| Course Portfolio EDUC 5309 - Advanced Instructional Strategies |
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The TExES Pedagogy and Professional Responsibilities Standards for EC-Grade 12 identify competencies that mark the performance of novice and expert teachers alike. Though the PPR standards are directed to beginning teachers, effective teachers will continue to develop expertise in each of these competencies, with the end goal being an extensive, deep and well organized body of content knowledge and a thorough grasp of pedagogical knowledge related to his/her subject. The effective teacher will also continue to develop expertise in fluent retrieval of relevant knowledge and flexible application of the knowledge and processes related to his/her field of expertise.
During this course I have grown significantly in my understanding of how people of all ages learn and the potential for problem-based instructional design to support learners in learning that is deeper and longer-lasting. I have also grown in my understanding of how the various theories of learning inform and intersect with one another. This re-organization and expansion of my knowledge is enabling me to evaluate various instructional models with deepened insight. In addition, I am better able to design instruction that aligns learning goals and objectives, content standards, and assessment in a way that provides an optimal learning environment. I have learned new technology skills and expanded my conception of the instructional design process to include a less structured and less linear process that facilitates using technology as an integral element of instruction, as opposed to using technology as a supplementary tool for instruction. These general observations of my progress toward expert teaching are linked more directly to evidences of my learning and the specific professional standards represented in that evidence in the sections below. |
| Reflections on Evidence of Learning |
| John Dewey was one of the first to empahsize the value of Reflective Practice as a key contributor to teacher development. During this course, I have learned that research in the science of learning is providing mounting evidence that confirms what Dewey and others have only proposed. My appreciation for the potential impact of such a simple discipline has deepened and my participation in the exercise has grown beyond mere patience to embracing the opportunity to question, analyze and evaluate through reflecting on my teaching practice in light of established criteria and new knowledge gleaned through reading and inquiry. My growth in this regard connects to competency criteria for Professional Development defined in Texas' Pedagogy and Professional Responsibilities Standards (PPR Standards). This Course Portfolio further documents my growth as an educator with reflection on evidence of my learning in regard to competencies found within three out of four domains of the TExES Pedagogy and Professional Responsibilities Standards for EC-Grade 12, Field 100. |
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| Standard 4.12k The beginning teacher understands the importance of using reflection and ongoing self-assessment to enhance teaching effectiveness. Standard 4.14s The beginning teacher is able to use evidence of self-assessment (e.g., portfolio) to identify strengths, challenges, and potential problems; improve teaching performance; and achieve instructional goals |
| TExES
Texas Examinations of Educator Standards Field 100: Pedagogy and Professional Responsibilities EC�4 |
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| Standard I- The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. |
| Standard IV. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession |
| Standard III. The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. |
| Students: 1.1k-1.6k & 1.1s-1.5s Content and Pedagogy: 1.7k-1.11k & 1.6s-1.11s Designing Coherent Instruction: 1.19k-1.24k & 1.19s- 1.23s Assessment of Student Learning: 1.25k-1.29k & 1.24s-1.29s |
| Engaging Student Learning: 3.5k-3.11k & 3.7s-3.14s |
| Continuing Professional Development: 4.9k-4.12k & 4.12s-5.15s |
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