Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning
NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as a whole.
They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Artifact 1: Grading Philosophy Paper
Rationale 1
This Grading Philosophy paper is Artifact One for Proposition Three because it emphasizes the role of feedback and the classroom expectation of continued growth. The paper examines the use of rubrics, exemplars, and self-assessments in providing students with opportunities to learn from feedback. Allowing students to demonstrate learning in a variety of ways provides more accurate data about student learning. The use of multiple methods for measuring growth allows for a more accurate picture of individual student learning as well as the achievement of the entire class. The grading philosophy paper also elaborates on other factors that determine how students are assessed and how achievement is communicated, such as grading practices and parent communication. Grading policies such as no zero, allowing remediations, and scoring only summative assessments are discussed in the paper, demonstrating an awareness of current best-practices in assessment. The second and third indicators of Proposition Three are covered by these topics, and for this reason, the Grading Philosophy paper is an artifact for Proposition Three.
Reflection 1
By changing schools this year, it made it easier to institute big changes to my grading philosophy. It fit into the culture of my new school to not assign zeros for missing work. Instead, students have "incompletes" until the work is done. This policy provides a more accurate picture of a student's mastery of the subject. Additionally, the school has been using a second grading system to report behaviors such as late work and participation, so course grades do not reflect these behaviors but instead reflect mastery of the content. I have been using remediation in my classroom for many years, and continue to do so. I still have work to do to increase the use of peer assessment, but I have found additional ways to increase the use of self-assessment this year. For these reasons, I believe this paper is a strong piece of evidence that I am proficient at monitoring student learning.
Rationale 2
The Universal Design for Learning Lesson Plan is an artifact for Proposition Three because it is evidence of managing student learning. The lesson plan utilizes a range of instructional techniques, designed to keep students motivated, engaged and focused. The use of choice in learning activities and in assessment help keep students engaged. Clearly defined learning targets allow multiple pathways for students to interact with the content and to express their understanding of the content while still meeting curricular goals. The use of technology, mindfulness of multiple learning styles and awareness of obstacles to learning shows ability to create an environment that promotes learning and inspires student engagement. The universal design framework aims to make learning opportunities that are appropriate for all learners. In these ways, the UDL Lesson Plan demonstrates competence in the first indicator of Proposition Three.
Reflection 2
The UDL lesson was significant for me because it signifies the shift from making accommodations for students with special needs as the situations arise, to designing learning activities and assessments that have accessibility for all learners. It represents my understanding that what is needed by some students to access education is beneficial to many, and by providing accessibility to everyone, students need fewer special accommodations in my classroom. Students are learning to use what supports work for them, and are becoming more comfortable asking for additional changes to modify the classroom even further. The Universal Design concept makes so much sense; it was one of the most important changes I have initiated in my practice as a result of working on my masters degree at UNE.
Artifact 2: UDL Lesson Plan
This video is of a chemical demonstration performed by my students for an AP Chemistry independent laboratory project under my supervision. Independent laboratory projects allow students to explore interests and gain practical laboratory skills.