NBPTS Core Propositions And RWRCOEL Dispositions

Individual Learning Plan

Sheila Morgan

Walden University

EDU-66100

Fall 2016-2017

Abstract

The purpose of this paper is to evaluate my personal beliefs as an educator based upon the NBPTS core propositions and RWRCOEL Dispositions in Diversity, Technology and Professionalism. Provide examples of how I have demonstrated areas of high performance, and provide steps in which to work towards proficiency in areas I deem deficient or in need of improvement.

As an educator the need for continuous self-reflection is essential to growing as a professional. Since self-reflection is vital; the need to track and monitor progress also becomes essential, because of this I have found the e-portfolio to be a key part of the experience.

Riley College of Education and Leadership (RWRCOEL). Areas in which I rated myself high in were those that related to: commitment of student learning and needs and fostering an environment of positivity and respectfulness between student and teacher as well as students among peers. I believe this area ranked high as I do value students learning, and recognize the importance of students genuinely being able to learn in an environment of mutual respect and tolerance. This is demonstrated in my classroom in a variety a ways. For instance, fostering an environment of positivity and respectfulness, at the beginning of the school year as a class we draft a “bill of rights” that addresses the rights we all have as members of the class community students voice how they have the right to feel safe, heard, and respected, and how they have the right to learn. During this time I also include the rights I have as the teacher, the right to be respected, teach and guide them in their learning. By doing this we establish a community of norms and expectations that are agreed upon by all

Areas in which I ranked lower were based on curriculum development, collaborating with parents to involve them in the work of the school and delivery of instruction. These areas were ranked lower; especially in curriculum development as in my district educators do not have the autonomy to decide how they will deliver instruction nor the autonomy to decide how concepts will be presented, or the materials they will use to present said concepts. These decisions are decided upon at the district level. Additionally, our school employs a parent liaison that facilitates collaboration between the school, parents and the community. Conversely, areas of subject knowledge and mastery of content area were ranked rather high. I feel I ranked myself high in this area for several reasons one of which is the love of the subject. This is my second year teaching reading, and it is a new curriculum however because I know that students one: abhor reading and are generally working below area in reading. I deem it necessary to be well versed in my content area simply to be able to present concepts in different areas to keep students motivated and engaged. Additionally, I understand the value of being able to read and how a person who struggles in reading limits their opportunities in life.