Objective:
Graduates will demonstrate responsive teaching praxis by following a cycle of design, plan, implement, assess and reflect on learning.
Statement:
As reflective scholar-practitioners, teacher candidates develop a Sense of Praxis that begins with an unwavering belief that each individual can learn, grow, and develop their unique identity and purpose to contribute as citizens of the world. A rich understanding of the foundational theory and of the subject matter teacher candidates will teach, including the evolving body of professional knowledge in their field, formats the foundation for translating theory into practice through designing, implementing, and accounting for meaningful learning experiences now and throughout their career. Such experiences intentionally reflect an understanding of how learners grow, develop, and think, with the highest respect for individual and cultural differences in the design of engaging learning environments.
MEES STANDARDS
01: Content Knowledge Aligned with Appropriate Instruction
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- The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
03: Curriculum Implementation
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- The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district, and state standards data.
07: Student Assessment and Data Analysis
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- The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student, and devises instruction to enable students to grow and develop, making adequate academic progress.
Teacher Designed Assessment: CLICK HERE
Description:
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- The teacher-designed assessment was developed collaboratively with the other Kindergarten teachers at my practicum site. After receiving the standard test scores for each student, we were able to assess their individual performance levels and identify areas of needs. Based on these scores, we prioritized a focus on English Language Arts (ELA). This led to the creation of the assessment, which was designed to help us group students for small-group instruction, with the goal of tracking progress and fostering growth.
Goals:
1.) In the future, I plan to utilize this teacher-designed assessment, as a valuable resource for evaluating student progress. This will allow me to track their development more effectively and tailor instructional strategies to meet individual needs. By incorporating such assessments into my practice, I can ensure a more targeted and data-driven approach to supporting student growth.
Reflection:
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- For the specific student I assessed, I was able to identify targeted strategies and next steps to support her continued development, ensuring she is well-prepared for success in first grade.
How do my ethics line up with the MEES Standards?
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- 01: In the data and scoring section of the assessment, I specified the student’s performance level and included the scoring sheet for easy reference.
- 03: The results of my case study student’s assessment informed the development of targeted strategies and next steps to support her continued growth and progress.
- 07: The syllable assessment provided insight into each student’s current proficiency in this area. It will serve as a basis for identifying the specific support and guidance needed for each student’s development.