A Developing Professional Educator’s Journey

Hocker, A.National UniversityApril 2015

If granted a Teaching credential, haven’t we arrived?

Why do Teachers need to get ‘Cleared’ and continue justifying

their actions?

Inspiration from a True Story…Click link for:

Stallworth Charter School, K-8… My 1st Teaching Position, 2nd Grd

A. Making Subject Matter Comprehensible to Students

TPE 1: Specific Pedagogical skills for Subject Matter Instruction

TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments.

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

B. Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and use of Assessments

C. Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible TPE 5: Student EngagementTPE 6: Developmentally Appropriate Teaching Practices

TPE 7: Teaching English Learners

D. Planning instruction and Designing Learning Experiences for Students

TPE 8: Learning About Students TPE 9: Instructional Planning

E. Creating and Maintaining Effective Environments for Student Learning

TPE 10: Instructional Time TPE 11: Social Environment

F. Developing as a Professional Educator

TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

Teaching Performance Expectations (TPE) – Pre-service

Preparation to Teach

1st & 2nd Year of Teaching can be overwhelming without thoughtful

reflection of oneself in moving beyond the TPEs

I’ve Been around children, did student teaching… What could be

different now?

Standard 1- Engaging and Supporting All Students in Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

Standard 2- Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive

interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

  Standard 3- Understanding and Organizing Subject Matter for Student Learning

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to ensure student

understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of the subject matter

3.4 Utilizing instructional strategies that are appropriate to the subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter

accessible to all students

3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content

Standard 4- Planning Instruction and Designing Learning Experiences for All Students

4.1 Using knowledge of students' academic readiness, language proficiency, cultural

background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support learning

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students 

Standard 5- Assessing Students for Learning

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of

assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of

student learning

5.7 Using assessment information to share timely and comprehensible feedback with students and their families 

Standard 6- Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher nnd student learning

benefit from and add to the knowledge base of the profession?

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment to all

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

 

California Standards for the Teaching Profession (CSTP) – Developmental while Teaching

For My Continued Growth as a Professional Educator

Justification

Clear Credential PlanArtifacts

Expla

natio

ns

Reflections

Self- Assessment

Biographical Essay

Resume

Honors, Awards, Publications

Clear credential plan

STRENGTHS

The most beneficial areas I could see and feel at the time of starting the Clear Credential Program were:

Standard 3: Understanding and Organizing Subject Matter for Student Learning

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

Standard 5: Assessing Students for Learning

My focus

My first year as a

Full time teacher came with

many challenges that I w

elcomed.

Getting familia

r with PBIS

for the first

time brought

a new perspective in what

seemed to be a dark place

for both students a

nd Teachers.

I could see the power behind it

And how it started to change a

Few of my 2

nd graders’ behaviors!

PBIS remains in my blood today,

and will always h

ave an active place

in my classroom.

2. Quick Snapshot(School Inventory)

1. Classroom ManagementProcedures

= Std. 2.1 – 2.3, 2.5 – 2.7

= Std. 1.1, 1.2, 3.2, 4.1

3a. Intro to Technology

= Std.

3b. STAR Board

= Std.

5.6

3.5, 6.3

= Std. 6.1, 6.5 – 6.7

4. Getting to Know Education

= Std. 3.1 – 3.6, 4.2 – 4.5

5. Time Talk Lesson Plan

8. (Dis)Advantages

9. AssessmentsTool or Product?

10. CCSS Understanding6. MeaningfulCommunication

7. Special Education Procedures

= Std. 2.1, 3.2, 3.54.1, 4.3, 4.5, 5.2, 5.4

= Std. 2.1, 3.2, 3.54.1, 4.3, 4.5, 5.2, 5.4,6.2

= Std. 5.1, 5.2, 5.6, 5.7

= Std. 1.6, 2.4, 3.3, 3.4

= Std. 1.4, 1.6, 6.2, 6.3

11. Letter to new BTSA Teacher Candidate

= Std. 6.2, 6.3, 6.7

Explanations / Evidence=

Working Together… or Disjointed? Working Together… or Disjointed?

Working Together w/CCSSWorking Together w/CCSS Disjointed w/out CCSSDisjointed w/out CCSS

Diff.SubjsCA

Standards

Com

mon

Cor

eFrameworks

SubjectMatter

MathRdg

Wrtg

Sci

Hist

GeogGov’t

P.E.

Health

Common Core State Common Core State StandardsStandards

~ Not a Federal Mandate, ~ Not a Federal Mandate, but rather common ground but rather common ground

adopted among many adopted among many states in an effort to bring states in an effort to bring our National Foundational our National Foundational

Critical Thinking Skills more Critical Thinking Skills more in alignment to prepare for in alignment to prepare for

College, with College, with rigor, rigor, creativity, and practicecreativity, and practice~ By teaching across ~ By teaching across

subject areas with CCSS in subject areas with CCSS in mind, and less content but mind, and less content but

more complexity, more complexity, educators are not dictated educators are not dictated

by by ““howhow”” to teach, but to teach, but rather more concerned with rather more concerned with facilitating facilitating ““habits of mindhabits of mind”” and more metacognition to and more metacognition to empower students now and empower students now and

in their futurein their future

CCSS exist for ELA , Math currently whileproviding opportunity to bring in other subjects

to apply skills across the board…

Math: Each Grade has Domains revisited every Year for more in depth knowledge with

2 Types of Standards ~ 8 Mathematical Practice Standards (same at each grade level), Mathematical Content Standard (different at

each grade level)

ELA: 3 Types of Standards ~ Reading and Writing each have 10 Anchor Standards

(same at each grade Level with differing focus),Speaking & Listening together have 6 Anchor

Standards (same at each grade Level with differing focus)

CCSS exist for ELA , Math currently whileproviding opportunity to bring in other subjects

to apply skills across the board…

Math: Each Grade has Domains revisited every Year for more in depth knowledge with

2 Types of Standards ~ 8 Mathematical Practice Standards (same at each grade level), Mathematical Content Standard (different at

each grade level)

ELA: 3 Types of Standards ~ Reading and Writing each have 10 Anchor Standards

(same at each grade Level with differing focus),Speaking & Listening together have 6 Anchor

Standards (same at each grade Level with differing focus)

Effective Effective TeachingTeaching

~ Using the Frameworks, ~ Using the Frameworks, Standards, and CCSS Standards, and CCSS

properly by ensuring that properly by ensuring that Proper Assessments Proper Assessments

given given (Formative/Summative) (Formative/Summative) reflect and connect to reflect and connect to

where I need to take my where I need to take my students, will provide students, will provide more opportunity for more opportunity for

precision in letting data precision in letting data drive my actions and drive my actions and responses in a timely responses in a timely manner to truly assist manner to truly assist

students along the way students along the way

REFLECTIONS SYNOPSIS

REFLECTIVE IS EFFECTIVE

If one never reflects, how do we know how we did? How do we learn how to do it better?

How do we celebrate an accomplishment? How do we

refine our actions? How do we teach others how vital

reflection is, if we never do it ourselves? Reflection embeds

learning on a level that only we can see within ourselves…

CourseTED 686

CourseTED 682

TED 68410 day UnitLesson Plan –Sochi Winter Olympics

Unit Plan Reflection

SMART –ELA

SMART-Math

Honors

National Citizenship Education Teacher Post Recognition -VFWTeacher of the Year – Local VFW (Stockton, CA)

Stockton VFW National Flag Ceremony – Veterans’ Day

Stockton Police Officers

Local Visitors outreach

Click on Video

National Read Across America Visitors outreach

Local Authors

NU Mentor – Dr. Marandos

RobinBurcell

GlenCarrington

Phil Gutierrez

Latest EvaluationProfessional Opinion

1st Observation 2014

2nd Observation 2015 Summary Eval

Letter Of Recommendation

Self- Assessment

… yet still learning everyday

Born to be an educator

Recently, I have taken up AVID Training, and applying strategies in class slowand steady, with students catching on quick! (Achievement Via Individual Determination)~ Latest PD: Share My Lesson Ideas and Innovations Virtual Conferences (3/23 – 3/25/2015)

I loved to learn in Elementary School. Junior High was socially fun! High School was difficult, and felt compared to my ‘brainy’ older sister, and never gave a thought about going to college. After many jobs, with very little skills, and fatigue at the age of 25, I made the choice to go back to school. Selling the house and finding scholarships gave me the opportunity to begin, yet taking a self-assessment course my first semester at IVC gave me the right path into teaching! Taking the Meyers/Briggs & Collegiate Assessment Academic Proficiency to find skills, personality type, discovering my value system personally and professionally, as well as learning how to be more assertive, changed my life! I never lost that passion once the fire was lit, in anything I do, because I feel that I was saved. It is even harder to find jobs today, but to find what you love… I feel very fortunate. Therefore, I treat this life, opportunity, and career with the utmost respect and work with integrity.  Taking time to completely appreciate every step it took to get where I am, I cannot complain, even on my most tiring days. First stepping back into college in 1997 and getting the AA, led to graduating from CSUF in 2005 with a BA. Not ready to settle down, I taught English in South Korea, while simultaneously taking online Graduate Courses through National University in the Teaching Credential Program, along with a Masters in Education. Returning stateside in 2011, I felt even more equipped to be sensitive to English Language Learners. Fulfilling my dream to be Credentialed before 40 also happened 2 weeks before my birthday!  With no f/t teaching jobs in Orange County, CA my first year of being Credentialed, I held 10 different jobs between being a p/t RSP Aide for Special Ed in ACSD, substitute Teaching for multiple school districts, and traveling all across town to tutor Elementary School students at homes and libraries. Every day I worked from 7 am to 9pm, with no lunch or dinner break, and will never forget it, or take it for granted. Every step of the way got me where I am, with gratitude for others who work with students in different roles, for the same goal, to help facilitate their learning. Moving my whole life 400 miles up to Northern California for the first full time Teaching position offered to me was not a hard decision to make. I got my foot in the door, am now standing inside with both feet firmly on the ground, and now ready to make myself at home with the wonderful world of education! I honestly felt at home the day I chose this profession, yet there was much to learn… and still learn!

Biography RESUME