Natasha's ePortfolio

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  12. Self-Reflection/Professional Development
  13. Community Involvement
Home > Community Involvement

Community Involvement

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Standard: 1. Case Teacher Licensure Mission: The mission of the Case educator preparation unit is to prepare Proactive Scholar-Practitioners who demonstrate thorough content and pedagogical knowledge; skill in instructional planning, delivery, and assessment; and dispositions consistent with the principles of commitment, collaboration, and creativity. We define Proactive Scholar-Practitioners as educators who, upon entering the teaching profession, demonstrate through their performance in instructional contexts:
Indicator: the values, commitments, and personal ethics necessary to be an effective educator in twenty-first century schools (Proactive)
Standard: 2. Case Teacher Licensure Vision: We envision the preparation of Proactive Scholar-Practitioners characterized not only by superior content and pedagogical knowledge, superior performance as practitioners of their respective disciplines and in the instructional application of that discipline, but also by dispositions consistent with the shared mission of Case and the educator preparation unit. These dispositions include:
Indicator: a caring and respectful demeanor toward students and their families, peers, co-workers, and professors
Indicator: fairness in relationships with others and personal ethics, that is, doing the right thing for not just themselves but for the world
Standard: 3. Case Teacher Licensure Philosophy and Belief System: Case prepares educators to be Proactive Scholar-Practitioners. A shared set of core beliefs about teachers, learners, and the learning process unifies the educator preparation programs at Case, and can be summarized as follows:
Indicator: Effective educators manifest care and respect for students, families, and co-workers.
Indicator: Effective educators are, above all, models for their students.
Standard: 4. Case Western Reserve University Mission and Values: Case Western Reserve University strives to be the most powerful learning environment in the world. We constantly challenge ourselves to create a culture of transformation so engaging that students, faculty, staff, alumni, trustees, and even visitors to campus become passionate about moving beyond themselves to express creativity, to pursue innovation and discovery, and to serve humanity.
Indicator: As a service-oriented institution dedicated to civic leadership, we seek individually and collectively to transform society by preparing our students to improve the human condition and by directing the benefits of discovery toward a better society. Our uniquely transforming environment is not limited to the university's own classrooms, laboratories, libraries, residence halls, and athletic fields, but includes partnerships with many other great institutions, including those concentrated in University Circle, Greater Cleveland, and Northeast Ohio, and beyond. To "think globally, act locally," we build these partnerships in the service of national and international leadership, believing that our ability to improve the human condition throughout the world should begin within our own community.
Indicator: Case Western Reserve University strives to create a unique synergy among our education, research, and service missions, which we view as inseparable. Organizationally, this means that we eliminate unnecessary bureaucracy, striving to be the most efficiently run research university in the world in order to keep our focus on productivity and maximize opportunities for inter-departmental, inter- school, and inter-institutional collaboration. Educationally, this means that student experiences in cultural institutions, clinics, social service agencies, or industry are not viewed as "extra- curricular," but combine with the demands and rigors of academic theory to create the transforming learning experience that is a Case Western Reserve education.
OH- Ohio Standards for the Teaching Professions
Standard: Standard #6: Collaboration and Communication Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 10: Collaboration, Ethics, and Relationships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Area 10.10: Knowledge
Standard 10.11: The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works.
Standard 10.12: The teacher understands how factors in the students’ environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students’ life and learning.
Standard 10.13: The teacher understands and implements laws related to students’ rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).
Area 10.20: Dispositions
Standard 10.21.: The teacher values and appreciates the importance of all aspects of a child’s experience.
Standard 10.22: The teacher is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties.
Standard 10.23: The teacher is willing to consult with other adults regarding the education and well-being of his/her students.
Standard 10.24: The teacher respects the privacy of students and confidentiality of information.
Standard 10.25: The teacher is willing to work with other professionals to improve the overall learning environment for students.
Area 10.30: Performances
Standard 10.31: The teacher participates in collegial activities designed to make the entire school a productive learning environment.
Standard 10.32: The teacher makes links with the learners’ other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies.
Standard 10.33: The teacher can identify and use community resources to foster student learning.
Standard 10.34: The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well being.
Standard 10.35: The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.
Standard 10.36: The teacher acts as an advocate for students.
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: IV. Profession and Community
Topic: B. The Larger Community
Detail: 1. Role of the school as a resource to the larger community
Detail: 2. Factors in the students’ environment outside of school (family circumstances, community environments, health and economic conditions) that may infl uence students’ life and learning
Detail: 3. Develop and utilize active partnerships among teachers, parents/guardians, and leaders in the community to support the educational process
Detail: 4. Major laws related to students’ rights and teacher responsibilities
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain D- Teacher Professionalism
Criterion D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students
Criterion D4: Communicating with parents or guardians about student learning

**Delete the prompt text below prior to entering your personal reflection and artifacts**



Reflection on the Learning Outcome
Use this area to reflect on your development as a teacher in relation to this outcome. What is your current understanding of this outcome? How have you grown and developed in relation to this outcome? What are your strengths? What are weaker areas that you need to continue developing? How do you plan to strengthen weaker areas? Why is this outcome important to your future success as a teacher?


Artifacts
Webfolio artifacts are "tangible evidence that indicate the attainment of knowledge and skills and the ability to apply understandings to complex tasks" (Campbell, Melenyzer, Nettles, & Wyman, 2000, p. 147). Artifacts, which may be in text, graphical, audio, or video formats, assist an assessor who is viewing your webfolio in understanding your present level of proficiency in relation to an outcome. Most artifacts in your webfolio will be developed as a part of courses, field experiences, and during student teaching. However, artifacts may exist from other situations in which you've developed knowledge, skills, and dispositions that relate to the Case Program Outcomes for Teacher Licensure students. Certain outcomes may have specific required artifacts (ask your Professors), but other student-selected artifacts can always be included in addition to those that are required.

To attach artifacts that provide evidence of your level of proficiency in this outcome, please do the following:

  1. Click the Edit button in the upper right hand corner of this template page. A new window will pop open in your web browser.

  2. Across the top of the new window will be a series of tabs. Click on the Attachments tab.

  3. In the attachments dialog box, provide a name for your artifact that is descriptive of it (WHAT is it?). Place the name in the Name file space.

  4. Next, reflect on how the artifact provides evidence for what you learned and how this leads to meeting the outcome (this answers the question SO WHAT?). This reflection should be approximately 2-3 paragraphs in length. You can type this directly into the Describe file area, or you may wish to compose it in a word-processing document and then copy and paste it into the Describe file area.

  5. Click the Choose File (Select file) button, browse your computer to find the file (artifact) you want to attach to this outcome, and choose it.

  6. In the bottom, right portion of the window, check your spelling (with the Spell Check button) and then click the Add File button to attach the artifact to this outcome.


References
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2000). How to develop a professional portfolio. Boston: Pearson Allyn and Bacon.
Web Links:
  1. Hurricane Katrina Benefit Hurricane Katrina Benefit
    School article detailing the success of a benefit concert for victims of Hurricane Katrina in 2005, of which Natasha was a featured soloist. This was also Natasha's Naples debut.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)