Edci 5060 Core Values Reflection - Draft 1

Laura Tuneski EDCI 5060 June 16, 2009 Core Vales Reflection Educated Teachers Produce Successful Students The Connecticut Common Core of Teaching is an important document developed by educators and professionals across Connecticut. It defines the state’s teaching standards and expectations for grades pre-kindergarten through grade 12. This document is broken into two parts: “foundational skills and competencies,” and “disciplinebased professional teaching standards.” The first part, “foundational skills and competencies” contains three sections in which illustrate that teachers must have substantial knowledge, be able to apply this knowledge, and demonstrate professional responsibilities as an educator. Section one, having knowledge, requires teachers to have sufficient knowledge of their students, content area, and pedagogy that are then elaborated on, and include knowledge and understandings that teachers must acquire prior to teaching. Section two, applying knowledge, defines how teachers should apply their knowledge through planning, instructing, assessing, and adjusting. Section three, demonstrating professional responsibility, calls for teachers to demonstrate these responsibilities through professional and ethical practice, reflection and continuous learning, and leadership and collaboration. The second part of this document, “discipline-based professional teaching standards” defines teaching standards for

individual content areas including; elementary education, English language arts, mathematics, music, physical education, science, social sciences, special education, visual arts, and world languages. Part one, section one, in the Connecticut Common Core of Teaching states that teachers should have knowledge of their students, content area, and pedagogy. When exploring what knowledge and understandings teachers should have about the way their students learn and develop, the document states teachers must know, “major concepts, principles, theories and research related to the normal progression and variations in students’ physical, emotional, and cognitive development to construct learning opportunities that support students’ development” (p. 9). I feel that it is very valuable for teachers to acquaint themselves with research and relevant information concerning the many areas of adolescent development. This knowledge would allow teachers develop and awareness of who their students are, and what they are going through physically, emotionally, and cognitively. Teachers can use this information to implement meaningful learning activities that support adolescent learning and development. When I am an English teacher I hope to create a safe classroom environment where students can actively engage in dialogue to discuss the material I am teaching in relation to their own lives and development. Goodman (2008) suggests that teachers and students “grow together and gain from

furthering our understanding of each other’s identifications and human needs” (p.xvii). By connecting class material to their life experiences it is my aspiration that students will develop their language and social skills. It is my goal to observe their developmental challenges and then use differentiated instruction methods to revise my lessons and material as needed. The Connecticut Common Core of Teaching describes that teachers must obtain knowledge to understand how their students learn and develop by “learning about exceptionalities in learning— including learning differences, visual and perceptual differences, socioemotional differences, physical or mental challenges, and gifted or talented exceptionalities—challenging these students with exceptionality as well as seeking sources of support within the school” (p. 9). For example, teachers must learn how students are influenced by language, culture, and values, which then puts them in the position to incorporate their student’s experiences into their daily lesson and instruction. Secondly, teachers need to learn multiple ways to build students understandings while promoting a safe classroom environment. Lastly, another way teachers can acquire knowledge of how students learn and develop by understanding how their students develop language skills, and the differentiated instruction and care needed for ESL students. It is very valuable for teachers to be familiar with the different circumstances that impact the learning capabilities of

their students. When teachers are aware and understand the various exceptionalities that might appear in their classes, they are more apt to handling it is a positive and productive way. As a teacher it is my job to recognize how my students learn in a variety of ways, experiencing different strengths and weaknesses. I hope to provide my students with assignments that will challenge, but not over whelm them. I feel the best way to do this is to use differentiate instruction to make sure I vary my teaching to make sure all of my students are learning and developing adolescents. I will assign my student’s group work as well as individual work. Some possible assignments include: presentations, skits, essays, debates, posters, and journals. By using differentiated assignment I am allowing students to showcase their talents and develop their weaknesses. The Connecticut Common Core of Teaching describes that teachers must have knowledge about their content area as well as being “proficient in reading, writing, and mathematics” (p. 10). I agree with the expectation that teachers should be competent in reading, writing and mathematics regardless of their content area. As educators, we need to not only advocate for our own subject, but for education in general. Reading, writing, and mathematics are all fundamental skills that students will use on a daily basis as adults. If teachers are not well versed in reading, writing, and mathematics than they are setting a poor example for their students, because these are

important skills to develop and retain. In English I will no doubt be stressing the important of reading and writing. I plan to, however, also incorporate mathematics into my instruction. I will do this by asking students to keep track of their points they have earning in my class. This will allow students additional exposure to mathematics. Additionally, the point system will let them know their standing in my class, so they will not be able to use the excuse that they did not know they were not doing well. The Connecticut Common Core of Teaching is a valuable resource for prospective teachers and current teachers to refer to. This document explains the expectations and standards that students in the state of Connecticut will be held to. It is very important that teachers familiarize themselves with this document because it will help them to develop and implement a curriculum that is designed in a way to offer every student that opportunity to learn, develop, and be successful.

References Goodman, Greg. S. (2008). Educational Psychology. New York: Peter Lang Publishing. SDE: Common Core of Teaching. Connecticut State Department of Education. 16 June 2009 .