editing disabled

Professional Dispositions

Professional dispositions are about demonstrating a commitment to the education profession. Being an effective teacher is not about doing the bare minimum to get by in the classroom. Good teachers enthusiastically seek to grow as teachers, and they also carry themselves in ways that brings dignity to the profession. During my coursework at William & Mary and my practicum/student teaching experience at Greenwood Elementary School, my professionalism has been evidenced by my professional demeanor, ethical behavior, participation in professional development, effective communication skills, reflective practice, collaboration, and teacher leadership.

The following artifacts demonstrate how I collaborate well with others:

  • I collaborated with my cooperating teacher to co-teach a lesson on wind for a kindergarten/first grade unit on weather. Co-teaching allowed us to build on each others' strengths so that the students received quality instruction from teachers with two different styles of teaching. It was also beneficial to be able to observe her teaching for part of the lesson and to integrate some of the ideas and examples she discussed in my portion of the lesson.
  • During my student teaching, my cooperating teacher, our team teacher, and I were unable to locate an appropriate test on counting coins for our kindergarten students. So I created a valid and reliable test that incorporated test-creation skills I had learned in the assessment course at William & Mary. The test was used both in our classroom and also in the team teacher's classroom.
  • I collaborated with a fellow William & Mary student to create a 60-page, two-week unit on plants for Grade 1. I later created an original test for this unit, and after teaching the unit in my student teaching class I administered the test and analyzed the results. (Please see the "Assessment & Evaluation" link at the left for more details.)
  • In the area of students with exceptionalities, I contributed to a classroom wikispace about students with exceptionalities for my William & Mary course. My contributions were based on research of students from linguistically/ethnically diverse background. The collaborative website is available here. My specific contributions to the website are here and here.

The following artifacts demonstrate how I reflected continuously upon my teaching:

The following artifacts demonstrate my leadership potential and my participation in professsional development opportunities:

  • I created a newsletter introducing myself to parents and sent a copy home with each child. The newsletter was professional in tone and content, and the language was accessible to non-educators. The newsletter included links to websites with free online literacy and math games that students could play at home as well as tips for healthy snacks.
  • I attended education-related meetings in the community and at the school, such as a School Board meeting, grade-level meetings, school-wide meetings, child study meetings, etc. I wrote reflections on two of these meetings for one of my William & Mary courses.
  • In the fall I attended William & Mary's annual conference for math teachers, and I am a member of the National Science Teachers Association.
  • I demonstrated leadership in the field of technology by creating a Tech Expert Module with instruction, advice, and ideas on innovative ways to incorporate the Kidspiration program into the classroom. The article is available for worldwide viewing on the Connexions website (which publishes scholarly educational materials) at http://cnx.org/content/m18130/latest/, and I also created a Tech Expert Module page on my e-folio so that people who are not members of the Connexions site can access the module.
  • Another example of my leadership is a design team project that I participated in with two classmates at William & Mary. We wanted to figure out ways to help students in our practicum placements who were falling further and further behind grade level in reading. We brainstormed a variety of solutions, such as online phonics games, buddy tutoring, personalized book boxes with leveled readers, and hands-on phonics games, and then we consulted with our cooperating teachers for feedback on which ideas were most likely to work. Our cooperating teachers convinced us to jettison the online phonics game and buddy tutoring ideas because of concerns about potential behavior management and logistical difficulties. We ultimately decided on creating individualized book boxes for each student with leveled books on topics that interested the student as well as handmade phonics games targeting their developmental spelling level. Details about our design team project and links to examples of the book boxes and phonics games that we created are available at http://crine09.wmwikis.net/Reading catch up.
  • I also demonstrated leadership by writing a 15-page grant proposal outlining a plan to hold workshops for parents in order to teach them the most effective strategies and activities for promoting literacy at home.