Standard 4: Instructional Strategies
Title of Artifact: Report Card and PALS Certification
Date: Fall 2013
Artifact Description:
The following artifact consists of a revised report card for kindergarten from my student teaching placement which reflects the Common Core State Standards and my certification for administering the PALS Assessment. I met with all of the other kindergarten teachers for the school district that I completed my student teaching placement at and revised the report card. After revising the actual report card all of the teachers including myself came up with a basic assessment sheet to record what the individuals knew based on the requirements for the report card and the Common Core State Standards. During my kindergarten student teaching placement I completed certification to administer the PALS Assessment for the state of Wisconsin and even administered it to the individuals in the class.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: “the teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.” This artifact aligns with standard four because in order to record and assess the individuals for their report card I observed how well each of them meet the requirements based on the Common Core State Standards using a variety of instructional strategies. When I was observing the individuals to help my cooperating teacher fill out the report card it was during small group, large group, and independent work time. Through these observations I noticed that some of the kindergartners who were hard workers independently did not participate during large group. This shows that I understand how a variety of instructional strategies encourage an individual's development growth in the classroom.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment:
This artifact best aligns with KSD 4.e of the UWP-KSD statements which states: “The candidate is aware of opportunities for professional development to improve content knowledge and pedagogical skill and can take an active role in assisting other educators.” This artifact aligns with KSD 4.e best because since I was asked to administer the PALS Assessment, I took it as an opportunity for professional development while student teaching that can be useful in the future. Revising the kindergarten report card and making the assessment recording sheets also show professional development since I helped make sure that each part of the report card was related and followed the Common Core State Standards for Wisconsin.
Secondary Alignments:
KSD 1.f: Assesses Student Learning
KSD 4.b: Maintains Accurate Records
KSD 4.c: Communicates with Families
KSD 4.f: Shows Professionalism
Reflection:
What I learned about teaching/learning:
With this artifact I learned the importance of making sure that any grade level report card is related and follows the curriculum and standards that the school district follows like the Common Core State Standards. By having the report card follow the standards it makes it easier to know if that individual is ready for the next grade level at the end of the school year based on what he/she gets as assessment numbers or letters, depends on the grade level and the school district.
What I learned about myself as a prospective educator:
I learned that as a prospective educator, it is important to include a variety of instructional strategies for the individuals. These instructional strategies can be used every day for each subject area and made it easy to assess and record the individuals in kindergarten for their report card. As a prospective educator I also learned how to administer and record the PALS Assessment. While I was administering the PALS Assessment I was very shocked to see that those individuals who started the school year without any knowledge of basic kindergarten subject matter had already shown improvement within about one month of the school year.
Date: Fall 2013
Artifact Description:
The following artifact consists of a revised report card for kindergarten from my student teaching placement which reflects the Common Core State Standards and my certification for administering the PALS Assessment. I met with all of the other kindergarten teachers for the school district that I completed my student teaching placement at and revised the report card. After revising the actual report card all of the teachers including myself came up with a basic assessment sheet to record what the individuals knew based on the requirements for the report card and the Common Core State Standards. During my kindergarten student teaching placement I completed certification to administer the PALS Assessment for the state of Wisconsin and even administered it to the individuals in the class.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: “the teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.” This artifact aligns with standard four because in order to record and assess the individuals for their report card I observed how well each of them meet the requirements based on the Common Core State Standards using a variety of instructional strategies. When I was observing the individuals to help my cooperating teacher fill out the report card it was during small group, large group, and independent work time. Through these observations I noticed that some of the kindergartners who were hard workers independently did not participate during large group. This shows that I understand how a variety of instructional strategies encourage an individual's development growth in the classroom.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment:
This artifact best aligns with KSD 4.e of the UWP-KSD statements which states: “The candidate is aware of opportunities for professional development to improve content knowledge and pedagogical skill and can take an active role in assisting other educators.” This artifact aligns with KSD 4.e best because since I was asked to administer the PALS Assessment, I took it as an opportunity for professional development while student teaching that can be useful in the future. Revising the kindergarten report card and making the assessment recording sheets also show professional development since I helped make sure that each part of the report card was related and followed the Common Core State Standards for Wisconsin.
Secondary Alignments:
KSD 1.f: Assesses Student Learning
KSD 4.b: Maintains Accurate Records
KSD 4.c: Communicates with Families
KSD 4.f: Shows Professionalism
Reflection:
What I learned about teaching/learning:
With this artifact I learned the importance of making sure that any grade level report card is related and follows the curriculum and standards that the school district follows like the Common Core State Standards. By having the report card follow the standards it makes it easier to know if that individual is ready for the next grade level at the end of the school year based on what he/she gets as assessment numbers or letters, depends on the grade level and the school district.
What I learned about myself as a prospective educator:
I learned that as a prospective educator, it is important to include a variety of instructional strategies for the individuals. These instructional strategies can be used every day for each subject area and made it easy to assess and record the individuals in kindergarten for their report card. As a prospective educator I also learned how to administer and record the PALS Assessment. While I was administering the PALS Assessment I was very shocked to see that those individuals who started the school year without any knowledge of basic kindergarten subject matter had already shown improvement within about one month of the school year.