Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students. The Technologically – Competent Practitioner displays integration, usage, and application when educating students. Each part of the Conceptual Framework is very important.
One of the most important aspects of the Conceptual Framework would be the Culturally Responsive Practitioner. Instructional planning is very important. Utilizing instructional planning means being knoledgable of the national, state, and local curricula and standards. It means using all resources, strategies, and data to meet the needs of all students. Another sub area that is very important would be differentiated instruction. This means providing students with content that challenges then and helps them to excel to new levels. It also means acknowledging all the different ways students learn. A positive
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There are many more trends but I chose these because they appealed to me most. Being a teacher as a facilitator means learning about student’s cultures and using teaching approaches that accommodates all learning styles. It also means using resources in the student’s communities. Culturally relevant and Responsive Teaching means displaying cultural competence, skills at teaching in cross cultural or multicultural settings. This allows students to relate content to their own
District Profile The Martin County School District (MCSD) consists of 20 schools servicing more than 19,000 students. The district received an “A” rating from the state of Florida for the 2016-2017 school year, reflecting an increase from a “B” rating in 2015-2016. The district continues to strive to meet the needs of its diverse learners from both an academic and social/emotional perspective, so that students can be successful as they enter life beyond MCSD. The charts below represent the racial make-up of the student and staff populations. Additionally, nearly 40% of the student population is economically disadvantaged.
I have been working in the Accounts Receivable workflow of the Revenue Collections Division at the SP 05 level since January 2013 until present. During my time as a Collections Officer, I have been responsible for administering and enforcing the Income Tax Act, and Excise Tax Act, as well as following policies and procedures to resolve account balances for GST, paydac, corporate, and personal accounts. In order to effectively work the accounts assigned to me I conduct field calls to interview clients, their representative(s) and other third parties to establish intentions of resolving debt, assess lifestyle and/or address compliance issues. I also review, analyze, and examine financial information for businesses or individuals when requested
When I first joined the care home, on my first day at work, I was given my job description along with the induction book and folder to be completed within the 6 weeks before my first supervision with the line manager. In my job description, I have been explained what is expected by the company from me, and how to work alongside with the Care Quality Commission standards, and company policies and procedures. My responsibilities towards my job has been described and I had to shadow one of the staff on the floor to get more familiar with my work and to learn their ways and techniques of work and to adapt to their ways of working. During the induction period health and safety, food hygiene information, help and support, guidelines in regarding
I was fortunate to be placed in Ms. Gohil’s classroom because her classroom was dedicated to students with special needs. This allowed me to experience first hand what an actual special education teacher does during a typical class day. I also was able to see paraprofessional work with the students on constant bases, not like my previous experience where the paraprofessional would only visit the child for approximately 20 - 30 mins per class period. What I also like was that I witnessed various behavioral changes from students and was able to see in real time how the teacher and paraprofessional handled these behaviors. At first, I did not understand some of the techniques that were being used, but then I would ask Ms. Gohil questions and
I have been involved in a number of activities in my placement at Wright Chambers, mostly to do with criminal matters rather than civil. I have accompanied Nick and a client to the Hindley Street Police Station. We met with Nick’s client and the client’s wife outside of the station and Nick gave him some brief directions about not saying anything, even if he believed it would help his situation. Remembering Kay Lauchland’s reading, I tried to establish a rapport with the pair, and build client comfort. Nick left the three of us for some time, and I spoke to the pair at some length.
Teacher technology support within the XYZ school district is essential to integrate available technology tools into the curriculum effectively (Helms, 2014). While this school district is making considerable progress in incorporating technological resources within the curriculum effectively, a need exists for further development in leveraging technology within the curriculum (GaDOE, 2008). In 21st Century classrooms, electronic hardware and software can support numerous resources for differentiated lessons to students with access to these resources
An administrator’s job is becoming more complex each year with all the new demands and expectations that are put on the administrators, teachers and students. As a responsible leader, the principal should engage in professional practice by ensuring that he/she is familiar and practices the ISLCC Standards. The administrator must ensure that everyone will work together as a team to promote positive change concerning all the ISLCC Standards. ISLLC standard 6, states the school administrator must understand, respond to, and influence the larger political, social, economic, legal, and cultural context.
To begin to understand and create a culturally responsive classroom, educators must first know their students’ cultural backgrounds thoroughly and then promote an inclusive learning environment by implementing culturally responsive teaching. Educators must be familiar with the characteristics of culturally responsive teaching practices to create an effective learning environment where all students become part of the learning process. A key purpose of culturally responsive teaching is to provide all students with learning opportunities, regardless of their gender, race, ethnicity, or first language. (Ladson-Billings, 1994).
Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?
A teacher is no longer the source of learning, rather a facilitator of learning. As a teacher I should know my student and understand that all students possess diverse backgrounds, by knowing your students, I will be able to decide which teaching style and strategies are needed to maximize their learning. I strongly believe it is vital to encourage the integration of culture, ethnicity, and life experiences into personal and corporate learning. I believe it is important to develop and implement innovative strategies in teaching. I feel that student learning is enriched and confidence increased with the utilization of
IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.
My teaching philosophy is to have an emphasis on supporting and encouraging children to be the best that they can. All of my philosophy is grounded on, ‘technology creative environment.’ Incorporating a technology creative environment will allow students to fade away from isolated learning into successful collaborations in group settings. All students are individuals and learn in their own unique way to have multiple methods helps children to prosper. In developing a philosophy of instructional technology use for teaching and learning it is important that the climate cultural in the classroom.
It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs. Resources: A teacher needs to be resourceful. It is essential for teachers to be able to devise his/her own resources to make teaching and learning an engaging process and to prevent monotony from setting in.
Technology self-efficacy has come to play a major role in the preparation and implementation of educators who can successfully use educational technology to enhance learning (ELDaou, 2016)54. Self-efficacy theory has been used in research concerned with instructors’ intentions to use information technology (Player-Koro, 2012)60. Instructors’ self-efficacy beliefs, contribute significantly to the level of their motivation and performance as well (Bandura and Locke, 2003)53. This means that self-efficacy beliefs require more attention in education. ICT Self-efficacy is instructor’s belief or thinking regarding to his or her ability to connect or integrate ICT.