_Proposition 1: Teachers are committed to students and their learning.
Miss Santerre & students on the annual eighth grade trip to Washington, DC
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- NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
- They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
- NBCTs understand how students develop and learn.
- They respect the cultural and family differences students bring to their classroom.
- They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
- NBCTs are also concerned with the development of character and civic responsibility.
case_study_final.docx | |
File Size: | 52 kb |
File Type: | docx |
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_Proposition 1 of the NBPTS’s Core
Propositions states that effective teachers “recognize the individual differences that distinguish their
students from one another and they take account for these differences in their
practice”. In addition, these teachers “understand how students develop and
learn” and “respect the cultural and family differences students bring to their
classroom”. Finally, these teachers “are concerned with their students’
self-concept, their motivation and the effects of learning on peer
relationships” and “are also concerned with the development of character and
civic responsibility.”
The artifact I selected as evidence of this Proposition is a case study on Laurie*, an eighth grade student in my Language Arts class. I first took notice of Laurie early in the year when she scored several grade levels behind her classmates on a benchmark reading assessment. In this case study, I discuss the literacy assessments that I used to determine Laurie’s deficits and the differentiation in instruction needed to remediate Laurie’s deficits. However, I soon realized that Laurie had additional challenges due to her transient history, low socioeconomic status and Hispanic heritage, all of which are out of ordinary for Woodstock. As discussed in this case study, I felt these factors worked to make her feel like an outsider, possibly contributing to her frequent disciplinary incidents. Compounding this was Laurie’s diagnosis of Reactive Attachment Disorder and Conduct Disorder, which are both serious psychiatric illnesses that require unique and specific instructional modifications. In this case study, in addition to the literacy interventions, I discuss the changes that needed to be made to meet Laurie’s distinctive socioemotional needs.
* Name has been changed
The artifact I selected as evidence of this Proposition is a case study on Laurie*, an eighth grade student in my Language Arts class. I first took notice of Laurie early in the year when she scored several grade levels behind her classmates on a benchmark reading assessment. In this case study, I discuss the literacy assessments that I used to determine Laurie’s deficits and the differentiation in instruction needed to remediate Laurie’s deficits. However, I soon realized that Laurie had additional challenges due to her transient history, low socioeconomic status and Hispanic heritage, all of which are out of ordinary for Woodstock. As discussed in this case study, I felt these factors worked to make her feel like an outsider, possibly contributing to her frequent disciplinary incidents. Compounding this was Laurie’s diagnosis of Reactive Attachment Disorder and Conduct Disorder, which are both serious psychiatric illnesses that require unique and specific instructional modifications. In this case study, in addition to the literacy interventions, I discuss the changes that needed to be made to meet Laurie’s distinctive socioemotional needs.
* Name has been changed
Reflection
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I
am particularly proud of this case study because I feel it captures my
philosophy of considering the student holistically, since there are so many
factors affecting student performance—most of which cannot be measured on the
conventional assessments. Through writing this case study, I was able to better
understand Laurie, who was one of my most challenging students thus far, and
identify ways that I was able to meet her unique needs. As a result of these
interventions, Laurie ended the year with almost straight As, and her homework
completion and attendance for the last trimester were nearly perfect. The
difference in her self-confidence was noticeable. She did not have any behavior
referrals during the last trimester, which I feel is a direct result of the
interventions put into place by myself and the support team.
The most heartbreaking aspect of my job is watching students struggle in school due to mental illness. Truly helping students who are suffering from emotional or psychiatric illness is an area of severe weakness for the district, despite the efforts of teachers to advocate for their students. This is a particularly sensitive topic for me because I’ve struggled with anxiety and depression for most of my adult life, and know firsthand the detrimental effects these illnesses can have on one’s motivation, attention, and education. It is particularly frustrating as a teacher to watch students struggle when their parents refuse to acknowledge that the illness exists. As the standards for student performance become higher, I hope that the government puts funding and legislation in place to support schools when identifying and supporting students with mental illness, so that no child is truly left behind. Until that day comes, however, I will continue to advocate for the best interests of my students and differentiate my practice to meet the needs of all my students to the best of my ability.
The most heartbreaking aspect of my job is watching students struggle in school due to mental illness. Truly helping students who are suffering from emotional or psychiatric illness is an area of severe weakness for the district, despite the efforts of teachers to advocate for their students. This is a particularly sensitive topic for me because I’ve struggled with anxiety and depression for most of my adult life, and know firsthand the detrimental effects these illnesses can have on one’s motivation, attention, and education. It is particularly frustrating as a teacher to watch students struggle when their parents refuse to acknowledge that the illness exists. As the standards for student performance become higher, I hope that the government puts funding and legislation in place to support schools when identifying and supporting students with mental illness, so that no child is truly left behind. Until that day comes, however, I will continue to advocate for the best interests of my students and differentiate my practice to meet the needs of all my students to the best of my ability.