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ARTIFACT EVIDENCE AND REFLECTION

WTS #10
ARTIFACT DESCRIPTION:
Professional Development Document; Special Education Team Document;
Coaching
The artifacts presented here for Standard 10 include a couple documents
that illustrate my commitment to and participation on collaborative work
with my peers and a resume that portrays my extensive coaching experience
that reflects my interaction with students, families and members of the
community. One artifact is a shared document from a Professional
Development Session in which groups of staff members at Oregon High
School shared experience, discussed ideas and brainstormed ways to
address improving literacy specifically through one concept of the Panther
Power Nine. The Panther Power Nine refers to a focus on literacy in the
Oregon School District. I included an excerpt of the brainstorm session that
includes a transcript with input from teachers present including myself.
Another artifact involves a shared document in which staff collaborated to
contribute observations, concerns and focal points about the Service
Delivery Model for Special Education at Oregon High School. I have excerpted
the shared document to show merely three pages of the ten-page document
that was the product of department collaboration in reviewing our delivery of
services to students. The last artifact included here is a resume of my
extensive coaching experience that outlines decades of coaching hundreds
of student athletes at the high school level.
ALIGNMENTS:
WI DPI Teacher Standards
Standard Ten - Teachers are connected with other teachers and the
community.
The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well-being
and acts with integrity, fairness and in an ethical manner.
The artifacts presented here demonstrate my commitment to working
collaboratively with my colleagues in various capacities to ensure the best
experiences for students at school. In addition to these experiences, I have
co-taught numerous classes each year for the past five years at schools that
I have been assigned to. My coaching experience illustrates a long-time
commitment to working with students, parents and outside groups to provide
solid learning experiences outside the classroom and school day.
UW Platteville School of Education Knowledge, Skill and Disposition
Statement

ARTIFACT EVIDENCE AND REFLECTION


WTS #10
KSD 4.d. CONTRIBUTES TO THE SCHOOL AND DISTRICT
The candidate is able to assume a leadership role among colleagues and is
supportive and cooperative with peers and volunteers, and serves as a
participant and leader in school events and school and district projects.

KSD 4.f. SHOWS PROFESSIONALISM


The candidate has the ability to participate professionally in staff decisionmaking and be highly proactive in serving students, working to assure that
all students, particularly those traditionally underserved, have an
opportunity for success in school.

The artifacts presented illustrate my commitment to working professionally


to collaborate with my colleagues and to contribute positively to the school
and community by working with students in afterschool and out of school
programs. I have taken great pride in being a collaborative and cooperative
team member with my teaching colleagues over the years. I have served in
various capacities in Teachers Associations and on various teams within
schools in my teaching career. I have enjoyed tremendous working
relationships as well as personal relationships with a great number of
teachers and administrators over the years as well. Some of my fondest
memories come from the years of coaching athletics as well as my
experience as class advisor positions, Mock Trial coaching, Academic
Decathlon coaching and supporting a wide range of service groups and
efforts within and outside schools during my teaching career. In all of those
experiences, there is a professionalism that accompanies and is requisite for
conducting business, organizing activities, fundraising and interacting with
community members and resources.

REFLECTIONS AND IMPACT ON PROFESSIONAL DEVELOPMENT:


What I learned about teaching Over the years, I have learned that although
teaching involves a fairly solitary activity much of the time, it is a very
connected and collaborative profession. I have also come to appreciate that
teaching requires a person to give of themselves in large part without
expecting a return. The selfless part of teaching is the element that many
entering the profession do not have a grasp of at the onset of their careers.
In addition to that misconception that I perceive to be present, the focus

ARTIFACT EVIDENCE AND REFLECTION


WTS #10
must always be on the effective impact one has on others. A teachers
calling is to change and prepare minds to accept something beyond face
value, to question and seek answers to questions that are often of little
interest to their students. The fundamental principles of teaching are to
introduce something novel, to shed light on the unknown and foster the
desire for inquisitive activity within their pupils. It is the task of teachers to
cultivate that ground and nudge students to grow.
What I learned about myself as an educator I have learned that I love
belonging to something bigger than myself. I wonderful teacher and
colleague shared that sentiment with me years ago. His statement was
The greatest thing in life is belonging to something. As a teacher coach
and advisor, I have had the pleasure of knowing and working with countless
hundreds if not thousands of students, family members and colleagues over
the years. I have come to believe that the most important element in
teaching, coaching, collaborating, mentoring and growing in my profession is
the cultivation of positive, creative and rewarding relationships. Without
them, it seems to be wasted effort and in summation, amounting to little. I
therefore, intend to devote my career to fostering positive, productive and
rewarding relationships that will result in meaningful and possible lifechanging learning experiences for my students.

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