Domain 5: Professionalism Candidates use their knowledge of the evolution and research in the field of ESL to provide effective

e instruction and can articulate their personal educational philosophy in this area. (TESOL 5a) Candidates implement a personal professional development plan based on interests and reflection, taking advantage of opportunities to support these goals in professional associations and other academic organizations. (TESOL 5b)

My artifacts for this domain include: ENDR 558 Reflection Paper In this paper, I reflect on how the ENDR 558 course, which focused on SIOP, or Sheltered Instruction Observation Protocol, has contributed to my growth as an ESOL teacher. I discuss specific assignments, including an observation of my teacher using SIOP guidelines, forum discussions with my peers, and 5 SIOP lessons and reflections. I am candid about my struggles through the learning process, but explain that through my collaboration with my peers and mentor, I was able to make my SIOP lesson planning and implementation much more intentional and successful. Furthermore, I talk about the opportunities I had to take part in professional development around the SIOP lesson plan format used at the middle school where I am student teaching, led by school's the language program coordinator. Ultimately, I reflect that I have made great strides in my practice, with experienced teachers at my school even approaching me to ask for clarification on certain elements of sheltered instruction or grappling with the same questions that I have. I believe this artifact demonstrates that I use my knowledge of evolution and research in the field of ESL to provide effective instruction, set my own goals for professional development, and actively seek out opportunities to reach these goals. ENDR 559 Efficacy and Advocacy Paper In this paper, I further demonstrate my ability to set personal professional development goals based on interests and reflection, choosing to research how my white privilege affects my ability to be a culturally responsive ESOL teacher. I incorporate several articles that reflect recent educational and critical race theory, as well as observations of student and teacher behavior at the school where I am

student teaching. I use this research to reflect on how I can keep my biases out of the classroom and make it a safe space where students who may feel marginalized or othered can come for support and comfort. In doing so, I articulate a key component of my teaching philosophy, which is that students who feel safe in their classroom environment are more likely to take risks and grow in their education. I detail the ways I have already attempted to counteract the negative messages my students may be internalizing about the color of their skin and ability to achieve academic success. Specifically, I have focused on giving them plenty of positive reinforcement, even through such simple gestures as smiling or asking them how their day has been. I tell students that I value them, that I want to help them, and I want them in my class. Finally, I reflect on the need for more explicit race talk in my future classroom. As a white woman, I do not want to perpetuate existing power structures by ignoring or sugarcoating them. I do not want to be colorblind or discuss race and racism in essentialist terms; I want to show my students that their diverse life experiences have value and enrich the classroom.