant first grader who comes from a family of six. He has no social- emotional disabilities or behavioral deficiencies that should prevent him from being considered a Tier One student, but his actions say otherwise. Long story short, I put this student on a sticker chart in hopes that this would motivate him to change his disruptive behavior in my class. It took “G” eight months to fill-up a twenty-five spot sticker chart, but every day, good, bad or indifferent he would ask if he got his sticker. “G” finally bought into the “End of Class Ritual” where he got to talk and someone stopped to listen only to him. He earned a moment where I could tell him he was brilliant and to keep up the good work or he was brilliant and “WE” would try harder tomorrow. Not “checking-in” was not an option for this young man who on the last day of school, finally made it to the end of his sticker chart proud of his accomplishments.

 Teachers with a compassionate heart are willing to meet their students where they are and lead them in the right direction not only educationally but also socially and emotionally. A positive and fair learning environment allows for better student growth and achievement, based on what is attainable for that student. Children like “G” are the ones who force effective teachers to be knowledgeable about their students and address their needs individually. Personalized learning plans do take a little more work and creativity. If our purpose is to educate and create DREAMERS then we as the leader have the duty to take on the additional task for the greater good of our students.