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    Rationale Statement Part 4

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    ‘Trejo Patan 1 Valeria E. Trejo Patlan Dr. Suk EDUC-230-13 Educational Field Experience Spring 2023 Rationale Statement ~ Standard #4 4. Standard Four: Content Knowledge “The teacher understands the central concepts, tools of ingury, and structures of the Aiscipline(s) he or she teaches, particularly as they relate to the Common Core Standards and the New Jersey Core Curriculum Content Standards and eeats eaming experiences that make these aspects of the discipline sccesible and meaningful for learners to assure mastery ofthe content”, ("New Jersey Professional Standards for Teachers alignment with InTASC.” 2014.) [Name of Artfact: Observation Report —Insiution Date of Artifact: Api! 19,2023 Course: EDUC-230-13 Educational Feld Experience Teaching requires the educator to understand the content taught and how to effectively present that content oa variety of students, all while adhering tothe Common Core Standards and the New Jersey Core Curticulum Content Standards, The COVID-19 pandemie completely changed the way that eaching and learning would occur. As classrooms went virtual and schools struggled with eae shortages the pubic education sytem needed to ensure that tents did not miss out ona quality education and the content needed to grow as leaner. “Teacher and Staffing 2020-2021 The public school pupilteacher aio dened from 15.9 pupils per teacher inthe 2019-20 school year to 15.4 pupils per teacher inthe 2020-21 school year” (US. “Trejo Pa eccation in the time of Covi, 2022, p.3) Even with ome technology delays the schoo observed worked hard to keep students and teachers connected during the schoo! closures. “Technology Support Almost al public Schools (96 pexcet) reported providing digital devies to their students who needed them by the beginning of the 2021-22 school year. Seventy percent of publie schools provided intomt aout at home to students who needed it and 9 percent provided access at loations othe than the home to students who needed it" (U.S. education in the time of Covid, 2022, p.3) Overall the teacher that Lam observing does fantasti job to ensure that their students are meting the objectives set fo the classroom and state but also ensures thatthe school meets the objectives as they write the math and science curriculum forthe entire 3 grade, The pandemic may have changed the way that eaming occurs inthe classroom, butt id not mmpact the content or the quality ofthat content [Asa fiture educator working on this assignment helped me lara he importance ofan ‘orpanized and creative lesson plan. | also learned the importance of knowing your classroom and ‘your students Its important to note that with technology becoming such big part ofthe ‘uriculum tis always good to have a backup plan in ease the technology decides not to work, ‘we cannot disrupt an etre lesson because the power pint doesnot work. Having pan, being prepared and knowing your students makes for a successful eassroom. [ook forward 0 continuing to lear through observation and practice | wl use this observation as guidance as I continue my education cree. As I prepare to trarsfer to Kou-year institution, Iwill be sur to refer to my observation reports to compare them as I develop further in my career. These observations have been a great learning experience and I look forward to continuing fo grow as an educator. ‘Tejo Patan 3 References Institute of Education Science. (2022, August) U.S education inthe time of Covid National Center for Education Statistics. Retrieved April 19, 2023, fom bnps:/nces ed gov/surveys/annuslreports/pdf"Education-Covid-time,pat "New Jersey Professional Standards for Teachers Alignment with InTASC. (2014, August 4), Retrieved from New Jersey Department of Education: ‘tps! state. usfeducaton/profdeviproftand/ProfStandardsforTeachersAlignment ithlaTASC pat “Trejo Pat Valeria E, Trejo Patlan Dr. Suk EDUC-230-13 Educational Field Experience Spring 2023 Rationle Statement Standard #5 5.81 dard Five: Application of Content “The teacher understands how to connect concepts and use differing perspectives to engage Jeamers in critical thinking creativity, and collaborative problem solving related to authentic Tocal and global issues.” (New Jersey Professional Standards for Teachers alignment with InTASC," 2014, p.6) [Name of Artifact: Observation Report 6~ Instruction Date of Artifact: Apil 24, 2023 Course: EDUC-230-13 Educational Field Experience “The COVID-19 pandemic completely altered the American education system and impacted both students and educators like, The shutdowns and transition to online learning also deeply impacted the curriculum. Seience, being an important part ofthe curriculum, had 0 take «back seat during this time to ensure that students stayed uptodate with math and language ars. AS students began fortum tothe classroom, science lessons also began to ramp back up. Group ‘work and hands on leaning is an important part ofthe science curriculum and allows students to develop problem solving amt .stcal learning skills which i dificult to due from behind a computer sereen. “COVID-19 derailed scence education in most. Science became a lower priority during the 2020-21 school yea in most districts surveyed. Key CA NGSS implementation activites, such as textbook adoption and course model alignment, were delayed. ‘Trejo Patlan 2 Staff shortages, teacher bumout, lack of dedicated funding, and an emphasis on English language ats (ELA) and math are barr to proizing scence education, However, some high-need istiets—ineludng those with large English Learner populations—are using scence content to engage students inn ELA and math:* (Guo et a, 2023) Guidance and aplication by the teacher ts important fr every fsson and sens ssn ception, Returning to the classroom hae boon 4 tremendous help to the science curriculum as students are able to interact with their educator and their classmates, “Performances (1) The teacher develops and implements projects that guide learners in analyzing the complexities af a issue or question using perspectives fom varied disciplines and ros- disciplinary sil (e., @water quality sy that draws upon biology and chemistry to Took at factual information and scil studies to examine policy implications). (2) The teacher engages learner in applying content knowledge to real world problems through the lens ofinterdiscplnary themes (eg inancial tracy environment titeracy. (3) The teacher facilitates lamers use of current tools nd resoures to maximize content learning in varied contexs, (4) The teacher engages learners in questioning and challenging assumptions and approaches in oder to foster innovation and problem solving in toca and global context.” (New Jersey Professional Standards for Teaches alignment with InTASC," 2014, p.6) The “How do we know what dinosaurs looked like?” lesson allowed the teacher to guide the students through a writen and hands-on activity. The writen aspest asked te students to recall and correctly match the information they learned rom the video while the hands-on activity allowed the students to show tha they undertow he deseritions they reviewed to mold the fotprin of «dinosaur. “After the review was over the teacher had a surprise, she handed out some clay tall the students and asked them to make a dinosaur {footprint The students were thrilled, For the emsinder ofthe period which went to the end of ‘Trejo Palan 3 te day all the students worked on ther dinosaur Fotprins They used ther penis erasers, and points to draw footprint shapes and carve their names into the clay. The classroom was extremely focused, and everyone was working quietly." (Trejo Pala, 2023) The hands-on activites and guidance fom the educator ally sem to help the class being observed tremendously. “This observation shed light the struggles thatthe COVID-19 pandemic had ofthe American education system, especially in urban or underfunded ares. I aso showed the impact that tha ‘on subjects outside of language ats and math, a school districts were doing the best that they could forthe students. Yet, it showed the perseverance and dedication that educators and school districts had as they boon able to adapt and continue providing quality eatin to their stents “The scence lesson observed also demonstrates that once back in schol students enjoy the interaction and guidance that in person teaching provides, itis the connection that was missed during the lockdown, 1 will use this observation as tol of refstion in my future classroom as students, school districts, and educator oveteame a tremendous amount during the 2020-2021 school yea. tis ‘now 2023 and wear stl fesing the impacts ofthe COVID-19 pandemic, inside and ouside of tn elasroom. I ook forard to scing the positive changes that wl come from this experience and ope tat students impacted contin to grow alongside their educators, The perseverance and dedication truly shine in the darkest af days and I ook forward to one day collaborating ‘with the eduestors who worked hard to ensure that thei students did not fall behind, ‘Trjo Patlan References Gao, N., DiRanna, K., & Fay, M."T,C. 2023, January 24). The impact of eovid-19 on science ‘education. Public Policy Insitute of California, Retrieved April 21,2023, from np: www. ppic-org/publictionthe-impact-of-covid-19-on-science-edueation! New Jersey Professional Standards for Teachers Alignment with InTASC. (2014, August 4). Retrieved from New Jersey Department of Education: ups state us/ed ueation/profdew/profstand/ProfStandardsforTeachersAlignmentw thin ASC pdf ‘Trejo Palan 1 Valeria E. Trejo Patlan De. Suk EDUC-230-13 Educat I Field Experience Spring 2023 Ration Staten ~ Stand #11 11, Standard Eleven: Eehical Prati “Teachers shall actin accordance wit egal and ethical responsibilities and shall se integrity andfaimess to promote the success of ll students (New Jersey Professional Standards for Teachers alignment with InTASC," 2014, p. 14) [Name of Atifct: Philosophy of Teaching and Learing. Date of Artfact: February 28,2023 ‘Course: EDUC-230-13 Educational Field Experience My Philosophy of Teaching and Learning highlighted both positive and negative expetences that faced during my K-12 learning cree whichis why I elit connects the most, to standard eleven Standard eleven discusses the importance of ethical practice. The specific aspect of standard cleven I fel my philosophy of teaching aifict connects ois (1) The teacher reflects on hisher personal biases and accesses resoures to deepen histher own understanding of cultural, ethnie, gender, and leaning differences to build stronger relation ‘and create more relevant learning experiences, (moved from 2011 InTASC {e)). (New Jersey Profesional Standards for Teachers alignment with InTASC," 2014, p. 14) The eason being is that one of my educators upheld the standard while the other simply didnot and this standard shouldn't be ease by cas, this standard should be ‘Trejo Patlan 2 ‘upheld, always. As educators we must check our biases before making assumptions about our students, thee files, and the surounding communities, ‘One of te biggest things I learned while working on this assignment is that success i not linet have been through alt of peaks and valley in both my childhood and adulthood, but persevered: feel that my ability to adapt in various situations will be extremely useful nthe

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