| Standards | Course/Assignments |
| Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. | PSYC 5430 – Advanced Educational Psychology During this course, we went into detail about the different ways students learn through different means. For example, we went into detail about Gardener’s Multiple Intelligences and how students show intelligence through logical/mathematical, verbal, kinesthetic, interpersonal, etc. Our teacher also used lecture, group projects, and individual papers as a way to measure our learning. |
| Standard 2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. | EDCI 5000 – Foundations of Education During this course, we read several articles about multicultural differences. We also did a group project in class showcasing the different laws that affected different cultures and races: Asian-American, Native American, African American, Hispanics, and more. We then talked about being culturally relevant in the classroom during these projects as well. |
| Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. | EDCI 5715 – Secondary Methods Our professor in this class not only provided lectures, but regularly opened up class to collaborative discussion, regularly consulted us throughout class on our assigned lesson plans and planning commentaries. She provided feedback in a timely manner and encouraged us to correct mistakes as we continued to work on our assignments. I plan to use these strategies and techniques as formative assessments for my students. |
| CONTENT KNOWLEDGE Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. | Chemistry I and II, Organic Chemistry, Biochemistry, Quantitative Analysis, Physical Chemistry, Environmental Chemistry, Biology, Microbiology, etc. – Each of these courses from my undergraduate years taught me the principles and concepts of science from vocabulary, concepts, scientific process, and more. |
| Standard 5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. | EDCI 5715 – Secondary Methods During this course, we explored different strategies and methods in order to for students to think critically, use creativity, and collaborate on solving a problem. For example, we explored how Socratic Seminar causes deeper discussion on a controversial subject. I used the Process-Oriented Guided Inquiry Learning process to help students collaborate and use creativity to define one of Newton’s Laws of Motion. |
| INSTRUCTIONAL PRACTICE Standard 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. | PSYC 5330 – Measurements and Assessments We learned the multiple ways to assess students by using formative and summative assessments. We learned the pros and cons of multiple choice, matching, true/false, fill in the blank, short answer, and essay questions. We also explored performance assessments by creating rubrics and grading based off different criteria. |
| Standard 7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. | EDCI 6100 – Curriculum Planning We thoroughly examined different curriculum theories and practices in this class to define learning goals for our classes. We continued to critically analyze different theories and how we would implement them into our classroom as well as gauge different learning styles or cultures of our students. |
| Standard 8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. | EDRD 6050 – Reading in Content Areas During this class, we created a booklet of different reading and vocabulary strategies to help students learn in our different content areas. For example, a picture glossary is something that I would give to a student to help them remember a word or concept by providing a picture with the word/concept on the other side. On the reading strategy file, I had to describe what, when, how and why we use the strategy. |
| PROFESSIONAL RESPONSIBILITY Standard 9: Professional Learning & 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. | EDCI 5190 – Technology Integration – In this course, we learned the importance of coding for future generations and actually completed a coding assignment to learn for ourselves. We also earned microcredentials for either Microsoft, Apple, or Google, expanding our knowledge of technology in the classroom. We also learned about different applications, websites, and videos. |
| Standard 10: Leadership & Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. | EDSE 5530 -Education and Psychology of the Exceptional Child – During this course, I had the opportunity to work collaboratively with a special education teacher for Metro Nashville Public Schools and write a reflective paper on the strategies and lessons performed by the lead teacher. Although I was meant to merely observe, I also took the opportunity to assist with several of the exceptional education students when a paraprofessional had to step out of the room. I also substitute teach for MNPS every day so I have the opportunity to instruct on a regular basis. |
Chad Stem, Tennessee State University, December 2019
Chad Stem 