Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 1: When developing as leaders in their schools and communities, elementary teachers involve students in activities outside the classroom.

Standard 8: Teachers design instructional programs and strategies that build on students' experiences and existing language skills to help students become competent, effective users of language.

Indicator 4: Teacher's encourage students enjoyment of reading.

Standard 16 indicator 1 and Standard 8 indicator 4 was met during the 2008-2009 school year while I was working as an assistant teacher.  I was the leader of our fifth grade battle of the books club.  Students were taught team work and team building skills, how to learn the names of the books and authors, and quiz skills.  This BOB team came in second place in the county by only one point and was Startown schools' first fifth grade team.

Indicator 2: Teachers participate in meetings that establish policy.

Standard 16 indicator 2 was met during my student teaching semester at Tuttle Elementary school.  I attended a school staff meeting on October 29, 2009, where we discussed school policy and worked together to build relationships between staff members.  We talked about things that work well at our school as well as things that need to be changed.

Indicator 3: Teachers communicate with parents, guardians, and caretakers to build partnerships between home and school.

Standard 16 indicator 3 has been met from the beginning of my school year as a student teacher.  I attended open house where parents and guardians came into the school to meet their child's teachers.  I have also attended numerous parent/teacher conferences for everything from AIG placement meetings to RTI placement meetings.  I have also been a part of letters in mathematics being sent to parents.

Indicator 5: Teachers communicate with administrators concerning their needs including funds for field trips and guest speakers, materials unique to specific subjects and special projects, and professional development study and travel.

Standard 16 indicator 5 was met throughout the semester of student teaching as I communicated with our principal to attend several professional development workshops which include; Letterland for struggling readers, Reading foundations, and Math foundations.

Indicator 6: Teachers welcome classroom observation by other professionals and initiate professional dialogue regarding teaching methods and instructional delivery.

Standard 16 indicator 6 was met throughout my student teaching experience by observations by my supervisor which totaled five separate situational observations.  I also welcomed other school personnel such as teachers and administration to come and observe my techniques as a teacher.  My cooperating teacher also completed a formal classroom observation on me.

Indicator 9: Teachers understand the importance of collaborating with colleagues to strengthen content, research, and pedagogy as well as with the community to provide quality instruction that meets state competencies.

Standard 16 indicator 9 was met throughout student teaching because every week I planned the next weeks lessons with my fellow fourth grade colleagues.  We discussed every subject area and planned as a team.  Our goal throughout this process was to provide quality instruction that meets all the state standards for fourth grade.

Indicator 10: Teachers advocate for the rights and welfare of their students by involving appropriate school and community human resources in meeting the individual needs of each students.

Standard 16 indicator 10 was met during the course of my student teaching as well due to having to advocate for help of needy students in my classroom.  There were students who were not receiving their medication because of a parents loss of job and we spoke with guidance personnel who took care of garnering medication for the student.  There was also a student that needed food for his family and I advocated and provided food for an entire week. I also participated in recording data for a student who was struggling with behavior issues and whom I felt needed some help to deal with his problems.