 |
Domain 4: Components
- Reflect on teaching
- Maintain accurate records
- Communicate with families
- Contribute to the school and district
- Grow and develop professionally
- Show professionalism
| MN Standard 9 |
MN Standard 10 |
MN Standard 9:
teacher must be a reflective
practitioner who continually evaluates the effects of choices and
actions on others, including students, parents, and other professionals
in the learning community, and who actively seeks out opportunities for
professional growth. The teacher must:
- understand the historical and
philosophical foundations of education;
- understand methods of inquiry,
self-assessment, and problem-solving strategies for use in
professional self-assessment;
- understand the influences of the
teacher’s behavior on student growth and learning;
- know major areas of research on
teaching and of resources available for professional
development;
- understand the role of
reflection and self-assessment on continual learning;
- understand the value of critical
thinking and self-directed learning;
- understand professional
responsibility and the need to engage in and support appropriate
professional practices for self and colleagues;
- use classroom observation,
information about students, and research as sources for
evaluating the outcomes of teaching and learning and as a basis
for reflecting on and revising practice;
- use professional literature,
colleagues, and other resources to support development as both a
student and a teacher;
- collaboratively use professional
colleagues within the school and other professional arenas as
supports for reflection, problem-solving, and new ideas,
actively sharing experiences, and seeking and giving feedback;
- understand standards of
professional conduct in the Code of Ethics for Minnesota
Teachers in party 8700.7500; and
- understand the responsibility
for obtaining and maintaining licensure, the role of the teacher
as a public employee, and the purpose and contributions of
educational organizations.
Personal Reflections
on Minnesota Standard 9
Assessment/
Projects |
Narrative |
MN
Standard
Addressed |
|
Naturalistic
Observation of classroom |
This is a
reflection regarding the physical environment, instructional
strategies, classroom management, and student behavior that I
observed in my clinical experience at Riverbend Academy. |
9H |
|
Service Learning
Reflection |
Reflection paper about my experiences with the Homework Help
program at Lincoln Community Center. |
9G,
9J, 9K, 9L |
|
Factors
Influencing Children |
This is a group
paper discussing how the media, peer pressure, poverty, and
family structure influence students learning and behavior, and
also how teachers can support and encourage growth and learning. |
9C |
|
Impact of a
student's environment |
This group paper
discusses the
certain family structures and parenting styles that correlate
with maladaptive parent-child conflict; the lasting effects of
child abuse; and the impact of childhood poverty. It also
offers suggestions as to how teachers can minimize the impact of
the above issues. |
9C |
|
Instructional Planning |
This assignment addresses the classroom
profile and needs of a class I taught in my clinical experience
at LCWM. |
9H |
|
Informal
Assessment |
This paper is
based on an informal survey I gave the students after teaching a
lesson at LCWM. I then analyzed the responses and
reflected up on my instructional approaches for the lesson. |
9H |
|
Taste-Test Lesson Plan (Technology Based) |
This lesson
plan incorporates the use of graphing calculators to analyze a
taste-test completed by the students. It also includes a
research-based rationale for the use of technology in our
classrooms. |
9D |
|
Taste-Test Reflection |
This is a reflection
about creating a technology-rich lesson. |
9B, 9C, 9E |
|
Reflection
on Equivalent Fractions Lesson |
This reflection
specifically walks through my experience teaching the Equivalent
Fractions Lesson Plan I developed for my experience at LCWM in
the 7th grade class. |
9E |
return to top
MN Standard 10:
A teacher must be able to
communicate and interact with parents or guardians, families, school
colleagues, and the community to support student learning and
well-being. The teacher must:
- understand schools as
organizations within the larger community context and understand
the operations of the relevant aspects of the systems within
which the teacher works;
- understand how factors in a
student’s environment outside of school, including family
circumstances, community environments, health and economic
conditions, may influence student life and learning;
- understand student rights and
teacher responsibilities to equal education, appropriate
education for students with disabilities, confidentiality,
privacy, appropriate treatment of students, and reporting in
situations of known or suspected abuse or neglect;
- understand the concept of
addressing the needs of the whole learner;
- understand the influence of use
and misuse of tobacco, alcohol, drugs, and other chemicals on
student life and learning;
- understand data practices;
- collaborate with other
professionals to improve the overall learning environment for
students;
- collaborate in activities
designed to make the entire school a productive learning
environment;
- consult with parents,
counselors, teachers of other classes and activities within the
school, and professionals in other community agencies to link
student environments;
- identify and use community
resources to foster student learning;
- establish productive
relationships with parents and guardians in support of student
learning and well being; and
- understand mandatory reporting
laws and rules
Personal Reflections
on Minnesota Standard 10
Assessment/
Projects |
Narrative |
MN
Standard
Addressed |
|
Latino American Research
Paper |
Research
paper providing information about the Latino American
population, specifically regarding their culture, beliefs,
family structure, and teaching strategies. |
10B |
|
Service Learning
Reflection |
Reflection paper about my experiences with the Homework Help
program at Lincoln Community Center. |
10A,
10B, 10C, 10J |
|
Referral
T-chart |
Outline of the pre-referral, referral,
assessment, and eligibility determination process for students
with academic and/or behavioral concerns. |
10C, 10G |
|
Confidentiality and Mandated Reporting |
Reflection on the confidentiality of student
records and the teacher's role in mandatory reporting. |
10C, 10F, 10L |
|
Carlos Case
Study |
Completed pre-referral form for special
education and a reflection on the process based on the Carlos
Case Study. |
10G |
|
Modified
Lesson Plan - Planning Pyramid |
This is a
lesson plan on fractions that includes modifications for English
language learners, learning disabilities, and gifted and
talented. |
10C |
|
Factors
Influencing Children |
This is a group
paper discussing how the media, peer pressure, poverty, and
family structure influence students learning and behavior. |
10D |
|
Teaching the Whole
Child Journal |
This reflective
journal discusses ways that one school addresses the needs of
its students, particularly in a middle school setting. |
10D, 10H |
|
Interdisciplinary Unit |
This lesson
was designed with a classmate to create an interdisciplinary
unit for a middle school math and science class. It
highlights the benefits of collaborating with other teachers to
enhance a student's learning experience. |
10I |
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