RATIONALE

HTSB Standard #1: Learner Development

The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary
individually within and across cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally
appropriate and challenging experiences.
Part I: Describe a teaching artifact that represents the overall HTSB standard
Teaching Artifact: Introduction to Management Career Portfolio Workshop Lesson Plan
Course: 295A
Teaching Artifact Description: Candidate will conduct the first of five classes in the Career
Portfolio Workshop. During the first workshop, the teacher will conduct the Two Truths and
One Lie icebreaker to get to know learners. Learners will also complete and submit to Google
Classroom an Expectations Contract. Students will brainstorm consequences for not adhering to
the agreed upon expectations and include the consequences in their contract.
Teaching Artifact Results: I met with students and started class with the Truths/Lies icebreaker.
Students all participated really well. I learned a great
deal about their interests and likes and dislikes. It
was a fun and engaging activity. Next, I showed a
PPT with the brief Classroom Expectations.
Students then worked in groups of four to
brainstorm consequences. They had many great
ideasstay after class for one minute, wear the cone
of shame, sing a song in front of the class, write an
essay, etc. A member from each group wrote the
ideas on the board. As a class, students voted on and
agreed to the terms. They then practiced turning in
the contact document into Google classroom. This is important because they will be using Google
classroom to submit portfolio items.

Part II: Connect e teaching artifact to a sub-standard and assess your proficiency
1.3 Candidate engage learners in a variety of learning experiences to capitalize on strengths
and build areas of development that are weaker.
Connect the teaching artifact/assignment with standard language: Using several strategies,
get to know one another and set expectations for the learning environment. By doing the
icebreaker and the group brainstorming, the teacher is able to assess the students level of

comfort in the class and talking in front of others, as well as their understanding of the Google
Classroom, where they would be submitting their work.
Source: Introduction Lesson Plan: Nicole Combs (2016).
Self-Assessment (Use the course assignment rubric as your guide):
Rubric Example:
Assignment Checklist

Brief introductory icebreaker that promotes dialogue in a culturally

responsive manner (5 pts)
Communicate expectations to students:
Two Truths and a Lie (10 pts)
Portfolio Outline (10 pts)
5-10 slides formatted as a PowerPoint, Prezi, or other multimedia
presentation. (20 pts)
Embed 5 multimedia elements such as photos, graphs, videos.(5 pts)
Develop an opportunity for students to ask questions or express concerns
using discussion, small groups, etc. (25 pts)

I included each element called for on the rubric. I received positive feedback from my professor.
He stated I had a good handle on teaching and I got all of the students involved. He noted the
students were actively engaged in the activities. My mentor teacher also noted I had more
students engaged than he did in a typical class. Based on the feedback, I fully met the requirements
of the assignment, and have met the standard.

Evidence that supports self-assessment (include student samples/data where appropriate)

Example of artifact: (Attached).

Part III: Improve your proficiency for the HTSB standard

1.3 Does Candidate engage learners in a variety of learning experiences to capitalize on
strengths and build areas of development that are weaker?
Research Findings:
Implementation of findings (please describe or demonstrate a specific example):

According to Dr. Combs, my Expectations PowerPoint was good, and it was a good idea to let
students come up with their own consequences. She recommended I include online grading that
includes the expectations. This would allow families to be continuously engaged. They would be
able to see how students are meeting expectations and progressing toward proficiency in the
specific outcomes and standards.
o Resource: Dr. Sandra CombsHawaiian Studies Teacher, Kapaa High School, Kapaa, HI
Another way to look at expectations is to look at what students expect from teachers and schools.
The following youtube.com video highlights ten student expectations.

o http://www.youtube.com/watch?v=K96c-TGnSf4