9. Professional Learning and Ethical Practice
“The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.”
Standard Components
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Brain Science
Describe your service here. What makes it great? Use short catchy text to tell people what you offer, and the benefits they will receive. A great description gets readers in the mood, and makes them more likely to go ahead and book.
Relationships
Describe your service here. What makes it great? Use short catchy text to tell people what you offer, and the benefits they will receive. A great description gets readers in the mood, and makes them more likely to go ahead and book.
Safe Space
Describe your service here. What makes it great? Use short catchy text to tell people what you offer, and the benefits they will receive. A great description gets readers in the mood, and makes them more likely to go ahead and book.
meeting the standard
When it was originally suggested that I go for a Social Studies endorsement based on my undergraduate degree, I had to hold back a bit of a laugh. While I do have a degree in Community, Environment & Planning I would never have considered myself a history buff and struggle immensely with remembering dates, names and basically any specific piece of information.
I am however a world-class student, so I crammed and passed the test. When I got placed teaching two different history classes though, I started to get a bit nervous. It was one thing to answer some multiple-choice questions and quite another to act as an authority on a subject. Back to the books I went.
It wasn’t until school began my student-teaching quarter that I finally learned what it was I would be teaching in the first place. So it became common practice for me to maintain a safe lead on my students, learning the material so that I could turn around and teach it. While time consuming and an added stress, it pushed me to acknowledge all of the connections I could make, that my students didn’t have the experience to share. I was able to better see how they could take things in, and had a recent memory of helpful adages, insights and mnemonic devies.
I mastered the content myself, in tandem with the planning of how to teach it. This proved to be both effective and limiting, but has given me a solid base to stand on and teach from in the future.
