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Philosophy Statement

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Recommended: Characteristics of formative and summative assessments

Education is the road to success, and I believe that it is the educator’s responsibility to provide students with a variety of opportunities to develop the fundamental skills vital to success. I also believe that a student-centered learning environment that is safe, supportive, and caring encourages the development of these critical skills. Additionally, I believe curriculum/standards, instruction, and assessments are tools aiding the educator in helping students reach their greatest potential. Thus, if learning is the road to educational success, then curriculum and standards are the backbones to support learning. Curriculum/standards along with assessment and instruction form an educational triangle that generates a check and balance between learning expectations, instructional content, and assessment measures. For any element of the triangle to be effective, all must be tightly aligned and working in a coordinated effort; therefore, curriculum which reflects and provides a model of progression in learning is foundational for instruction and assessment. Insight into learning is gained from assessments that are ongoing (formative) as well as summative and when tightly aligned with curriculum …show more content…

Teachers use curriculum goals and objectives as a roadmap to design classroom instruction; while students use clearly stated goals and objectives to identify what they need to know, how they will demonstrate this knowledge, and under what conditions this knowledge will be demonstrated. Thus, clearly stated objectives keep teacher and students focused on vital information instead of nice to know information. In addition, goals and objectives are used to design classroom assessments which reflect what students are really being taught. In this way, feedback is useful in identifying knowledge gaps and misinformation enabling modification of instruction and

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A curriculum is important for teachers so they can work in unison among class

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Only reading and behavior are identified as needed goal areas leaving out other academic areas, such as math and writing. However, these building goals were refined based on student’s past performance data. Datnow and Park (2014) state student achievement goals are essential to the cycle of continuous improvement and can be specific and measurable but they do not outline the details for classroom instruction and differentiation needed for every student. To help all students achieve, teachers need to systematically and routinely use data to guide instructional decisions and meet students’ learning needs. Some of the teachers in my building do a great job of implementing this cycle and other’s do not.

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Incorporating the Texas essential knowledge and skills to the districts academic curriculum is a course of action that requires curriculum writers to carefully align the fundamental principles of the each subject area making it possible for teachers can map their curriculum and develop the lesson plans. In this session, teachers will be divided into groups by grade level and subject area. This will be a two-part session. First, teachers will be given copies of the Texas essential knowledge and skills and the state test. Each group will look at the testing objectives and make a three month calendar aligning the testing objectives, state standards, and curriculum to reflect the skills and concepts needed for the student success.

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(Robert J. Marzano, Classroom Assessment and Grading That Work, 2006) Students should be on an effective roadmap. Effective learning scales address many needs to help students know and understand where they are and where they should be going (Marzono, 2013). Learning targets should involve fostering student understanding of how they fit in the picture. Understanding relationships and embracing the cultures that are reflected in the classroom make it a shared curriculum by creating learning targets along the

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Introduction Conducting educational standards is very imperative when dispensing an effective learning environment for students. Educational standards are normally defined as principles and skills students should retain throughout their educational career as students. These values that students obtain are served as a basis of educational reform across the state, common core values, and nation as educators and stakeholders rejoin the call for a clear definition of desired outcomes of schooling. Educational standards also exemplifies a way to measure student success in terms of these outcomes" (National Research Council 2001). National, state and local (common core) educators plays a significant role in improving students’ learning environment

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It is so easy for teachers to fall into a routine of doing what is easy and using just the textbook and textbook resources. However, when all students including those with educational needs are being held to the same standard as other students, teachers need to search outside the box for other ways of helping their students learn and prepare for all of the mandated tests. In order to set high expectations for students, teachers must model high expectations and demonstrate what they want. Teachers cannot assume that students know what they mean.

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CA #1: Improvement of Learning Application What is the relationship between standards based instruction, high yield or high effect strategies, and student achievement? While it cannot be argued that the three are related, the way in which the three are perceived to be related is dependent upon the perspective of the writer. For the purposes of this paper, the relationship between standards based instruction, high yield strategies, and student achievement will be shown using Simon Sinek’s Golden Circle (see Figure 1) as shown in his book, Start with Why (Sinek, 2009). The Golden Circle has the WHY of an organization at the center of the circle, the HOW in the next ring of the circle, and the WHAT encompasses the outer ring of the circle (2009).

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All students deserve the right to high quality and equitable programs, however, in many schools, students are continuously underserved. It is both the district and instructional leaderships’ responsibility to “set high and demanding academic, and behavior expectations for every student, ensuring all student are consistently learning” (Indiana Department of Education, 2010, p. 4). As stated by Harris, Leithwood, and Strauss (2010), “leaders believe their teaching colleagues and students are capable of much more than they have been accomplishing” thus leaders should take every opportunity to increase their expectations for students (p. 109). One way to do this is to establish academic goals that are immovable with staff and hold them to the expectation of obtaining them, Standards 5.1 and 5.2 (Indiana Department of Education, 2010, p. 4). To obtain hefty goals, especially for “students from low-income homes, students with disabilities, students who are linguistically diverse, and students of color” who often have not performed at the same level as middle class to upper class, white, English speaking students,

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I want to pursue computer science as my major because I want to expand my knowledge about coding and programming so I can initiate a nonprofit. My nonprofit will consist of teaching minority students with limited or no access to computers; how to use them to be productive and have fun. They will learn how to code, program, build firewalls, and computer literacy. Within my nonprofit I want the kids to create video games, websites, apps, etc. I believe that with my major I can help close a digital divide between technology and people with limited or no access to technology.

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I believe that the “classroom planning is far more important than any of the successive steps” (p.39). At the classroom level, the teachers can follow their grade level curriculum by using differentiated strategies according to the students’ proficiency levels which ensure academic and linguistic growth in learning. Evaluations and the assessments of the students’ learning can provide a true picture whether the curriculum is effective or beneficial for the students to grow in future or not. The results of curriculum planning make their impact on their learners. In theory and in practice, groups and subgroups were formed and reformed continuously depending on their learning needs, goals, and interests and on the teachers’ individual competencies (p.45).

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Mathematics is elegant and fascinating, but is too often daunting for students, who may have been put off from math at an early age. I believe if students enjoy mathematics, and have the ambition and ability to study mathematics, then they can accomplish more than they can learn in a single class. Therefore, my priority as a teacher is to create a learning environment that fosters to these attributes. First, in order to foster to both ambition and ability, I employ active learning.

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As an educator, I am blessed to be able to witness and experience the wonder of learning on a daily basis.  Schools are learning organizations, and successful principals, teachers and students are always looking for ways to improve their own learning. I believe that everyone within a school community is a learner first and foremost, and that it is the learning process which allows schools to achieve their mission.   Just as individuals within the community must seek to improve their practice, schools should have structures in place to review their progress and implement changes that are meant to improve learning.   As an educational leader, it is my responsibility to foster a learning culture that seeks to continually improve the school’s ability

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The concept of a “liberal education” is constantly used by universities to convey a study curriculum of wide exposure and breadth. During the time of the Greek philosophers (as conveyed in paintings like the School of Athens), a liberal education was considered to be an education where music, astronomy, rhetoric, math, and other fields were studied concurrently. In modern times, the definition of a liberal education tends to be more individually defined on what one feels about academic exploration. Despite this individualistic shift, many of these interpretations are still grounded in the same foundations of education as Montaigne and other educational philosophers described it. As a college student, I want to define my own goals within my

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696 Words | 3 Pages

Ten years from now seems like a long time, but in reality its just around the corner. When I was asked where I see myself in ten years, I didn’t know what to say. I would like to know exactly where I stand, but i'm not entirely sure. I have goals for the future, but everyone does, and I know that I need to work towards my goals to be able to fully reach them. Student teacher.

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Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with

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