COMPETENCIES
2048.1.2 : Standards-Based Curriculum
The graduate examines the impact of standards-based curriculum on students and teachers to determine how it supports a school’s goals.
2048.1.4 : Professional Development
The graduate explores pathways and opportunities for professional development to grow as an educator.
INTRODUCTION
Teaching is one of the most challenging careers. The hours are long and you will encounter difficult situations.However, having the power to make a profound and lasting impact on students’ lives can be deeplyrewarding. Before you continue on your journey to become a teacher, you should seek experiences that helpyou understand the teacher’s role and career paths available to you. As such, you will interview a teacher andreflect on your goals as a teacher candidate.
This task will be an opportunity to engage with and reflect uponevidence-based practices and ways of understanding the role of a teacher specifically related to the JohnHattie mindframes for visible learning. Western Governors University employs a three-step developmental framework to support you through yourpreclinical and clinical experiences.
This framework also helps to ensure you exit the program confident inyour ability to meet the needs of your future students and school system. This assessment falls under stepone of the three-step framework. In this task, you will engage in activities that will go toward preclinicalhours of your Preclinical Experiences requirements.
In this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework torespond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it madeyou feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how thisexperience will apply to your future practice.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and nomore than a 10% match to any one individual source can be directly quoted or closely paraphrased fromsources, even if cited correctly. The originality report that is provided when you submit your task can be usedas a guide.
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
Each requirement below may be evaluated by more than one rubricaspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unlessspecified in the task requirements. All other submissions must be file types that are uploaded and submittedas attachments (e.g., .docx, .pdf, .ppt).
A. Provide a web link to the content standards used in your state.
B. Interview (suggested length 30 minutes) one current K-12 teacher. Be sure that your interview questionsallow you to answer the prompts below.
1. Submit a completed and signed “Interview Verification Form.” Note: The attached “Suggested Interview Questions” may be used to help structure your interview.
Note: Ideally, the teacher being interviewed should teach the same content area and level as you wouldwish to teach.
C. Reflect on your interview by doing the following:
1. Description: Summarize the teacher’s views on the given topics:
• application of content standards used in your state• internal and external influences that impact education at your school or district
• teacher identity and view of self (i.e., Hattie’s mindframes)
• ways teachers can continue to grow in their teaching practice or professional development
2. Feelings: Describe your feelings about the interview, including:
• how you felt before the interview
• how you felt during the interview
• how you think the teacher felt about the interview
3. Evaluation:
a. Describe how the interview did or did not align to what you had expected.
b. Describe something that went well during the interview.
c. Describe something that you would have done differently, based on your experience in the interview.
4. Analysis: Explain why you agree or disagree with the teacher’s views on the given topics:
• application of content standards used in your state
• internal and external influences that impact education at your school or district
• teacher identity and view of self (i.e., Hattie’s mindframes)
• ways teachers can continue to grow in their teaching practice or professional development
5. Conclusion: a. Summarize what you learned from the interview.
i. Explain how what you learned from the interview has influenced your understanding of the role of a teacher.
b. If you were to conduct the interview again, describe what you would do differently to improve theinterview experience.
6. Action: a. Explain how one of Hattie’s mindframes supports teacher success.
b. Describe a personal strength and weakness related to the Hattie’s mindframe explained in part C
6a.c. Create a SMART goal you can work on that will support your development into a teacher.
i. Identify a professional development opportunity (i.e. workshop, training, or experience) availableto you online or in your community that aligns with your SMART goal.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, orsummarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, ta
