MEES Standard 9: Professional Collaboration
The teacher candidate has effective working relationships with students, families, school colleagues, and community members.
Artifact 1: Problem Take Cover
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Description of Artifact: The Project Lead The Way science unit ‘Sun, Moon, and Stars’ was the unit taught for science, and this lesson was created for the lesson on sun exposure. The students have learned about the dangers of sun exposure, and are now using the problem solving method to create a solution for children being exposed to the sun during recess. Students learned about the problem solving process and went through their own problem solving process of creating a model of what could solve the problem of sun exposure.
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Artifact Alignment with MEES: Within this lesson plan, a community member was able to form a relationship with the students while educating them on the problem solving steps. This lesson collaborates with outside community members for the benefit of students. An engineer from Boeing was able to film a short video for the students that explained the problem solving process and how it was used in the world all around us. Students were able to better see how what they were learning in class is used by doctors, teachers, and engineers all over the world. The students were also able to connect with the community members because he mentioned topics that students expressed interest in during the ‘Sun, Moon, and Stars’ unit.
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Reflection of Philosophy: Engaging students in their learning can sometimes be difficult, but if done correctly it will make a large impact on their learning and the classroom environment as a whole. When students express interest during a topic, taking that interest and using it in a meaningful way will allow students to find choice in their learning, enjoyment in the topic, and engagement throughout the classroom.
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First Year Goals/ Growth Point: As a first year teacher, creating a strong relationship with each student is a goal that every first year teacher has. Being able to understand their interests, wants, and goals is a great way to better plan lessons and topics around the students' preferences. If students express interest in a topic like animals, working to bring in an animal expert or a zoo worker allows you to give them an experience where they aren't just learning to memorize, they are learning with enjoyment.
Artifact 2: Team Meetings
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Description of Artifact: The following is an example of the weekly sheets that are filled out by the student teacher and the first grade team (3 first grade teachers) every week during plan time. Teachers sit together and talk through the subjects and subtopics for each day for the following week. This allows all first graders to be on the same page in terms of learning, and all teachers to support one another in their teaching.
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Artifact Alignment with MEES: The weekly plan is an artifact that supports the preparation and engagement of professional collaboration with the cooperating educator and the rest of the first grade team. This planning is used to enhance student learning because teachers are ready and prepared to educate the students in the classroom and the first grade team is able to confer and help each other out with any question or concerns.
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Reflection of Philosophy: My philosophy of education linked on this website states that, “I will work with students, faculty, family, and the community to make sure that my students are receiving the most out of their education”. This directly links to MEES Standard 9 because using the professional collaboration of other educators and professionals in the building, will in turn allow teachers to create a classroom that is most suitable for those students academic, social, and mental needs.
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First Year Goals/ Growth Point: As a first year teacher, creating strong relationships with other classroom teachers, professionals in the building, and paraprofessionals will ensure that students are getting the most out of their education and experience in the classroom. Each student deserves a place that fosters their mind and hearts and the first year is a great time to do that with planning ahead and working as a team.
Artifact 3: Letters to Students, Families, and Administration
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Description of Artifact: When accepted into the student teaching position at this school, it was important to reach out to administrators, families, and students. Since I had experience in the classroom prior to student teaching, me and the cooperating teacher were already familiar with me coming into the classroom. These short and simple welcome letters are a thank you to the school for allowing you to join their team as a student teacher and a hello to families so they may become familiar with the person who will be around their children on a day to day basis.
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Artifact Alignment with MEES: I reached out to administration, families, and students to introduce myself. This was the first step to building appropriate relationships to support the students' success. If students know who will be teaching them, and they have a relationship with their educator, they are more likely to engage in academic skills in the classroom. Also, creating that relationship with families ensures that the family of the student can come to you with any questions, concerns, or worries.
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Reflection of Philosophy: When a student doesn't feel comfortable, respected, or loved in the classroom, they will not be fully engaged or open to learning. In order for students to be successful, the teacher must create a solid relationship with students and families to show that they are passionate about education and willing to do whatever it takes for their students to get the proper education they deserve.
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First Year Goals/ Growth Point: As a first year teacher, many people will believe that you are struggling or not educated enough to be in the position you are in. It is the teachers job to ensure professionalism with the admin and families so they see the readiness these educators have to be exactly where they are.
