Standard Four

Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Element A: Teachers demonstrate high standards for professional conduct.

Artifact: Professional Communication with Parent of Incoming 5th Grader (Secondary Placement)

Rationale: During our 5th grade Instrument Placement nights, we had an incoming 5th grader and their parent come in and try persuade us to let the student start on saxophone — something that Preston MS (and PSD as a whole) does not do. While being cordial and making polite conversation, I worked with the student to test how well they are already coming along on the instrument as the parent had already purchased her one and was in the process of shopping around for saxophone teachers. At the end of the evening Ms. Hollenbeck said that the student may start on saxophone in Concert Band (the 7th grade level) as a 6th provided they find a lesson teacher and show a great deal of growth from now until then. To aid in this endeavor, I offered the parent my contact information. He reached out to me to ask for lesson teachers and I provided him with resources in which to do so. This email demonstrates my ability to conduct myself professionally even when engaging in outside of classroom contacts in my use of language and tone.

Element B: Teachers link professional growth to their professional goals.

Artifact: Observation Sheets from Mentor Teacher Regarding Teaching Behaviors | Various Grades (Primary Placement)

Rationale: To aid in being a reflective practitioner while also working on the things that I and my mentor teacher feel like I need to improve upon, several informal observations were done where my mentor teacher took notes on specific things. In the artifact, you’ll find these observations to be regarding Opportunities for Respond (Whole Class and Individual), Think Time, Specific Positive Feedback, Specific Redirect/Reteach, Negative Comments, Usage of Student Names, as well as general Wonderings and Noticings. This is a sample of what was provided.

Element C: Teachers respond to a complex, dynamic environment.

Artifact: 2.3-2.7 Lesson Slides | Grade 3 (Primary Placement)

Rationale: Perhaps the greatest adaptation that has been made this semester is the inability to sing and/or play wind instruments. In 3rd grade, which is usually when my mentor teacher teaches recorder and how to decode notes on the musical staff, this has been felt strongest of all (except for perhaps Kindergarten where so much of the material involves vocal exploration). What this artifact showcases are the lessons I taught to try and adapt to these challenges. It will be noted that we opted to use keyboards as the instrument of choice in allowing our students to work on decoding notes on the staff via an instrument. To attempt to overcome these obstacles, lessons were created that still give students the ability to play music, practice decoding, play in parts, audiate listening examples, decode visually and apply critical thinking to figure out songs, among other activities.

Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.

Artifact: Photo From Helping Organize and Lead the Long/Triple Jump Event at a Track Meet | Secondary Placement

Rationale: This photo fulfills the standard by displaying my ability to connect with students and offer mentorship in areas outside the band classroom. In this setting, I am coordinating with coaches from other schools to aid in the proper execution of the track and field event. To do so, I must communicate effectively, manage my students and their behaviors in public, represent Preston Middle School in a professional manner, all the while coaching and scoring kids as they do the long and triple jump. I must be dependable and someone who knows what they are doing in this setting. Students can look to me for answers, reassurance, and coaching while the other staff members both from Preston and other schools see someone who doesn’t officially work at Preston yet is stepping up to help however needed.

Overall Reflection on This Standard

Without ego, I can confidently say that I am a very professional individual. From my language to my writing to my dress and my actions, I believe that I am a good example for professional conduct and behavior within the teaching field. I know my place in the scenarios in which I work and whether those are opportunities for me to offer my thoughts, or for me to do the work to the best of my ability. At all times, I am looking for something to do, someone to help, and/or evaluating how we can make a certain thing more efficient or student-centric. In terms of future growth, I believe I can strive to continue applying my skills to unfamiliar scenarios. Perhaps there will be a time when I am working on a team with my colleagues to adjust curriculum or even representing my school a conference or other event. It is putting myself in scenarios that are new to me, and applying my professional abilities from other areas, that will allow me to take positive aspects here to new levels.