Natasha's ePortfolio

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  12. Self-Reflection/Professional Development
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Home > Communication

Communication

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
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: superior skill in creating optimal learning environments, in assessing and monitoring individual student performance and instructional effectiveness, in adapting instruction to accommodate changing student performance including effective application of technology, and in communicating effectively and working collaboratively with students, families, and co-workers (Practitioner)
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 teaching is communicating, along with knowledge and skill, a sense of wonder and excitement in discovery and creativity.
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 6: Communication: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Area 6.10: Knowledge
Standard 6.11: The teacher understands communication theory, language development, and the role of language in learning.
Standard 6.12: The teacher understands how cultural and gender differences can affect communication in the classroom.
Standard 6.13: The teacher recognizes the importance of nonverbal as well as verbal communication.
Standard 6.14: The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.
Area 6.20: Dispositions
Standard 6.21: The teacher recognizes the power of language for fostering self-expression, identity development, and learning.
Standard 6.22: The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom.
Standard 6.23: The teacher is a thoughtful and responsive listener.
Standard 6.24: The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.
Area 6.30: Performances
Standard 6.31: The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).
Standard 6.32: The teacher supports and expands learner expression in speaking, writing, and other media.
Standard 6.33: The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
Standard 6.34: The teacher communicates in ways that demonstrate a sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation).
Standard 6.35: The teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.
USA- Praxis II
Test Names: Test Names
Licensure Area: Music K-12
Test 0113: Music: Content Knowledge (contains listening section)
Content Category IV: Music Learning, K-12
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: III. Communication Techniques
Topic: A. Basic, effective verbal and nonverbal communication techniques
Topic: B. Effect of cultural and gender differences on communications in the classroom
Topic: C. Types of communications and interactions that can stimulate discussion in different ways for particular purposes
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 B- Creating an Environment for Student Learning
Criterion B3: Communicating challenging learning expectations to each student
Domain: Domain C- Teaching for Student Learning
Criterion C1: Making learning goals and instructional procedures clear to students
Criterion C2: Making content comprehensible to students

**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.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)