Manchester College Department of Education

Goals and Objectives

based on the INTASC Principles

Each Manchester College Teacher Candidate…

…constructs and delivers appropriate curriculum for P-12 students.

Curriculum-

C1- Plans informative, developmentally appropriate lessons and/or units INTASC 2, 3, 4, 7 NBPTS 1,2

This lesson plan written for third grade high ability students is based upon fourth grade standards to make the learning experience more developmentally appropriate for the students.
To start a past and present social studies unit I created a lesson plan (lesson attachment) to get second grade students familiar with their community. Academic standards ask for students to examine the past and present in relation to their community. Therefore, to begin the unit the students take a virtual tour of their own community and then asked to imagine what their community might of looked 100 years ago. Also, look at the rubric my professor used to assess this lesson plan.

C2- Teaches subject matter accurately to insure that students can meet P-12 academic standards INTASC 1, 3, 4, 7 NBPTS 1,2

In a close reading lesson (lesson attachment) I accurately address an Indiana academic social studies standard and a language arts Common Core State Standard for second grade. My lesson objective and standards align and hold students accountable for the subject matter. My professor also completed a rubric evaluating this lesson plan's effectivness.

C3- Uses interdisciplinary instruction as appropriate INTASC 1, 7 NBPTS 1,2

Mathematics and physical education are used in an interdisciplinary lesson plan to teach students about telling time while also cooperatively playing and jumping rope correctly.
I developed an interdisciplinary lesson including both language arts and creative dramatics. The lesson has students engaged in pantomiming rhyming words as they cooperatively work together during the activity.

C4- Addresses subject matter from various points of view INTASC 1, 3, 4, 5, 7 NBPTS 1,2

C5- Teaches students to use critical thinking and problem solving strategies INTASC 4, 5, 7 NBPTS1,2

C6- Uses effective questioning strategies INTASC 4, 5, 7 NBPTS 1,2

Using Patricia Polacco's book, The Butterfly, I created a list of questions following Bloom's Taxonomy to be used when reading of the book. The questions progressively get more difficult and ask the students to use higher-level thinking.
During a lesson (rubric) over writing persuasive letters, a book is read at the beginning of the lesson. Many levels of Bloom's Taxonomy questions are used to develop students thinking that later helps the students develop their letters.

…assesses students’ learning and development with a variety of measures to aid in appropriate and effective instructional planning

Assessment-

A1- Develops appropriate tools to assess learning INTASC 4, 8 NBPTS 3

In this lesson plan (graded lesson rubric)over writing persuasive letters, a rubric is included to evaluate the students' letters using a set of criteria.

A2- Assesses learning through standardized and/or teacher constructed tests to drive future instruction INTASC 8 NBPTS 3

In writing this lesson plan for a struggling third grade student, I evaluated the student's English/language arts ISTEP scores and developed a lesson that meets the individualized needs for the student's future instruction.
I constructed a figurative language pre and post assessment for a group of fourth grade students in RtI. I reflected upon the results of the pre-assessment and administered instruction needed after evaluating the students' performance. Afterwards, I gave the assessment again as a post-test to see the results of my instruction and wrote another reflection.

A3- Assesses learning through appropriate alternative measures to drive future instruction INTASC 4, 8 NBPTS 3

In a social studies lesson (rubric) exploring how a community has changed over time, the students must perform a flannel board activity. The teacher uses an observation checklist to assess the students understanding. Then, the teacher may use her observations to determine if more time needs to be spent on sequencing of events in the next lesson.

A4- Uses a variety of appropriate, authentic assessment tools and methods INTASC 4, 8 NBPTS 3

To evaluate a students art knowledge I created an an authentic assessment to evaluate his mood painting. The art lesson, that also incorporates English and language arts, provides scaffolding for the student to learn about different aspects of art before creating his own painting in which I want him to use his new knowledge.
I collaborated with my fellow teacher candidates to create a presentation (Professor's rubric) about Fred Jones' classroom management theory. To assess the effectiveness of our presentation we asked students to use their knowledge of Jones' theory about classroom arrangement to draw a classroom arrangement for the one they currently were in for class. Afterword, we had people share their ideas, then we actually changed the classroom arrangement to satisfy Jones' beliefs of having good walkways. You may read my reflection (Professor's rubric for reflection) about the presentation and assessment to gain further insight of my work as well.

…establishes professional and reciprocal relationships with others invested in P-12 students’ learning

Relationships-

R1- Demonstrates sensitivity for diversity with students, colleagues, parents, college faculty, and/or community agencies INTASC 3, 4, 5, 6, 7, 8, 9, 10 NBPTS 5

Through an oral presentation (rubric) about creative thinking in the classroom, I show that I am attuned to diversity within the classroom. During the presentation specific ideas to spark creativity are provided for each of the eight different intelligences.
In a reflection with rubric about volunteering at a local ARC of Wabash event I demonstrate my sensitivity to diversity in a community of people with disabilities.

R2- Demonstrates with full awareness of ethical and legal responsibilities of teachers INTASC 7, 8, 9 NBPTS 4,5

Through my early childhood field experience reflection paper, with accompanying rubric, I discuss the learning environment at the preschool and how teachers must be careful and aware of legal issues. For instance, many of the students hugged the teacher and told her that they loved her. Such occurrences would not be appropriate in middle school and high school.

R3- Values life-long learning, personal/professional development, and/or service orientation INTASC 9 NBPTS 4, 5

To develop as a professional I, along with a fellow pre-professional, wrote a grant to purchase Kindles and eBooks for students involved in Partners in Learning (an after school tutoring program that I co-coordinated) to use. We were successful in receiving the $1,000 grant. In addition to receiving the grant, we presented at the 2012 Indiana Summit on Out-of-School Learning with Manchester University's Director of Teacher Education. The presentation provided our audience with information about how we run our after school program and what interventions we found most beneficial.
By composing my philosophy about high ability education (rubric), I show that I highly value life-long learning and professional development because I plan to continually seek new knowledge about the best teaching practices for students.

R4- Models appropriate oral communication skills INTASC 6 NBPTS 1, 2

My oral presentation (rubric) about a recycling and creative thinking workshop at an Indiana Association for the Education of Young Children (IAEYC) conference exhibits my ability to appropriately communicate information orally within a group and individually.
In a book talk over Chasing Vermeer by Blue Balliett, I effectively present a two minute commercial about the book using a lot of enthusiasm.

R5- Models appropriate written communication skills INTASC 6 NBPTS 1, 2

My written communication skills are effectively demonstrated by my autobiography in which I give a detailed account of my personal upbringing.

R6- Motivates students to learn individually, collaboratively, and cooperatively INTASC 2, 3, 4, 5, 6 NBPTS 1,2, 3

In a lesson titled "Becoming 'Well' Aware" (lesson attachments: activity cube and checklist) (rubric), fifth grade students participate in the Read, Write, and Talk Strategy. Students read, write their inner voice while reading; then converse with each other in small groups. Thus, the students work individually then collaboratively to comprehend the text.
During a field placement with a fourth grade group receiving RtI services, I found ways to motivate students to learn by developing lessons attune to their interests. In my reflection I share that my students loved using manipulatives and they worked well individually to perform the tasks. Additionally, they had to work collaboratively and cooperatively when they helped each other understand content. My cooperating teacher notes my ability to motivate students by commenting on my evaluation for the field experience, "Clorinda has been amazing. I could not have asked for someone better. The students ALWAYS look forward to their time with her!"

R7- Plans lessons in collaborative teams INTASC 6, 10 NBPTS 5

In constructing a Literature Focus Unit I collaborated with two of my peers to outline a unit for fifth grade focusing on literature and science. We worked together to develop a theme, select an anchor text and related texts, overall goals for the unit, and a calendar of lesson plan ideas for fifteen days.
During a Project Learning Tree training, led by my professor, I planned and taught a lesson called Poet-Tree (rubric) in collaboration with two of my peer pre-professionals. In the self-reflection of the attached lesson, I describe the process of collaborating with my fellow classmates to plan and carry-out a lesson. I enjoyed the experience and feel that together we were able to produce a better lesson than any of us could have done on our own.

…creates positive and caring environments for student development and learning

Environment-

E1- Differentiates learning opportunities that respond to individual learning styles and learning challenges INTASC 2, 3, 4, 5 NBPTS 1, 2, 3

In a five lesson structure unit (rubric) for fourth grade high ability students, I demonstrate my ability to recognize the high ability students' needs for differentiation of process and product. Additionally, my lessons cater to students' different learning styles by incorporating opportunities that involve a variety of Gardner's multiple intelligences.

E2- Uses a variety of teaching methods and materials INTASC 2, 3, 4 NBPTS 1, 2, 3

I incorporate creative dramatics into my science lesson about zoo animals which is a different teaching method that requires no materials. The students are engaged and active during the lesson.

E3- Uses a variety of appropriate media and technology INTASC 2, 3, 4 NBPTS 1, 2, 3

A brochure about Fragile X Syndrome demonstrates my ability to organize information in a brochure format for educators and parents of students with Fragile X Syndrome.
Using the Magic School Bus Inside the Earth by Joanna Cole, I developed an interactive website for students to complete pre-reading, during reading, and post reading activities for the book.

E4- Keeps records to monitor, document, and report student progress INTASC 8, 10 NBPTS 1, 3

E5- Manages student behavior in positive, safe ways INTASC 2, 5 NBPTS 1,3

While tutoring a third grader, I composed a case study analysis (rubric) that explores the student's behaviors and academic abilities. I provide ways in which I positively dealt with his behavior along with helping him improve his academic skills.

E6- Models conflict resolution skills INTASC 2, 5, 8 NBPTS 1, 3

During my intercultural communications course, I participated in teaching lessons with the Talk it Out Program. The program has a series of lessons that teach students how to handle conflict by using I-statements, trying to understand the other person's view and keeping their anger level down. The following are links to the lessons: Lesson #1, Lesson #2, Lesson #3. The students' teacher also evaluated my ability to teach each lesson.

E7- Engages in research and reflection on best practices in teaching strategies INTASC 1, 2, 7, 9 NBPTS 4, 5

Through writing a research paper concerning readers' theater and it's impact on fluency development of students with learning disabilities, I reflected upon a teaching strategy and supported my claims through research. My professor provides comments and feedback about my writing on the following link to my research paper: Using Readers' Theater to Develop Fluency in Students with Learning Disabilities and rubric.
By comparing and contrasting methodologies (rubric) used for differentiating lessons for high ability learners, I reflect on the best method for providing high ability students with a challenging and stimulating learning experience.