I found this assignment the most difficult so far in this class. I am glad that I get to write a reflection on the assignment. After reading the professor’s and classmates’ comments along with rereading the text, I realized that I missed part of the correlation of the InTASC model with Danielson’s Framework for Teaching. As a class, we all seemed to agree that there are many similarities between InTASC Model and the Danielson’s Framework for Teaching. Both models purpose is to help teachers and administration to identify individual strengths and areas of growth. We agreed that there were slight differences in the wordage used and the structure of the Domains vs. Standards but that they were interchangeable for the most part. In fact, in the book Enhancing Professional Practice: A Framework for Teaching, Danielson shows the direct correlation of the INTASC Standards with the Framework for Teaching Components on page8 & 9. When I did my first comparison of the two models I mention that one of the major fundamental differences has to do with the assessments of the teachers. In D...
Rowe, K. (2000). Assessment, League Tables and School Effectiveness: Consider the Issues and “Let’s Get Real”!. Journal of Educational Enquiry, 1(1), 73-98.
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
There are five standards listed under this domain and I only received the maximum amount of points for one of the standards. The standard that I exceeded the expectations on was creating a culturally inclusive environment. I receive the highest score here because it was evident during my interaction with the students that cultural inclusivity existed in the classroom. I will continue to create a culturally inclusive classroom that promotes safety, respect, and fairness for all students at my second teacher intern experience. Maximizing instructional time is a standard under this domain that I only received two of the three points on. Although the standard was met, in order for me to raise this score at my next experience I would need to work on my transitions and procedures more. I will be doing many activities during my lessons, and I will need to have efficient transitions and procedures to better manage my class time. This can be done by planning ahead and thinking about how students at this age level act. I would need to be very simplistic and thorough about procedures when working on activities that require moving. The next standard I will discuss is using multiple strategies to foster appropriate student behavior according to individual and situational needs. I met this standard at my last experience according to my score, but to obtain a higher score I will have to research ways
The topic for today’s reading was Teaching Tacts. The first reading, Teaching Verbal Operants, stated that the main goal is to get the child to communicate either vocally or non-vocal (e.g., using sign language), but to do so the child should be able to mand in order to move to other operants. The reason that the child should have manding skills is due to the learner will be taught tacting, echoic, and intraverbals skills within the mand frame. Then, this reading described the basics of a Verbal Behavior program as mentioned each of the skills, and how they should be taught to children to avoid problem behavior. The point is to make the child to learn to communicate fluently with prepositions and tacting all items effectively without having to prompt or echoic. On the second reading, Teaching Tact and Receptive Skills, also described tacting skills, but in a broader way. Additionally, it emphasized that the only prerequisite skills necessary to start tact and receptive training are that the child should have some responses under echoic or imitative ...
Standardized testing has become a dominant element in the education world. It is now used not only to judge a student’s knowledge but to judge the effectiveness of a school system’s teaching. Standardized testing is not an accurate or efficient way to judge a student’s intelligence or a school system’s instructional abilities.
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
The final part of this essay will be to examine the similarities and differences between the two models.
Standardized testing has taken over the education realm and led to a shift in the institutional goals and values of education. In the last 40 years, standardized exams have changed; they were once used to determine the learning level of students, but now they are being used to determine the teacher’s ability. Standardized tests do not measure education quality and are incorrectly used, leading to the wrongful evaluation of teachers and the limiting of education for students by schools.
In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure pedagogy that promotes intellectual quality, a quality learning environment and ensures the significance of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of the students within this class, I have focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3, and 5.2 from the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011).
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
My stage of development would be proficient in all four domains and components of professional practice, however, few domains and components are my higher strength and the other areas are needed improvement. The four years of my teaching experience, I had the opportunity to be evaluated by my principle, and she used these four domains of professional practice. Through her expertise and suggestions, she provided guidance to develop and improve my skills in the stage of proficiency or to the expert stage. The classroom environment and professional responsibilities domains are my strength that I worked on past few years. Nevertheless, I am continually building more skills and foundation on components of planning and preparing for the content and instruction part. I work with different students need and learning styles every year, therefore I am continually learning the new strategies and information to help all my learners to success. Furthermore, I have been developing and working on improving in content, pedagogy, knowing student’s learning and self-knowledge areas. However, my weakness in knowledge areas is performing higher co...