Spurlock Master’s Portfolio

Professionalism

Professionalism is practiced in many ways. As teachers, we must be professional in

multifaceted ways, in how we develop our personal teaching practices, in how we interreact

with students and coworkers, and with our participation in the community we teach. Pushing

and stretching these professional practices is a never-ending process because teaching is

learning and there is always more to learn. Growth and creativity are exponential as a teacher.

As an educator, there are ever-increasing demands to strive to create optimal learning

environments for a diverse group of students while upholding state and national educational

standards. Research suggests that dedicated professional development concentrated on

teacher quality has a significant impact on student achievement (Lumpe, Vaughn, Henrikson,

and Bishop, 2014).

Guskey (2000) reveals, "One constant finding in the research literature is that notable

improvement in education almost never takes place in the absence of professional

development" (p. 4). According to Cochran-Smith (2004), every teacher is not well-prepared for

the important teaching profession, therefore teacher professional development practices have

a positive and critical role in improving teacher quality.

This research project, https://drive.google.com/file/d/1y2QVR-

ud50ohwcJDE3H1q1hw_b0Iv6hr/view?usp=sharing is an example of how I continue to

professionally learn while evaluating my practices to meet the needs of learners in 2 nd grade.

This qualitative action research study examined what happens when a second-grade classroom

implemented a writer’s workshop with mini-lessons, discussions, writing workshop classroom

expectations and student lead conferences. Over the course of three weeks data were collected
2
Spurlock Master’s Portfolio

from students writing samples, recorded conference observations, and teacher reflections

presenting many changes. Data collected from student writing samples showed an increase in

words written as well as elaborating words written. The class as a whole had a major shift in

writing motivation. Data also illustrated that many students began to take elements taught

from the mini-lessons into their writing. Not all conferences were student lead. Conferences

had a learning curve for students and the teacher. Some students knew how to talk about their

writing naturally, while other students were still learning how to share their work, as the

teacher mindfully tried not to take over the conference and still lead the student to consider

aspects of their writing. The evidence showed implementing a writer’s workshop with

conferencing and intentional teaching, positively influenced student writing.

In the process of this research project, my quality of teaching improved: I became more

practiced in explicitly teaching writing, I explored the benefits of assessing student’s growth,

and broadened my knowledge of teaching writing by reading many other published research

articles and books. In the end, I became a better teacher and my students showed more

enthusiasm and growth with the exposure to Writer’s Workshop.

This Writer’s Workshop research project not only shows my commitment to diving into

research on teaching writing, assessing my teaching practices, and student learning, but it also

provides a written record of knowledge to share with my colleges during our professional

development workshops. Reading, writing, and cultural responsiveness are Dillingham City

School District's Professional goals. Sharing the experience and knowledge I have gained in my

research opens a door for us as professionals to add to our collective knowledge as a staff.
3
Spurlock Master’s Portfolio

Blank (2013) suggests common elements of effective professional learning programs

include a commitment to multiple professional learning activities with active learning methods,

collective participation, and collaboration among teachers. Dillingham City School District is

currently in the beginning phase of a district-wide focus on cultural responsiveness. Many of

our in-services and professional development Fridays are focused on educating staff to become

more culturally responsive, integrating Yupik values into the school community, and fostering

Yupik values in the classroom daily. Schulz, Hurt & Lindo (2014) persuade that instruction,

practice, and training facilitate and support the achievement of all students in "culturally

responsive schools; effective teaching and learning occur in a culturally supported, learner-

centered context, whereby the strengths students bring to school are identified, nurtured, and

utilized to promote student achievement" (p. 5 ). In 2nd grade I strive to integrate cultural

values with Yupik language exploration using a locally developed application called “Yugtung”

as well as continued writing themes honoring students’ family experiences and cultural

practices (Southwest Region Schools, 2019). In winter we dive into a Yupik math unit with the

program “Math in the Cultural Context” that explores fractions and pattern making with hands-

on folding and cutting activities (Rickard & Lipka, 2007). Also, students practice the traditional

way to measure in Yupik with hands and fingers with the culminating task of making a life-size

paper parka. November is Cauyarvik in Yupik, the month of drumming and dancing. To

recognize this month and show gratitude 2nd grade participates in weekly Yupik Dancing with a

visiting elder or, in this year’s case, a Zoom Yupik dance experience with Bristol Bay Native

Cooperation Culture Camp Project Director, Atkiq Ilutsik-Snyder. During this Yupik Dance

project, we bring students together from other 2nd grades being and practice with 5th-grade
4
Spurlock Master’s Portfolio

buddies who have more years of dance experience. My goal is to bring cultural experiences

into the school setting where students can take ownership and share their knowledge of who

they are. To deepen my relationship with students and strengthen their experiences as people,

I have a strong personal and professional commitment to integrating and honoring the Yupik

culture into the school experience with research, exposure to valuable cultural activities, and

getting to know my students’ experiences and interests.

With the ever-increasing demands to strive to create optimal learning environments for

a diverse group of students while upholding state and national educational standards, I will

continue to grow professionally. I am drawn to the process of creativity, growth and learning.

Teaching is complex and ever challenging because as an educator I can continue to develop

personal teaching practices, expand how I interreact with students and coworkers, and foster

my participation in the community I teach

5
Spurlock Master’s Portfolio

References

Blank, R. K. (2013). Common characteristics of professional learning that leads to student

achievement. Journal of Staff Development, 34(1), 50-53.

Cochran-Smith, M. (2004). The report of the teaching commission: What’s really at risk? Journal

of Teacher Education, 55(3), 195-200.

Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Lumpe, A., Vaughn, A., Henrikson, R., & Bishop, D. (2014). Teacher professional development

and self-efficacy beliefs: The role of science teachers’ beliefs in international classrooms.

In R. Evans, J. Luft, C. Czerniak, & C. Pea (Eds.). Teacher professional development and

self-efficacy beliefs (pp. 49-64), Rotterdam: Sense.

Rickard, A. & Lipka, J. (2007). Math in a cultural context: Lessons learned from Yupik Eskimo

elders. Fairbanks, Alaska: University of Alaska.

Southwest Region Schools (2019). Yugtun: Language of the Yupik people (Version 1.6) [Mobile

app]. Apple App Store. https://apps.apple.com/us/app/yugtun/id1470472554

Schulz, L.L., Hurt, K., & Lindo, N. (2014). My name is not Michael: Strategies for promoting

cultural responsiveness in schools. Journal of School Counseling, 12 (2), 1-35.