Standard 4: Student Learning
Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Indicators are:
- Seek out and use existing research to inform school practices.
- Design action research to investigate and improve student learning and school policies and practices.
- Model technology integration that supports student learning.
- Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
Context:
The Instructional Strategies artifact was created in RE 5730 under Dr. Gary Moorman. This artifact is a list of ways to differentiate reading and writing instruction through a variety of ways including technology. These strategies are used to create reading lesson plans to assist in implementing a rigorous language arts curriculum for all learners.
Rationale:
This artifact demonstrates my ability to engage students through multiple strategies in teaching the language arts curriculum. These lesson plans demonstrate how I would teach reading lessons using various strategies that have a theoretical bases for instruction. A rationale is given with each instructional strategy as well as ways to extend learning. This artifact is one that I can share with my colleagues to support the language arts curriculum at my school.
Context:
The Readers Theater
research was an action research project created in RE 5040 under
Dr. Dave Koppenhaver. This research was collected over a four week
period in my first grade classroom 2009. The subjects were all first
graders with specific needs in increasing reading fluency.
Students met in a small group daily for fluency instruction with
the use of Readers Theater scripts.
Rationale:
This artifact is an example of how I did action research on a subject that was specific to my students needs. This demonstrates how I can critically analyze data to determine the needs of my students and plan instruction to increase student learning. The action research was a great learning experience for me as well as my students. After four weeks of daily small group sessions, I was able to collect data and reassess my students to show a measurable amount of growth in reading fluency.