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PROFESSIONAL STANDARDS AND WHERE I SEE MYSELF WITHIN THOSE STANDARDS |
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Column One Professional Standards and Substandards |
Column Two
Artifacts and Synthesis Papers focusing on the corresponding Standards |
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Teachers demonstrate a strong knowledge of content area(s) established
by the National Committee for the Social Studies' National Standards
for Social Studies Teachers I-B Time, Continuity, and Change I-C People, Places, and Environments I-D Individual Human Development and Identity I-E Individuals, Groups, and Institutions I-F Power, Authority, and Governance I-G Production, Distribution, and Consumption of Goods and Services I-H Science and Technology I-I Global Connections and Interdependence I-J Civic Ideals and Practices |
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Artifact 1
shows students using Guided notes which breaks down the subject area that is being covered and allows students to get a more focused view of the material. Artifact 2 shows the classes that I have taken at UGA. The wide array of subjects allowed me to expand my perspective on the subjects that I will teach. |
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II. Knowledge of Students and Their Learning
Teachers support the intellectual, social, physical, and personal development
of all students II-B understands how learning occurs in general and in the content areas (e.g., how diverse learners construct knowledge, acquire skills, and develop habits of mind). II-C is sensitive, alert, and responsive to all aspects of a child's well-being II-D understands how factors in environments inside and outside of school may influence students' lives and learning II-E is informed about and adapt their work based on students' stages of development, multiple intelligences, learning styles, and areas of exceptionality II-F establishes respectful and productive relationships with families and seeks to develop cooperative partnerships in support of student learning and well-being |
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Artifact 1
shows students developing their own opinions on issues that are relevant to their lives. Some students were unsure about what some of the issues were, but this exercise allowed students to learn more about current issues and then develop their own opinions of those issues Artifact 2 shows examples of creative writing exercises that I used throughout my student teaching experience. Students were able to imagine themselves in various roles and personalize the course content in more meaningful ways. Synthesis Paper |
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Teachers create learning environments that encourage positive social interaction,
active engagement in learning, and self-motivation III-B organizes, allocates, and manages time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks III-C understands and implements effective classroom management III-D recognizes the value of and uses knowledge about human motivation and behavior to develop strategies for organizing and supporting student learning III-E is sensitive to and uses knowledge of students' unique cultures, experiences, and communities to sustain a culturally responsive classroom III-F accesses school, district, and community resources in order to foster students' learning and well-being III-G uses effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the class |
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Artifact 1
is an example of students creating their own flow charts regarding how a bill gets passed. Students took the information from a written document that focused on the legislative process that a bill goes through to become a law. Artifact 2 was a chance for students to work together and brainstorm the similarities and differences between their own school experience and that of their parents and grandparents. Synthesis Paper |
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Teachers understand and use a range of formal and
IV-A understands measurement theory and characteristics,
uses, and issues of different types of assessment
IV-B uses pre-assessment data to select or design
clear, significant, varied and appropriate student learning goals
IV-C chooses, develops, and uses classroom-based
assessment methods appropriate for instructional decisions
IV-D involves learners in self-assessment, helping
them become aware of their strengths and needs and encouraging them to set
personal goals for learning
IV-E develops and uses valid, equitable grading
procedures based on student learning
IV-F uses assessment data to communicate student
progress knowledgeably and responsibly to students, parents, and other school
personnel
IV-G uses resources, including available technology,
to keep accurate and up-to-date records of student work, behavior, and accomplishments |
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Artifact 1
shows student work on a class essay project in which students used primary and secondary sources to analyze President Truman's decision at the end of World War II to use the Atomic Bombs on Japan. Students offered a variety of levels of critical thinking skills, and most of the student work was insightful and well thought out Artifact 2 illustrates an activity in which students read 6 letters written by different Presidents. Students had to interpret the letters and determine which role they thought that the President was filling, and why they thought this. This exercise allowed students to culminate all of their knowledge about presidential roles into one activity. Synthesis Paper |
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Teachers design and create instructional experiences
V-A articulates clear and defensible rationales
for their choices of curriculum materials and instructional strategies
V-B plans and carries out instruction based upon
knowledge of content standards, curriculum, students, learning environments,
and assessment
V-C understands a variety of instructional strategies
appropriately to maintain student engagement and support the learning of
all students
V-D monitors and adjusts strategies in response
to learner feedback
V-E varies his/her roles in the instructional process
(e.g. instructor, facilitator, coach, audience) in relation to the content
and purposes of instruction and the needs of students
V-F uses appropriate resources, materials, and
technology to enhance instruction for diverse learners |
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Artifact 1
is a class project in which students had to develop a presidential platform. Students created policies to address a pertinent issue of today. Artifact 2 shows 2 examples of student work in which students are required to answer critical thinking questions regarding their notes and reading on the Alamo and the Mexican War Synthesis Paper |
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Teachers recognize, participate in, and contribute to teaching as a profession.
VI-A continually examines and extends his/her knowledge
of the history, ethics, politics, organization, and practices of education
VI-B understands and implements laws related to
rights and responsibilities of students, educators, and families
VI-C follows established codes of professional
conduct, including school and district policies
VI-D systematically reflects on teaching and learning
to improve his/her own practice
VI-E seeks opportunities to learn based upon reflection,
input from others, and career goals
VI-F advocates for curriculum, instruction, learning
environments, and opportunities that support the diverse needs of and high
expectations for all students
VI-G assumes leadership and support roles as part
of a school team |
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Artifact 1
as evidence of meeting the standard Artifact 2 is a copy of my GRE scores. This artifact clearly illustrates my interest in pursuing a graduate degree in Social Science Education in order to improve my own practice as a teacher Synthesis Paper |
