Ohio Profession Standards

The third strategy is to provide multiple pathways to standards. This approach helps individual students take different paths to get to the same level of understanding as the rest of the class. While it may take one student one time to master a math problem it might take two or three different approaches for another student to master the skill. When it comes to assessment teachers should give the students the chance to pick a way that with best showcase their work and understanding.

In order for me to demonstrate understanding of this standard, I must consider the impact of the family and community on student learning, contribute to the overall development and improvement of the school, and work with other educators to share knowledge and improve practice. My artifact contributes to school initiatives, projects, and organizations teaching me how to teach and reach my ESL students through different strategies. The ESO training was beneficial for me to gain a deeper understanding of how important communication is when teaching others. I learned it is important to my lessons to include group work instead of individual work (and vice versa), evaluate students' performance on a test to decide whether to reteach the concept or move on to a new one. It is very important to collaborate with other teachers sharing fresh ideas and exchanging a variety of strategies to help relief the stress of math problems. The ESO training used everyday problems to solve math problems. Because we use math in our everyday life it is essential for me to keep my parents informed through emails and phone

Another standard which I reflect upon is Supporting Learning Activities. Because I work 1:1 a lot of the time during my placement I am constantly supporting YP1 with the learning activities. At the end of every session I reflect on how well the session went, how I could improve next time and whether I need to follow up on the activity. I have found that I have added more resources which work better with YP1 so we are able to complete task’s with better understanding. Reflective practice has definitely improved my 1:1 activities with

The standards addressed for Goal 7 include 7.3, 7.6, and 7.8. Standard 7.3 demonstrates the use of e-mail and other online tools for the reason of communicating and managing information. Standard 7.6 establishes rapport with students while teaching lesson plans. Standard 7.8 involves working collaboratively with others in completing tasks.

When powerfully aligned, standards and assessments bring transparency to the education system by specifying a consistent set of expectations for students and educators. The assessments definitively represent the standards. They also provide a goal that teachers can emphasis their instruction on and students can focus their studies on. Using classroom instruction that follows the standards, teachers can effectively prepare their students for the accountability assessments (Case & Zucker, 2005). This helps teachers in a school develop a consensus on goals to improve student performance based on assessment data.

This standard is a lot like research and information fluency from the old standards, but I find it necessary to keep this standard. It is extremely important for students to learn how to use digital tools to analyze information, but I find this standard to be vague in its language. In order for this standard to be more effective, it should have specific ways in which students will create meanings for themselves. To me, this is vague language and the creators could be a lot more specific in this section. Specifically, how will students derive meanings from their findings?

There are many standards for educational professionals to follow. These standards help ensure children are receiving high-quality educational experiences in the classroom. Ohio’s Early Learning and Development Standards, NAEYC Standards for Early Childhood Professional Preparations Programs, and The Head Start Child Outcomes Framework are the three different standards set by various organizations and professionals. There are many differences and similarities, among each set of standards. Each set focuses on different age groups and are organized differently. They all three encourage positive child development, regardless of disabilities or cultural differences, and are all school readiness based standards.

The other thing to be considered in this domain is learning and evaluation. This is one of the most important standards as it measures the overall goal of the School Improvement Program. Student results are defined as what students of different ages know, understand and can do in the subjects of the curriculum. There is a common understanding among teachers and learning experts that a range of assessment methods should be used to fully understand what students are learning in the classroom. Examples of assessments methods are: group assignments, individual projects, quizzes, and tests. The other key standard under this domain is curriculum. One of the key responsibilities of teachers is to study the curriculum and develop supplementary materials for use in the classroom. It is important for schools to provide the time and support that teachers need to develop these supplementary materials.

As a result, instruction, even when it is standards driven, is not effective and often students develop a lack of motivation and value for the their educational experience. Evidence of this dilemma can be observed in the high school I teach in, analysis of standardized test scores and progress grades, along with simple student and parent interaction. Bourbon County Schools, as a district, has decided to use Assessment for Learning, by Rick Stiggins, to enhance over all student proficiency and curriculum congruency. One of the first steps in Stiggins' model is developing standard based learning objectives to help teachers manage the instruction of the content effectively and inform students and parents, in friendly language, of the goals each unit of study.

Evidence: The Teaching Today, Edition Nine textbook briefly outlines three major proponents of a standards-based education.

I have observed this is the classroom on multiple different occasions. During morning circle the teacher has a routine she follows every day. One of the steps in the routine is counting. Every day they count the amount of students in the classroom. The teacher normally allows the children a chance to volunteer to count. If no one volunteers she chose a student to count. They used a pointer stick and went around the classroom and counted each student one by one. This creates an understanding on one to one correspondence. They also are practicing number names.

d. Standards: This is the regulations or the principles used in a curriculum to denote ways in which the students and well as the teachers can follow to execute the learning and teaching process.

Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students ' learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your “evaluative essay" (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay.

Detailed standard and performance levels provided on a rubric allow students to understand what is expected of them and what

The National Standards Development Council serves to provide school leaders and professional developers with quality standards to create effective professional learning opportunities for teachers (NSDC, 2010). Renamed as Learning Forward, NSDC represents the largest non-profit association dedicated to staff development and school improvement (NSDC, 2009). The NSDC maintains that continued improvement of student and teacher performance in school depends upon the quality of professional development programs (Schmitt, 2004). The purpose and stance of NSDC align with the premise of No Child Left Behind, as it relates to stressing the necessity of quality professional development to improve instructional practices. Through extensive research, NSDC has adopted 12 standards for establishing high-quality professional development, and representing an up to date comprehensive set of standards. The NSDC standards, include (Schramm, 2006):