Anna Bruxvoort

11/6/23

EDU 334

InTASC #9 Assignment

Throughout my semester with Mrs. Ripley and her Kindergarten class, I have engaged in

professional learning experiences, gathered evidence to evaluate my teaching practices,

evaluated the effects of my own choices and actions on learners, families, other professionals,

and the community, and have done my best to adapt my practice to meet the needs of each

learner in kindergarten.

I have demonstrated performance 9(a) throughout St. Columbkille’s professional

development day (CCSSO, 2013). During PD day, teachers broke into their grade teams and

discussed the math curriculum, and 7 Habits curriculum and touched a bit on when they would

begin the Social Studies curriculum. During this Kindergarten team meeting, Kindergarten

teachers from St. Columbkille’s were on Zoom with Kindergarten teachers from OLG and

Resurrection. This grade-level meeting allowed me to see what the teachers discussed (WIN

interventions, starting a new curriculum, and how the curriculum will be implemented).

I have demonstrated performance 9(b) through conversations with specific students and

implementing new behavior plans to meet their needs in the classroom (CCO, 2013). These

conversations include in-person conversations with my teacher, emails about things I have

observed with the students while working with them, and conversations between my teacher and

the principal about best management plans looking into the future. These conversations and
experiences have also allowed me to experience professional communication with other faculty

and staff members.

I demonstrated performance 9(c) when I was able to look at students' FAST scores in

reading and math with my teacher. Data from the FAST scores allowed my teacher to adjust

reading groups and allowed her to provide more information to the special needs teacher for a

student receiving help in reading and math.

I have demonstrated performance 9(d) by seeking out professionals at Loras for

resources. I reached out to Dr. Salyer to get some more information about accessing the online

component of Blast Countdown to practice my whole group phonics lesson. I reached out to two

other professors, Maggie Winkel, and Dr. Daigle, for some insight about two students in

particular, whom I was struggling to connect with due to their behavior. I now feel the most

connected with these students.

I have demonstrated performance 9(e) by taking some time to realize I gravitate more

towards two of my students who are being raised by a single mom. This is most likely because

my siblings and I were raised by a single mom my entire life, and I know how disheartening it

can be to hear classmates talk about their dads and their more stable home lives. This is

something I need to work on, as every student deserves my full attention because they cannot

control the way they are being raised.

I have demonstrated performance 9(f) by monitoring students on laptops to make sure

they were either on BookFlix or Freckle Math. If they were not, I let them know the importance

of staying on task to build their stamina. I have also demonstrated this performance by keeping

pictures I have of student work and Mrs. Ripley’s classroom, confidential, unless it needed to be

talked about in a certain class.

 I have demonstrated performance 9(g) by completing and submitting weekly reflections,

submitting, and completing my observation reflections, and talking with Mrs. Ripley about how

a lesson or interaction with a student went.

I have demonstrated performance 9(h) by completing the InTASC #2 learner chart where

I reflected on 5 students' strengths and weaknesses to plan for a lesson. I have also demonstrated

this performance by adjusting the complexity of a worksheet or project during Daily 5 to meet

the needs of each learner in the groups.

Like 9(e), I have demonstrated performance 9(i) by understanding how my prior

experiences have affected my perceptions of students who are also being raised by single moms.

In some cases, my perceptions have been so affected that I often feel bad when these students

misbehave, as I cannot help but believe they’re too dysregulated and incapable of regulating

themselves.

I have demonstrated performance 9(j) in my disposition form where I explained my

awareness and compliance with laws related to learners’ rights and teacher responsibilities

regarding confidentiality, privacy, and appropriate treatment of learners (CCO, 2013).

I have demonstrated performance 9(k) by creating and completing the goals on my

disposition form. I have also demonstrated this performance by accepting any feedback about a

lesson from Dr. Smith and Mrs. Ripley to continue to grow as a pre-service teacher.

I demonstrated performance 9(l) during observation #3, where I created a rubric to assess

the worksheet my students completed. I have also demonstrated this performance many times by

self-assessing students. For example, “How do you feel about what you just wrote?” I also

demonstrated this performance during all of my read-aloud by asking questions to the whole
group. Their responses allow me to get a gauge for what type of questions they benefit most

from.

I have demonstrated performance 9(m) every time I was in clinicals. Students would pray

every morning, before snack, and attend Mass on Wednesdays. I am baptized Catholic, but I do

not practice anymore. However, I was still willing to participate and acknowledged the

importance of prayer and religious practices for some students and the school community.

I demonstrated performance 9(n) every time I set foot into St. Columbkille’s. Every day

was a new chance for me to have a deeper interaction with a student, read with more enthusiasm

during a read-aloud, and remind the students how important they are to the classroom. When I

look at myself as a learner, I look at it as a competition with myself, not with other teachers.

Instead of wishing I explained something as well as Mrs. Ripley, or I handled a situation as well

as Mrs. Ripley, I try to ask myself, “What didn’t work and what can I do next time to be more

successful?”

I have demonstrated performance 9(o) in my disposition form where I explained my

awareness and compliance with the expectations of the profession, including the code of ethics,

professional standards of practice, and the laws and policies (CCO, 2013).

My clinical experience with Mrs. Ripley and her Kindergarten has been an immense

blessing, and I truly feel prepared to begin student teaching. Her class allowed me to love

laughing at the silliest things, engage in professional learning experiences, reflect on how my

own teaching practices, choices, and actions impact the students and families and have taught me

how to adapt my practices to meet the needs of each kindergartener.

 Work Cited

Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and

Support

Consortium InTASC Model Core Teaching Standards and Learning Progressions for

Teachers 1.0: A Resource for Ongoing Teacher Development. Washington, DC: Author