Competency 9

Artifact Cover Sheet

Artifact for Licensure Competency #9: [InTasc std. 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.


Name of Artifact: Professional Learning and Ethical Practice

Date: Fall, 2014

Course: Clinical Teaching/Pre-Internship 1


My artifact is for Licensure Competency #9 that focuses on how as a teacher I would use reflections to evaluate what I am doing in the classroom. These evaluations help show how my actions effect learners, families, co-workers, and the community. This, also, guides me in deciding what I need to do to meet every learners needs.

This artifact demonstrates my understanding of using evaluation to determine what effect I may have on my students, co-workers and community through discussing how I would involve parents inside the classroom. I give details about working toward removing the anxiety parents have with schools or meeting the parents so as to eventually be able to get parents involved with activities in class. Such as helping with story time or during class projects.


My understanding of this competency impacts my future student’s learning because through it I understand the importance of teacher reflections when it comes to organizing lesson plans for my classroom, incorporating other teachers, parents and organizations, and creating a safe classroom.

My understanding of this competency impacts my student’s learning because it is allowing me to see how I should look at my lesson plans and how to continuously strive to create a better plans for the next class.


Incorporating teachers, community and my colleagues I can create a classroom that not only feels safe but that the children see their parents, church members and people around them involved with their education. They can see that it just is not a teacher and students but a collaboration of everyone working toward improving their outlook for adulthood.


Impact of looking at my previous experiences with diversity impacts my future students because it enables me to make strides toward doing things differently. In regards to how I am going to approach my students and their different needs. The impact of focusing on advocacy for my students will allow them to know that I am here listening to what they say about their educational needs and wellbeing.


Teacher reflection is important because it is a way to make sure that everything is being done in the class intentional and effective. The way that I would use it would be to continuously question what I am doing in the class and keeping this data throughout the year to track what is and isn’t working. This is important because it allows me to continue to work toward becoming a better educator for my students.
My reflection will benefit my students because through lesson planning before, during and after each lesson. At the beginning thinking about my students and how the lesson corresponds with teaching methods that work for them. If it falls into the goals for the lesson and the students learning styles can then proceed to think about what students may ask. I would go through a checklist with potential questions students may have over the material and make sure I explain it is as clear as possible.

While in my lesson I can go through what I am doing, what I plan on doing next and by the looks of things whether I need to adjust what I am saying or doing so the students understand the material. Afterwards, I can go back and see what parts of my lesson worked and did not work. I will look forward and see what I should do for the next day and what things I need improvement on. Through these things, my students benefit because they have an active teacher who is working toward making sure everything that goes on in the classroom is intentional.

I will use learner data to drive and individualize my instructions through observation in groups and individually. Through groups holding class discussions or have students separated into smaller groups and allow them to interact with the material. Individually, through tests and other individual tasks used in the classroom. This will steer my classes in showing what modifications may be necessary for my students to understand the material.

To maintain an ethical, legal, and professional teaching practice I will focus my classroom around the student’s educational success. By keeping the classroom a safe and welcoming environment where they will feel comfortable enough to speak to me and participate in the classroom. As their teacher I will let them know no harm will come to them physically or mentally while attending my class.
If they are being harmed, physically or mentally in school or at home they will know they can speak to me. If they feel comfortable enough to do so. However, I will allow students to know that anything said to me in private or otherwise is not 100% confidential. That as their teacher I am required to report certain things if red flags are raised by what is going on. This means if they do come to me with matters that I will direct them to the proper channels to receive help.

This extends to class participation. They will know that I will not allow them to be purposely embarrassed. I will not put them into situations where they are openly mocked. This will be explained at the start of the school year and throughout to let students know that as best as possible it is a “judge free zone”. This goes along with their grades. I will not point out those who are failing or who needs improvement. Not outright to where students know who are not fairing so well.

The classroom is a safe place with their differences be it culturally or religiously. Inside the classroom they will be able to follow their beliefs as long as it does not harm the other students. They will be assured that they can speak to me to make sure that I am not unintentionally making them participate in things that goes against their beliefs.


I will collaborate with parents by making sure the first interactions that they have with me at the beginning of the school year are positive. That will, hopefully, dissipate the anxiety of interacting with me so they feel comfortable with asking questions and getting involved. I will continue throughout the school year telling positive things about their child whether through phone or e-mail. Every time I contact the parents they won’t assume it’s because their child has done something wrong. There won’t be the need to feel defensive when getting on the phone because they know I am not always calling to report something bad.

I will speak with the parent’s in a clear and concise manner. By doing this I will cut out teacher jargon so they can understand what is going on in their child’s classroom, this will lessen the fear of speaking with me as they know they will have a straight answer.

In making sure the parents are aware of what is going on throughout the week I will create a weekly agenda to send home and post online. This will include what the student is expected to master through the week. So, that parents are aware of what is going on in their student’s class even if they aren’t always able to sit down and help them work on homework. They will know what they are learning.

By creating a positive atmosphere and lessening parent’s anxiety over the classroom and being around the teacher it can move toward having parents involved inside the classroom with volunteering for story time, with class projects, and whatever else we are doing throughout the semester.

For community involvement that can benefit my students can work toward seeking out volunteers to do read aloud or to help around the classroom. Or have something where community leaders can come in and speak to students about leadership and various topics to help students connect what they are doing in class to real world situations. This can also be encouraged for the parents to do and get involved in the classroom.

A great way to benefit students with colleague involvement would be speaking about different teaching methods. To figure out what works and what does not work and what to implement in our class.
My personal biases include the way parents interact with their children, and the belief that I am going to have trouble with things involving men. The way parents interact with their child may affect classroom decisions because I may not call or invite them to be involved with the classroom. They may be the most caring parent in the world but I have a hard time separating one moment of the parent being in a bad mood and who they are with their child. This is because I may not see the parents very often and should not be able to just conclude that they act like that all the time. But I do.
It is because I just automatically assume that I am going to have issues discussing things because of past experiences with men. I also lean toward speaking with women and doing things more, especially, in subjects like math and science where the instructor is female. This may not necessarily affect the classroom all the time but it may create an imbalance of who is involved in my class.

My personal experiences in regards to education and diversity one example is at the elementary school that I attended in Nevada did not have a Special Education program. As far as I am aware the area that we lived in none of the schools did. It was definitely a place where if your child had disabilities the options were to keep them home or put them in a general classroom. Even the teacher I had in the class was not someone who should have interacted with students much less special needs students.
It is a negative experience with diversity with how the class and the teacher interacted with the special needs students in my class. This experience helped me through watching other teachers and the way they interacted with students who were not like them. I believe that these experiences have helped me and I am able to navigate around my biases so as to not negatively impact the students in my classroom.

As an advocate for student’s needs and well-being I would start with creating my classroom as a safe place. Students will know right away that this is a place where they should feel safe and that they should notify me as soon as possible when they do not. This goes for outside the classroom. Safety at home, on the playground and anywhere else they can freely come up to me when they feel safe to and I will as I stated before help them become introduced to the right channels to get them the help they need. Especially, in things that I am not qualified to do on my own. This way they know that there are many people out there who care about their well-being, and they are not alone.

In regards to safety and bullying, I would make certain that I am moving around the classroom, hallways and the playground being watchful of behavior. Oftentimes, students who bully take advantage of teachers being too preoccupied with other things and pounce. So, I would attempt to create a setting where they do not have that many opportunities to do this.

Educational Leader

Goal #1: three hours of continuing education classes every semester

Analysis: It is important because it allows me to keep up with new information.

Plan: Enroll in continuing education programs

Goal #2: Join Oklahoma Education Association

Analysis: Teaching is often a subject for politicians to pull back and forth on. What they may decide is good for Oklahoma students may not actually be good for our students.

Plan: Go to the website to enroll

Goal #3: Create a school garden

Analysis: Important because it allows students to become connected with the process of growing food.

Plan: Work with other teachers and those in the community to help make it happen. Find an area that everyone can agree on for the garden. Work with the students through the school year in the garden.

Teaching Scholar

Goal #1: My first goal is to earn my Master Degree

Analysis: This allows me to work toward more tools to be able to create a better classroom and teaching atmosphere for my students.

Plan: To accomplish this goal I will start taking classes to work toward my master degree.

Goal #2: My second goal is to invite professionals from the community to the classroom.

Analysis: It brings other professionals to the classroom to do talks, answer questions, or come in and help with a class project or demonstration.

Plan: Get it approved by the principal first allow whoever agrees with it to explain what they will do so we are prepared ahead of time. Inform parents of who will be coming to the class to discuss their field in case they disagree or would like to volunteer and listen as well.

Goal #3: Pen pal from around world.

Analysis: Important because it allows students to talk to someone from a different place and learn from their culture or ideas

Plan: Look into programs for school age students that will follow along the same school calendar or close enough so students can keep in touch with their pen pal.

Developer of Human Potential

Goal #1: Tutorial Creations

Analysis: Once students have mastered a skill in the classroom allow them with guidance to create tutorial in how to do it. It allows students to showcase their skills and reinforce what they are capable of.

Plan: Create a template that is easy to follow to show students how to create their tutorial. Allow them to go through planning, rough draft and then final draft before submitting to class binder or uploading it to class website for classmates and others to use.

Goal #2: Parent Resource Centers

Analysis: A way to provide things like workshops, life skills lessons, and other resources after school for parents and students.

Plan: Meet with other colleagues and anyone else in the community who is willing to help. Set up a regular meeting time and place at the school.

Goal #3: Pen Pal/ Writing Pal / Mail

Analysis: Instead of focusing on children corresponding solely with students from out of state or out of country allow them to correspond with other students in different grades. Allow them to work on skills and talk with someone who they may not have before because of lunch period differences or because different recesses. Allows students to work on social skills alongside practicing their writing and spelling.

Plan: Work together with other teacher’s match up students by grade or whatever we end up deciding on. Can be incorporated into the writing lessons during the school week.


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