Core proposition #2
Teachers know the subjects they teach and how to teach those subjects
Artifacts:
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Elements
A) You have mastery over the subject(s) you teach. there is a deep understanding of the history, structure and real-world application of the subject. B) You have skill and experience in teaching your subject matter, and you are very familiar with the skills gaps and preconception students may bring to the subjects C) You are able to use diverse instructional strategies to teach for understanding. |
Reflective Writing
To be able to work on a job effectively and efficiently one must prove to have mastered the skills in order to be able to facilitate a classroom geared towards their concept. The second Core Proposition of the National Board for Professional Teaching Standards (NBPTS) demands mastery of content and ability to teach a diverse group of students. Everyday I think to myself, how are my students going to be able to use the concepts that they are given in my calls in a real-world situation? I know that all my students won't go on to be professional dancers but I can provide them with other skills that they can use. I work in a school where the majority of our students are at-risk students and a lot of them aren't really afforded the opportunity to participate in the arts and showcase what they can do. I have had the great please of coming in contact with some brilliant dancers and all they are looking for is someone who cares about what they are doing and who will give them a chance to let them showcase and tell their story through dance.
Element 1: The teacher has mastery over the subject(s) he/she teaches. The teacher has a deep understanding of the history, structure, and real-world applications of the subject.
By obtaining a Bachelors of Science Degree in Dance, I have studied and proven proficiency in knowledge and performance ability in the area of Dance. I have provided a variety of artifacts to support my qualifications as to being a high school Dance teacher. Provided is a copy of my Undergraduate Transcript and Certification Exam Scores. This is my first year teaching Dance in a school district but I have taught for many years in private studios. They are two totally different worlds, although we are teaching dance, there are more requirements when you are teaching in a school district. I began my college career at Stephen F. Austin State University in Nacogdoches, TX. I believe the education that I received here provided me with the correct tools to become a high school dance teacher. It provided with me with the history of dance and also the correct way to teach different techniques and genre in my own classroom. As an educator I am constantly learning new methods and strategies to implement into my classroom. We have to learn how to build positive relationships so that our students will be willing to learn from us. If an educator does not have the knowledge to teach a subject, they are setting up students for failure and they are not giving them the best education possible. I believe I have demonstrated my proficiency and mastery in this subject.
Element 2: The teacher has skill and experience in teaching, and he/she is very familiar with the skills gaps and preconceptions students may bring regarding the subject.
With each passing year, an educator gains more skills and experience in teaching it. All of this knowledge is reflected in how the educator designs and presents instruction to their students. In order for a teacher to obtain a teaching certification in Texas they have two options; they can either major in Education in college and take the exam before graduation or they can enroll in an Alternate Certification program. I have provided my Letter of Acceptance into my Alternate Certification Program. In college I decided to do the Dance Performance route instead of the Dance Education route. The minimum GPA was a 2.5 to get into the program and you have to do a year of teaching on a Probationary Certificate and complete your Internship projects and after that year you will be classified as a fully certified teacher. You also have to take the Pedagogy and Professional Responsibilities test (PPR) in order to be fully certified as well. Glasser (1998b) suggests that the basic human needs are survival, freedom, power, fun, and belonging.
Element 3: The teacher is able to use diverse instructional strategies to teach for understanding.
To be able to teach for understanding, the Educator needs to know the students prior knowledge of the subject.Wise (2008) suggest that every school day, nearly 7,000 students across the United States leave school without a diploma and never return, amounting to 1.2 million dropouts annually. This information will allow you to determine what level the information should be presented on. When an Educator begins instruction, they should always start with the prior knowledge of the students so they are able to connect the concepts. The structure of the lesson is very important and this is the reason an Educator should be able to provide diverse instructional strategies that they can use to teach for understanding. I have provided several artifacts to represent this. The Creative Dance rubric and the Dance analysis worksheets are both used in my class on a regular basis. I use the rubric whenever the students are dancing so they have a standard to measure their dances by and they also understand what the requirements are for each Dance and I use the Dance Analysis sheet when I want to check the students for an understanding of dance vocabulary, technique and specific dance elements. This sheet is also used to gauge how the students are perceiving dance and if they actually understand what the dance is about and not just looking at the movement.
The Thematic Unit is used to show students how dance can be found in any lesson that they have. The unit has a theme of Dance but it goes into two different subjects; Dance and English. With each one of these subjects the students are shown how to connect Dance in the different subjects. They are also asked to use different Kagan strategies like Rally table and Stand Up, Hand Up, Pair Up. This will allow the Educator to gauge the understanding from each student. In Dance the students are asked to analyze a dance and in English the students are asked to create an essay based on Dance. This will allow students to see that Dance can be found in many different subjects.
Element 1: The teacher has mastery over the subject(s) he/she teaches. The teacher has a deep understanding of the history, structure, and real-world applications of the subject.
By obtaining a Bachelors of Science Degree in Dance, I have studied and proven proficiency in knowledge and performance ability in the area of Dance. I have provided a variety of artifacts to support my qualifications as to being a high school Dance teacher. Provided is a copy of my Undergraduate Transcript and Certification Exam Scores. This is my first year teaching Dance in a school district but I have taught for many years in private studios. They are two totally different worlds, although we are teaching dance, there are more requirements when you are teaching in a school district. I began my college career at Stephen F. Austin State University in Nacogdoches, TX. I believe the education that I received here provided me with the correct tools to become a high school dance teacher. It provided with me with the history of dance and also the correct way to teach different techniques and genre in my own classroom. As an educator I am constantly learning new methods and strategies to implement into my classroom. We have to learn how to build positive relationships so that our students will be willing to learn from us. If an educator does not have the knowledge to teach a subject, they are setting up students for failure and they are not giving them the best education possible. I believe I have demonstrated my proficiency and mastery in this subject.
Element 2: The teacher has skill and experience in teaching, and he/she is very familiar with the skills gaps and preconceptions students may bring regarding the subject.
With each passing year, an educator gains more skills and experience in teaching it. All of this knowledge is reflected in how the educator designs and presents instruction to their students. In order for a teacher to obtain a teaching certification in Texas they have two options; they can either major in Education in college and take the exam before graduation or they can enroll in an Alternate Certification program. I have provided my Letter of Acceptance into my Alternate Certification Program. In college I decided to do the Dance Performance route instead of the Dance Education route. The minimum GPA was a 2.5 to get into the program and you have to do a year of teaching on a Probationary Certificate and complete your Internship projects and after that year you will be classified as a fully certified teacher. You also have to take the Pedagogy and Professional Responsibilities test (PPR) in order to be fully certified as well. Glasser (1998b) suggests that the basic human needs are survival, freedom, power, fun, and belonging.
Element 3: The teacher is able to use diverse instructional strategies to teach for understanding.
To be able to teach for understanding, the Educator needs to know the students prior knowledge of the subject.Wise (2008) suggest that every school day, nearly 7,000 students across the United States leave school without a diploma and never return, amounting to 1.2 million dropouts annually. This information will allow you to determine what level the information should be presented on. When an Educator begins instruction, they should always start with the prior knowledge of the students so they are able to connect the concepts. The structure of the lesson is very important and this is the reason an Educator should be able to provide diverse instructional strategies that they can use to teach for understanding. I have provided several artifacts to represent this. The Creative Dance rubric and the Dance analysis worksheets are both used in my class on a regular basis. I use the rubric whenever the students are dancing so they have a standard to measure their dances by and they also understand what the requirements are for each Dance and I use the Dance Analysis sheet when I want to check the students for an understanding of dance vocabulary, technique and specific dance elements. This sheet is also used to gauge how the students are perceiving dance and if they actually understand what the dance is about and not just looking at the movement.
The Thematic Unit is used to show students how dance can be found in any lesson that they have. The unit has a theme of Dance but it goes into two different subjects; Dance and English. With each one of these subjects the students are shown how to connect Dance in the different subjects. They are also asked to use different Kagan strategies like Rally table and Stand Up, Hand Up, Pair Up. This will allow the Educator to gauge the understanding from each student. In Dance the students are asked to analyze a dance and in English the students are asked to create an essay based on Dance. This will allow students to see that Dance can be found in many different subjects.
Goal Setting
To enhance my ability as an educator, I would like to discover new and diverse teaching strategies that will help me develop student learning abilities, address more student needs, and make the material not only informative but also make it enjoyable for the students to learn.
I plan on going to the Texas Dance Educators Association Conference in January 2015, to learn more inventive and informative ways to provide diverse learning in the classroom and to make sure that each students needs are being met and they will know how Dance can be found in any place that they look.
Reference:
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clement, CA: Kagan Publishing.
Wise, B. (2008). Raising the grade: How high school reform can save our youth and our nation. Hoboken, NJ: Jossey-Bass.
I plan on going to the Texas Dance Educators Association Conference in January 2015, to learn more inventive and informative ways to provide diverse learning in the classroom and to make sure that each students needs are being met and they will know how Dance can be found in any place that they look.
Reference:
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clement, CA: Kagan Publishing.
Wise, B. (2008). Raising the grade: How high school reform can save our youth and our nation. Hoboken, NJ: Jossey-Bass.