Professional Educator Statement

Professional Educator Statement Order Description ASSIGNMENT: DEVELOPING AS A PROFESSIONAL EDUCATOR STATEMENT (500 words, maximum). The in" rel="nofollow">intent of this assignment is to give you the opportunity to reflect on your practice and prepare you for writin" rel="nofollow">ing a similar statement when applyin" rel="nofollow">ing for an educator positions. To receive full credit for this assignment, you are encouraged to provide thoughtful and reflective responses to some of the guidin" rel="nofollow">ing prompts and questions provided below. Remember that this is a 1.5 page assignment that illustrates basic in" rel="nofollow">information about your contributions to the teachin" rel="nofollow">ing profession. Guidelin" rel="nofollow">ines for the Professional Educator Statement 1. State your Positionality. Write a statement of their own positionality regardin" rel="nofollow">ing your own narrative on how you experienced learnin" rel="nofollow">ing and schoolin" rel="nofollow">ing. The statement can in" rel="nofollow">include your personal and/or family experience with schoolin" rel="nofollow">ing, struggles, successes, learnin" rel="nofollow">ing a language(s) other than English, and how this positionality may in" rel="nofollow">influence your beliefs about teachin" rel="nofollow">ing today. Include your current stance with respect to your beliefs on how students today learn. What do you know about the different student populations that our schools serve? What are your beliefs about language learnin" rel="nofollow">ing? What are your beliefs about addressin" rel="nofollow">ing learnin" rel="nofollow">ing for students with special needs? For strugglin" rel="nofollow">ing students? For advanced students? What are your beliefs about assessin" rel="nofollow">ing student learnin" rel="nofollow">ing? 2. Your professional educator statement should entail the description of what skills you currently brin" rel="nofollow">ing the the teachin" rel="nofollow">ing profession. You may address such issues as what goals you plan to set for your classes, what the rationale behin" rel="nofollow">ind them is, what kin" rel="nofollow">ind of activities you are prepared to implement in" rel="nofollow">in class in" rel="nofollow">in order to reach these goals, and how your goals may change over time as you learn more about teachin" rel="nofollow">ing and learnin" rel="nofollow">ing and as you learn about the needs of your students. For in" rel="nofollow">instance, you can describe how you have expected students to learn not only the content, but also skills such as critical thin" rel="nofollow">inkin" rel="nofollow">ing, writin" rel="nofollow">ing, and problem solvin" rel="nofollow">ing, in" rel="nofollow">include an elaboration on your in" rel="nofollow">intend to design and plan in" rel="nofollow">individual lessons, and how you will use assessment data towards accomplishin" rel="nofollow">ing these goals. 3. Implementation of the philosophy. An important component of your educator statement should in" rel="nofollow">include an illustration of how one’s concepts about teachin" rel="nofollow">ing and learnin" rel="nofollow">ing and goals for students are transformed in" rel="nofollow">into classroom activities. Ask yourself, “How do I operationalize my philosophy of teachin" rel="nofollow">ing in" rel="nofollow">in the classroom?” How do I assess student learnin" rel="nofollow">ing via multiple measures?, and “What personal characteristics in" rel="nofollow">in myself or my students in" rel="nofollow">influence the way in" rel="nofollow">in which I approach teachin" rel="nofollow">ing?” To answer these questions, you may reflect on how you present yourself and course materials, what activities, assignments, and projects you implement in" rel="nofollow">in the teachin" rel="nofollow">ing-learnin" rel="nofollow">ing process, how you in" rel="nofollow">interact with students in" rel="nofollow">in and outside class, and the consequences for buildin" rel="nofollow">ing relationships with students. 4. Professional growth plan?It is important for teachers to contin" rel="nofollow">inue professional growth, and to do so, teachers need to set clear goals and means to accomplish these goals. Thin" rel="nofollow">ink about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate this plan in" rel="nofollow">in your statement of teachin" rel="nofollow">ing philosophy. For in" rel="nofollow">instance, you can illustrate how you have professionally grown over the years (courses, workshops, conferences), what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals. It is important to write about how your perspectives, thoughts, and actions have changed and evolved over time. 5. What are your research in" rel="nofollow">interests? What current education topics are you in" rel="nofollow">interested in" rel="nofollow">in learnin" rel="nofollow">ing more about? Other questions that may help guide your personal statement: • How did I learn? • How was my learnin" rel="nofollow">ing assessed by teachers? • Howdopeople/studentslearn? • How do I facilitate that learnin" rel="nofollow">ing? • What goals do I have for my students? • Why do I teach the way that I do? • What do I do to implement these ideas about teachin" rel="nofollow">ing and learnin" rel="nofollow">ing in" rel="nofollow">in the classroom? • Are these thin" rel="nofollow">ings workin" rel="nofollow">ing? How do I know they are workin" rel="nofollow">ing? • Do my student meet the lesson/content goals? • What are my personal future goals for growth as a teacher?