1. Standard 1: Understanding Content Knowledge
Philosophy:
Respect occurs from understanding. With knowledge of another’s language, history, and
culture, racism ceases and appreciation for others reigns. In Spanish, there are two verbs to
express knowledge of certain things—saber and conocer. Saber refers to knowing grammatical
structures, facts, and dates, whereas conocer implies meeting people, knowing places, or
understanding culture. Conocer is the more humanly of the two. Applying these meanings in
foreign language instruction, it is important for people to know (saber) the many structures and
sounds of another language; however, it seems more pressing that people know (conocer) the
places, the people, and the culture of the speakers to gain the deepest insights into the lives of
someone different than oneself. For these reasons, it is crucial to bring these themes into life in
my own classroom, compelling students to not only know, but sense and feel another culture.
As a Spanish teacher, I can enliven my teaching through mastery of each--the language,
the history, the places, and the culture of its speakers. By having a thorough understanding of
each theme, students might make their learning meaningful and relate with the growing
number of Spanish speakers in our own city, country, and world. Learning the language, they
will know (saber) the words and grammar structures to create dialogues. In effect, they will
meet (conocer) and converse with other native speakers. By learning the history of Latinos
students might know (saber) how many struggles have shaped Latinos’ identities. They will
sympathize with Latinos, and in turn fight for Latino rights today. Moreover, discussion about
culture will enable students to sense and feel the practices and traditions associated with
Spanish speakers. They will internalize how the Latino and Spanish culture pervadetheAmerican

2. culture, coexisting within our diverse society. Full comprehension of these aspects establishes
respect towards and appreciation for all—mandatory for justice and peace in an increasingly
globalized society.
Exemplar:
To refine my understandings of each of these themes, I studied Spanish in my high
school and university classrooms, in a Costa Rican language school, and then utilized my
proficiency in an internship in Spain. Studying Spanish for ten years allowed me to perfect my
Spanish grammar and writing skills. Here, I was able to learn the language through vigorous
studies of the rules associated with Spanish. I could analyze and think critically about the
literature of Spanish. (Sor Juana de la Cruz). Moreover, I was able to study about other
economies in Spanish with my language skills. (Los Dos Mexicos). My strong foundation of the
grammar, literature, and history was evidenced when I received the Outstanding Senior in
Spanish from Trinity University upon graduation.
Although I felt extremely competent in writing the language, it was not until I took
intensive Spanish classes abroad that I developed proficiency in the language. Receiving
individual instruction thirty hours per week in Spanish aided in my verbal communication skills.
My instructors drilled me over grammar, while also introducing me to Central American history
and culture. Because I was touched by the story of Chava in Voces Inocentes in my class, I
incorporated this movie into my unit on Justice in my fall take over. (WS fall take over) One
student ultimately concluded,

3. I liked watching the movie Voces Inocentes . . . I enjoyed researching the children in the
war. I learned a lot about the Civil War in El Salvador and its corrupt government.”
(feedback form- Izzy)
Indeed, my own experiences studying in Costa Rica enriched my curriculum, impacting the
perceptions of many students in my Spanish V classroom.
My true understanding and knowledge of culture, language and history occurred while
in Madrid for my internship. Working at Intensa, an international development company, I was
immersed into the Spanish language, its people, and its culture on a daily basis. I used my
bilingualism to translate the bi-laws about the process of receiving subsidies from the Spanish
Agency of Cooperation for Development. (translation).
Although I refined my verbal and written skills of Spanish here, it was outside of my fifth
floor office that I enriched my understanding of Spain’s government, economy, history, and
culture. As a part of the program, I took courses about the Spanish economy and the European
Union under instruction of my professor, Dr. Gonzales. (Mi presentación). We studied Spain’s
history and how it influenced its development during the dictatorship of Franco. We learned
how its involvement in the European Union had helped it to become one of the most developed
Spanish speaking countries in the world.
Although we had a classroom component, the majority of our learning took place
outside of the classroom in site visits, productions, exhibitions, and museums. In these
experiences, I began to meet the Spanish people and sense and feel its culture. We met the Ex-
president of Spain, Aznar, and visited the office of the European Union located in Madrid. We

4. witnessed Spanish culture by attending productions of popular plays, such as Hoy No Me Puedo
Levantar, and operas. Wewatched flamenco dancers and experienced the bull fights. We
relived history through tours of the Prado’s artwork and Granada’s architectural phenomenon.
Immersed in la cultura madrilena, I began to truly feel as if I were a Spaniard (Diario #1).
I used all of my learning and experiences during my summer in Spain to design my lead
teaching to students: in effect, my teaching was more authentic. During my lead teach, my
students saw the many artifacts from my trip and studied the numerous cultural themes within
Spanish society. We analyzed an art piece by Goya in the Prado in Madrid. (Spanish 3, lesson 1)
My understanding of Spanish history allowed me to incorporate the history behind a painting
by Goya into my unit. After the history lesson, one student stated,“Wow! I learned more in
Spanish about World History than I do in World History.” (1.28.08) The lessons I taught about
the historical events behind artwork allowed me to tap into students’ prior knowledge in my
own classroom.
Moreover, my lessons about the tango and music of Carlos Vives were grounded in my
travel experiences. One student quoted, “I learned a lot about Spanish culture *in Ms. Pierce’s
class+. I really enjoyed the music…but what I will remember most is “la danza”.” She proceeded
to say,
I was challenged to relate Spanish culture to myself. I asked questions like, what does
this mean to me, and How does this affect me?” (Feedback form-Kayla)

5. I firmly believe that my experiences in Spain not only made me more informed about the
language, its traditions and its people, but it made me more passionate about my teaching.
Consequently, the students were able to make their own learning more meaningful.
Growth:
Despite my deep understanding of Spanish, I initially struggled in teaching and speaking
the language to my classes. Although ideas made sense in my head, I had difficulties translating
my own understandings into strong, guided instruction. My first weeks in Spanish One were
difficult in explaining the usage of estar and applying it into sentences. I discovered that
students hadn’t mastered the objective when assessing their knowledge, as many of the
students left the quizzes blank. Because of this poor instruction, I chose to re teach the usage of
estar later in my unit. However, the second time, I had greatly improved my direct instruction
of estar plus other adjectives and verbs. I used a song I wrote about ser and estar to elucidate
its usage. (Ser and Estar song) Afterwards, I guided the students through instruction of how to
conjugate it and how to apply it to write sentences. While being observed, Dr. Breidenstein
commented,
Class responds well to hands on practice, and all of this repeated practice is good for
them. Good guided practice and independent practice after your presentation of new
material—this is an exemplar of direct instruction—well done! (Observation 3.12.08)
My ability to teach the content knowledge I knew improved greatly through my year in the
classroom.
Additionally, my hesitation of speaking to my class vanished with confidence and
practice. I had several study sessions with Dr. Rocio Delgado before my Oral Proficiency Exam
where we practiced my Spanish skills orally. She assured me of my own fluency in the language,

6. and had ongoing conversations with me during tutoring. My studying and practice allowed me
to organize my thoughts quickly in response to questions. As a result, I was able to pass my Oral
Proficiency Exam, despite certain apprehensions.
Familiarity with my students and ease in my teaching allowed me to speak more
confidently and frequently in Spanish. My first days of teaching, I only spoke Spanish when
introducing new vocabulary words. I doubted my own speaking skills, and I feared having
students notice my limitations as a speaker. However, by the end of my teaching, I greeted
students in Spanish, gave instructions in Spanish, and also used the call and response to
introduce new grammar concepts. Time and practice allowed me to become more proficient in
speaking my second language. In fact, more confidence and consequently proficiency led one
student to ultimately conclude, “You really understand Spanish.” (Feedback form). At the
beginning of the year, I would have never expected a student to note my competency in the
language, because doubt and uncertainty about my speaking skills unnerved me. However,
clearly, with greater confidence and more practice throughout the year, students commended
my growth and my competence in the subject.
Future:
My passion for Spanish compels me to constantly learn more about each of the facets I
have mentioned: Spanish language, history, and its many cultures. I look forward to continuing
my education of each through studies abroad again. I delight at the idea of attending classes in
another Latin American country, so that I might magnify my understandings of the culture. The
experience would frame the content of my curriculum. Also, I marvel at the thought of being
immersed in the language again so that I might further my speaking skills. Spanish proficiency

7. comes after years of practice, and constant usage in another country would greatly enhance my
proficiency. I have even considered teaching abroad for a year, so that I would have a longer,
more authentic experience as a language learner and teacher. Any of these possibilities would
improve my understandings of these themes.
In addition, I hope to pursue an advanced degree in Spanish or Economics, to deepen
my understanding of the content. Stronger mastery of the content will enable me to clarify
difficult concepts more efficiently to my students: in effect, they will internalize once seemingly
inexplicit concepts. To improve my practice of teaching, I intend to attend many professional
development opportunities. In them, I will gain new insights on the strategies developed to
teach any foreign language. Additionally, I will consult with my fellow colleagues to ask for
suggestions about activities or assignments in my own classroom. I will never hesitate to ask
the more experienced veterans in my content area, knowing that they have a vast repertoire of
strategies and ideas after many years of experience. My eagerness to learn, willingness to ask
for help, and my determination to constantly refine my own practice will ensure that I may
constantly grow in my content area.
Determination to deepen my understanding and teaching of the content will add a
multidimensional and humanly perspective to Spanish—students will know the grammar but
also sense, and feel the historical struggles and culture of its people. Consequently, a greater
respect for the increasing number of Spanish speakers in our city, country, and world will arise.
Students will yearn to learn more in all topics within Spanish.

8. Standard 2: Planning for Student Learning
Philosophy:
I firmly believe that a well crafted lesson minimizes classroom management problems
while maximizing student engagement. Thoughtful, backward designed units allow teachers to
better meet the needs of all learners: teachers see their intended outcomes in understandings
for students. According to Understanding by Design ,
We cannot say how to teach for understanding or which material or activities to use
until we are quite clear about which specific understandings we are after and what such
understandings look like in practice. (Mctighe and Wiggins, 2007, 15).
This book identifies that student learning cannot occur without teachers clearly
identifying the essential questions they intend to answer—the first stage in planning. The UBd
strategy urges teachers to devote much thought and time to planning. When teachers know
their desired results, they can then communicate to students the purpose of their teaching
specific objectives. Therefore, planning backwards facilitates students’ purposes in learning.
Planning cannot be optimized without a clear understanding of the multiple strategies
used to design a lesson. Knowledge of when to implement the varying research based models—
from direct instruction in the deductive model to the group investigation of the inductive
model—is crucial when designing an engaging lesson. A teacher must tactfully organize units
and lessons that employ specific models to teach specific objectives. In this way, the best
teaching and deepest learning occurs. For these reason, it seems to me that planning stands as
one of the most integral parts of teaching—it lays the foundation for student engagement, and
in effect, student learning.

9. Exemplar:
Evidence of my thoughtful planning exists in both levels of Spanish I taught over the
course of the year. Throughout my internship, I designed my units with my intended results in
mind, relying on my knowledge of specific strategies that would best teach these outcomes.
Planning in such a way allowed me and my students to achieve my goals in teaching.
In my Spanish One classroom, the first unit I designed was on Education. I spent many
days deciding how to incorporate the content from the textbook into a much larger theme that
related to students in my classroom. After much contemplation about what I wanted students
to learn, I decided students culminating understanding should be twofold: the effects that
education has on future success and integrity, and education as an individual right for all
children. (UBd Spanish 1) At the end of my unit, one student ultimately concluded,
“I have come to realize how important an education is in the proper development in a
community . . . In Mexico, there is a vast lack of educational opportunities for the youth
of the communities . . . my eyes were opened to how important and special education
really is . . . I hope to be able to enhance and increase the education in other countries
so there can be kids just as lucky as I am.” (Essay after Webquest)
My intentional planning allowed my students to critically analyze and consider the theme of
education in my unit. As a result, my assessment of their knowledge displayed deep learning.
The use of the inductive model in my Spanish Three class demonstrated my ability to
plan for an inquiry based learning experience. This lesson in total spanned thirty-five pages.
(Lesson 1) The design and plan for the day occupied over a week’s worth of my time. I
researched the top causes of death in the US, I toiled over how to implement the information
into a lesson, and then, I contemplated on the questions to guide students’ thinking during the

10. lesson. Before I executed the lesson, I even took it to my Critical Friends Group to receive more
feedback on how to modify my lesson. In total, the lesson plan consumed four weeks of my life.
When viewing my plans in action, I discovered once again the benefits of intricate
planning. I intentionally placed students into cooperative learning groups to open specific
envelopes, and the results were astonishing. While observing the students working, Dr.
Breidenstein ultimately stated, “Inquiry lesson works well-they are using their brains, using
each other, using the text (in Spanish and authentic) and using dictionaries—well done!”
(Observation 2.5.08)
All of my planning for this lesson was worthwhile, and at the end of the day both I and
my students were grateful. A student told me, “Ms. Pierce, this was really fun today!” (2.6.08) And
in my own reflection, I concluded,
“Planning and hard work pay off… Students *were+ very excited about the “Chalk Talk”,
and a few of them stayed after class to watch some more of Supersize me.” (Reflective
Memo 2.4.08)
Clearly, the complex planning involved in both situations facilitated the execution of my lesson
and the engagement of my students.
Growth:
As expected for a novice, particular skills are unrefined in the beginning. With more time
and practice, however, the skills develop, and the beginner becomes more adept. Likewise, new
teachers, including me, lack certain skills at the start of their professions. However, with time
skills improve. In my case, my ability to plandeveloped over the internship.

11. Initially, I struggled to design lessons that would span the entire ninety minute class
period. It was difficult to judge how long activities would last. When the intended ninety minute
lesson ended early, I would have to improvise without plans. It was in these moments that my
classrooms became the most chaotic. However, by the end of my teaching, I learned to “over
plan” for my classes, especially my Spanish One classes. My agenda would have items listed
that every class didn’t reach; however, I discovered classes move at different paces, so having
extra activities for some classes was mandatory.
Additionally, my efficiency in planning increased over the internship. This summer, I
spent two weeks planning just three lessons and wondered how I would ever be able to spend
so much time planning as a teacher. When I became the teacher of Spanish, I knew I had to
become more time efficient in my planning. With tutoring, grading, my Master’s level course at
Trinity, and my graduate assistantship, my time to plan diminished greatly. At the start of my
takeover, it was my goal to refine the particulars of each week’s lessons over the weekend.
However, by the middle of my lead teach, I lost this time to my weekend obligations with SME.
As a result, the night before school I would spend writing plans and creating worksheets.
Gradually, I became more efficient in my lesson planning, always remembering my intended
outcome. My time devoted to lesson planning decreased from two weeks per lesson to a
couple of hours per lesson. Clearly, this skill improved tremendously with practice over time.
Future:
Seeing how planning ultimately determines the outcome of student engagement and
learning, I will constantly develop backwardly designed units. I will take advantage of the many

12. opportunities to write curriculum in the summers or during the year. One institute I hope to
attend is the program offered by Trinity University during the summers. In it, first year teachers
and more experienced teacher gather to craft units that follow the UBd design. Teachers work
alongside each other and amidst like-minded thinkers in their profession. This opportunity
would benefit other teachers, along with my own teaching and students.
Additionally, I will collaborate with my faculty when planning for my classes. As I have
learned during my School Climate Study, faculty collaboration contributes to a more positive
school climate (School Climate Study). With common goals, faculty can work together to ensure
students receive the deepest learning. During my conference periods, I hope to plan with my
colleagues from similar grade levels and departments. With their help, I might constantly refine
and modify my curriculum. They might guide me in potential topics to study or advise me on
useful activities in the classroom. In this way, mentoring and coaching will improve my ability to
plan with others. Additionally, concepts will echo throughout all disciplines so that students will
make connections and have more meaningful learning. My goals to thoughtfully create
curriculum and plan alongside faculty will refine my own planning skills, and in turn my
effectiveness as a teacher.

13. Standard 3: Teaching: Engaging All Students in
Learning
Philosophy:
Quality learning arises from constant engagement in one’s own learning. When
unprepared teachers don’t deliver meaningful lessons, students may lack motivation to learn
material that seems unconnected or unrelated to their own lives. Without motivation to learn,
they disengage from learning and can ultimately fail out of high school. This cause and effect
relationship partially explains current high school dropout rates. To reform high schools, I
believe teachers should constantly strive to engage students by drawing upon their students’
interests and learning styles through diversified pedagogy. As educators, it seems mandatory to
engage our diverse student populations. This act captivates students’ attention and motivates
them to learn something with purpose and meaning. In effect, they succeed through high
school while enjoying their educational experiences.
I believe teachers can engage students by drawing upon their students’ interests. In my
fall research project, I developed and distributed student surveys to see what classroom
activities students believe they learn from best. Although several readings from Trinity’s Master
of Arts in teaching courses taught me that cooperative learning “eliminates competition, and
gives students more individual accountability so that all understand,” (Cooperative learning
notes) I wanted to witness first hand that students learned from Slavin’s cooperative learning
model. If they did, the benefits of implementing it in my classroom would be far reaching. In my
results, the majority of students in all grade levels selected that they learned best from
classroom activities involving working with peers. Not only does research state that cooperative

14. learning allows for deep learning (Brooks and Brooks, 109), my surveys reveal that it guarantees
student engagement. These findings verify that cooperative learning facilitates student
learning. Intrigued by lessons, students remain captivated throughout the course of the lesson.
Moreover, I believe teachers’ implementation of multiple strategies to engage students
can better ensure constant student engagement. To captivate students from the start of the
lesson, teachers must design stimulating “hooks,” or anticipatory sets, to their lessons. They
must differentiate their teaching to reach all different learners throughout the lesson.
Additionally, they must employ the multiple models of teaching, coupling them with
cooperative learning activities to continually engage students. When prepared well, teachers
can vary their pedagogy to deliver their curriculum, students remain interested. Using multiple
pedagogical methods throughout the entire lesson and unit facilitate student engagement and
consequently, student learning.
Exemplar:
My discoveries from my teacher research (One page implications) guided the activities
within my own classroom during my lead teach. I incorporated cooperative learning activities
into every lesson regardless of the model employed or the information taught. Learning a
language demands constant conversation, so having ample opportunities for students to work
collaboratively promoted dialogue among my students. Student-to-student dialogue is the
foundation upon which cooperative learning is structured, so adding it into my classroom was
mandatory. (Brooks and Brooks, 109) All levels of my classes involved learning through group
conversation, group games, or group projects. As a result, multiple students described our
classroom as “fun and engaging,” working alongside their peers. (feedback form)

15. To increase engagement in my classroom, I linked students’ interests with classroom
activities. As a result, students would connect with content that they could relate to. One
particular lesson allowed students to match their own interests with a topic. In a lesson on
exercise around the world, I allowed students to choose a popular exercise in Spanish or Latin
American cultures to research. (WS over Exercise) The students chose from the running of the
bulls, tango dancing, flamenco dancing, soccer, samba dancing, or salsa dancing. After selecting
a topic, the students read information about the topic, designed a poster, and then presented
their information to the class. Although I was hesitant initially about the effectiveness of this
lesson, I discovered that students loved the activity, and that they were engaged from the start
to the end of the lesson. When reflecting on the day, I wrote,
I wasn’t sure if the students would want to do this type of activity that I designed, but
they all enjoyed it. I think it helped that I let them choose the topic they were going to
learn about. It was interesting to see what they chose to discuss to the class. (3.10.08)
Students voiced their enjoyment of the activity in my feedback form. One student stated that
their favorite activity from my lead teach was “the dance lesson, because it was great fun to
prepare our lesson.” (feedback form-Sarah) Another student echoed this response by stating,
“When we did the presentation over the running with the bulls…I learned … and presented
something that I found interesting that I didn’t know about before.” (feedback form- Kayla)
Learning a topic of choice interested and engaged students the entirety of my lesson.
Additionally, I used questions that allowed for student voice and response to guide my
students learning—the incorporation of their ideas into my lesson captivated their attention.
During a lesson over music and dance, I began the class asking, ¿Con que música te
identificas?(With what music do you identify with?) I allowed students to first think about their

16. answer and write it in English on a red card, and then share it with the class. After listening to
music, watching dance, and learning the vocabulary related to each, the students returned to
their cards at the end of class. They then answered the question in Spanish using the
knowledge learned during the class. Dr. Breidenstein noted, “It is great that you go back to *the+
red card-now [students] can answer in Spanish— [a] great concrete sign of growth in one class
period.” (Observation 1.23.08) After engaging students through music and video clips, they
were able to apply their knowledge by answering the guiding question in Spanish. Students had
made their own learning meaningful.
To appeal to the many learning styles in my classroom, I used video clips to initially
attract students to my lessons. Throughout the course of my unit, students saw clips from
Tango, Rent, City Slickers, Havana Nights, Supersize Me, Motorcycle Diaries, and No
Reservations as an anticipatory set. Showing scenes from these films enlivened the language
and culture. One student stated, “I liked how we had video clips or songs to go along with
lessons. That made it so people with different learning styles could truly understand the
lesson.” (Feedback form) My self-expressive learners would always perk up during these
moments as the songs or dance intrigued them. The positive feedback I received from using
clips to enhance my teaching compelled me to use them in each unit. At the end of my
teaching, one student expressed, “Thank you for making each class different and exciting to go
to. Bringing in movie clips and songs gave a good variety while incorporating [them into] the
lesson." (Feedback form-Haleh)

17. Moreover, I created songs and chants to reengage students during my instruction. To
explain the differences between ser and estar, I rewrote lyrics to the tune of “I am a Rock” and
recorded it for students. (See Ser and Estar song) Students listened to the lyrics, and then sang
along with my recording. During this activity, Dr. Breidenstein noted students commenting,
“This is intense,” and “I love it” with loud cheers in my classroom. After singing along with the
song, she noted that students once again cheered. (Observation 3.12.08) One student stated, “I
will always remember when ser and estar are used because of *Ms.Pierce’s+ song” while
another concluded, “When you taught us estar through a song it was really cool.” (Feedback
forms) My implementation of personally written songs and chants engaged students while
elucidating new concepts. These pedagogical strategies captivated my students during my lead
teach.
Growth
My ability to redirect students and open up to my students increased over the course of
my takeover—in effect, engaging students became easier. At the beginning of my unit, I had
difficulties keeping everyone’s attention at all moments of the lesson. I often froze when
students disengaged from my lesson to chatter with their neighbors. My fear of being stern
caused these students to take control of the classroom. I didn’t want to be seen as an
authoritative figure, so I lost control of the larger classes. However, through coaching and
practice, I discovered the multiple techniques teachers can use to redirect students: waiting for
students, proximity to talkers, or even the teacher eye. These methods in redirecting
disengaged students did not demand an authoritative, angry teacher. Instead, it required a
tactful, confident, but patient teacher to take control of the class.

18. Moreover, ease and comfort in my classroom enabled me to open up with my students,
engaging them with my personal touch. By the end of the nine weeks, I felt comfortable using
personal anecdotes or singing chants to reinforce concepts. I discovered this personality to a
lesson appeals to students. I remember how uncomfortable I felt at the start of the year in
simply presenting the particulars of the lesson. The first week, Melissa led the class in a chant,
and I shyly followed her lead. I felt uneasy singing in front of others. However, by the end of my
teaching, this apprehension disappeared. My last week of teaching, I developed a chant to
explain the purpose of the subjunctive tense. (Graphic Organizer) I eagerly sang to them,
“Subjunctive, subjunctive, what’s your function? Doubt, desire, and emotion!” Not surprisingly,
the students raved when I sang the chant. The chant was such a hit that several students
recited the words in my feedback form, saying it was something that they would always
remember. One student ultimately concluded, “Jingles are awesome!” (Feedback from) I
marveled at how adding my creative touch and personality to the classroom enlivened students
and enhanced their learning. Comfort in front of students clearly allowed me to better engage
students.
Lastly, my ability to better explain my own intentions and assignments through
examples and rubrics allowed for better engagement and learning. In January, I assigned a
project to my Spanish One classes where students had to create a representation of their
educational journeys from the past to the future. Although I had created a rubric to guide their
thoughts, I didn’t effectively communicate my assessment measures to them. As a result, many
students didn’t complete the project or enjoy the project as much as I had hoped. (Rubric for
Education project) However, by March, I learned a better method in explaining projects to

19. students and my expectations to them. For the recipe project with Spanish Three students, I
first revisited commands, then explained the project and rubric, and then showed my own
“recipe.” Written and visual representations of the project clarified its objectives. (Rubric for
Recipe project) As a result, students fulfilled the specified objectives in the rubric, and they
received high grades for their exemplar work. With a clear understanding of the project,
students eagerly completed the assignment. As a result, one student wrote, “My favorite
activity was writing the recipe . . . because I had never done anything like it and it incorporated
the things we’d learned in class.” (Feedback form) Because I better explained the project, more
students could take ownership in a new assignment that allowed them to express their own
interests and creativity. Students worked diligently throughout the class period on the project.
Future:
Engaging my students in the future will allow me to be a more effective teacher. I will
always rely on my innovative nature to craft stimulating lessons. Moreover, I will always seek to
make student learning meaningful by incorporating student choice and voice in the classroom.
Attention to these details will inspire students to actively engage in their own learning.
It is my hope to inspire students such as Debra to learn. Debra quoted, “I learned a lot
this nine weeks . . . more than the past because you made our learning activities fun!”
Moreover, I dream of motivating students in ways as I did with Kayla, “I can tell how much you
love teaching. I want to be a teacher and it is inspiring to have seen how much work and care
you put into your lessons. I felt pushed to learn and excited to learn.” Comments such as these
remind me of the high rewards teaching offers. I will constantly push students to engage in
lessons to excite them to learn. My students will eagerly participate in their own learning. In

20. effect, each student will excel through high school while appreciating their many learning
opportunities.

21. Standard 4: Creating and Managing a Classroom
Learning Community
Philosophy:
Learning cannot occur without a conducive classroom climate. This environment must
include order, respect, and positive perceptions of mutual learning goals. Without these
attributes, chaotic and disrespectful climates develop, which detract from student learning, and
prevent students from mastering content material. According to Marzano (18), “Without
positive attitudes and perceptions, students have little chance of learning proficiently, if at all.”
Indeed, classrooms lacking this positivity not only limit student learning, they may hinder it
completely.
To establish a positive learning community, teachers must create a culture of learning at
the start of the year. Marzano describes this process in his Dimensions of Learning … Teachers
can foster this culture by clarifying classroom norms and daily procedures. By communicating
both, teachers establish and maintain standards for student behavior, so all students can have a
climate conducive to learning. In addition, teachers must initially model an enthusiastic passion
for learning. In my First Day’s Inquiry, I noted how my mentor teacher, Steve Magadance,
communicated his passion, and fostered this love in his students through extreme energy and
enthusiasm in the first week of class. (Steve’s culture) I discovered how communication of these
passions facilitates the creation of a positive culture of learning.
Additionally, teachers must maintain positive environments throughout the year by
creating relationships with students and between students. As my Microeconomics mentor,
Steve, stated, “It is not how much you know *as a teacher+, but rather, how much you care.” His

22. conclusion about the importance of relational teaching echoes throughout current educational
theory. According to ….. They both describe teaching as relational.
One important way that teachers can foster relationships with students is by allowing
all learners a voice in the classroom. According to Brooks and Brooks (60), “Awareness of
students’ points of view helps teachers challenge students, making school experiences both
contextual and meaningful.” A personalized education creates for students a degree of
ownership in their learning. Moreover, with student voices guiding instruction, teachers can
develop stronger and more personalized relationships with their students. Teachers gain insight
into students’ minds by recognizing their talents, aspirations, and even fears. Teachers can also
create strong relationships between students through cooperative learning (Slavin, ).
Collaborating together, students learn to respect and to appreciate their peers, and additionally
are able to tailor sharing and acquision of knowledge based on one antoher’s needs in a way
that single classroom instructor cannot. This process allows each student a degree of ownership
over both teaching and learning, with enhanced learning for all as the result. Finally, teachers
can improve relationships with their students by adding personal anecdotes and passions into
their lessons and curriculum. In effect, students feel they can trust an open, outgoing teacher.
Clearly, to ensure that students experience genuine learning, positive attitudes and
strong relationships must coexist within every classroom. With such classroom climates,
students can move into the fifth dimension of learning---using knowledge meaningfully--and
cultivate habits of mind that will serve them beyond any individual classroom or teaching-
learning setting. Indeed, true learning depends on classroom’s learning community.

23. Exemplar:
Because I have seen the linkage between student learning and classroom environment, I
sought to maintain my mentor’s classroom procedures and rules while deepening relationships
with and between my students.
At the beginning of the year, Melissa and I presented the students with our expectations
through a Syllabus. In it, we reinforced specified policies about grading, late work, absent work,
and retakes. As a class, we discussed each, and Melissa and I elaborated our expectations. This
allowed students a clear understanding of the expectations and procedures in our classroom.
Halfway through the year, Ms. Liberatore noted,
It is obvious that Melissa, Steve and Susanna have taken the time to establish norms and
routines in their class that provide a strong structure for kids, but do not stifle their
learning . . . Because kids know the procedures and boundaries, there is space for
learning to happen. (see Evaluation from Midpoint 12.21.07)
As I began my lead teach, I consistently enforced the same expectations that had been
established these first few weeks of school in order to maintain familiar structure. I continued
to encourage active participation through the continued reward system of stamps, designed
activities around cooperative learning, and adhered to the previously established grading
policy. In this way, students had consistency in expectations despite having two different
teachers.
To deepen relationships amongst peers in my classroom, I infused cooperative learning
activities into my lessons daily. I selected groups using Popsicle sticks so that students might
work with new peers regularly. Students often needed me to physically move them into groups
to facilitate learning. Although some students initially disliked moving, working with students

24. other than their friends was well accepted overall. In a particular lesson with my Spanish Three
class, I selected student groups. Dr. Breidenstein noted, “groups move easily—no groans—[this
is] another endorsement of teacher-selected groups (vs. student).” Organizing students in
groups allowed for the formation of new relationships while focusing learning. Dr. Breidenstein
noted students were “consistently productive and on task.” (Observation 2.6.08) Clearly, my
employment of cooperative learning activities with pre-selected groups fostered an
environment conducive to learning.
In addition, I deepened relationships with my students by adding personal anecdotes to
elucidate concepts. For example, I shared my experiences working and living in developing
countries during our unit on health, and discussed my difficulties as an athlete during my
exercise unit. (Lesson over Doctor’s office) Personal anecdotes humored my students, as this
provided a direct and personal framework for understanding vocabulary, grammar concepts,
and language structures. The students quickly warmed to this approach. Indeed, one stated:
I would describe you as a teacher who really likes what you do . . . and who want[s] us
to learn as much as possible. As a person I would describe you as being able to relate
really well with us kids. (Feedback form- Demi)
Because I contributed personalized humor, energy, and enthusiasm to my classroom, my
students related with my youthfulness while recognizing my desires for them to learn.
Strong relationships in our learning community also created respect in my classroom.
Individual and collaborative voices guided learning throughout my lead teach. Because students
felt that a degree of equity existed, they were more willing to participate and support one
another. In effect, one student commented, “I would describe our class as very creative and

25. educational. No one is really left behind when we are learning and it’s really fun because of the
diversity of people.” (Feedback form- Demi)
Growth:
Over the year, I learned to create structure in the classroom by using instructional time
effectively. In November during my take-over, students would often complain that I moved
through material too quickly. Uncomfortable in front of the class, I would give direct instruction
faster than students could follow. They did not have ample time to take notes, and often fell
behind as I moved through guided practice. As a result, the classroom environment felt rushed
and chaotic. However, by the spring, I learned how to properly pace my instruction. Dr.
Breidenstein commended my pacing, “Notes *have a+ good introduction and pace . . . *students+
are all involved actively while you check for understanding.” (Observation 3.12.08) With greater
practice and comfort as a teacher, I learned how to instruct more effectively. Our classroom
had regularity and comfort, and students were not longer rushed in their learning.
My greatest insight into fostering group learning occurred outside of the classroom,
during my weeklong expeditionary trip to Washington, D.C. During this trip, I learned how to
mediate conflicts among varying student preferences. The seniors in my group were in charge
of selecting sites to visit and organizing each day’s activities. Although I was the sponsor, it was
the group’s role to design our trip agenda. I quickly learned that it was impossible to please
every member of the group—never was every person satisfied with a decision that we made.
Members of the group would become angry and refuse to go somewhere they didn’t prefer
highly. I therefore communicated the value of compromise—I stated, “You are going to have to
work with others the rest of your life. You guys have to compromise to be able to see

26. everything each person wants to visit. And we are all going to be enthusiastic about it.” (see
Reflection) I stepped away from the group members, and I allowed them to resolve their
conflicts without further guidance.
In this moment, I realized that high school seniors can compromise, but they need a
leader to outline the ground rules for the problem solving process. Because we initially had
unclear group expectations, discussions about priorities were chaotic and segregated. However,
when I finally clearly expressed that we would not segregate, students began to compromise.
By the end of the trip, each person had chosen and visited a museum or exhibit of choice. This
trip refined my mediation skills with a diverse group of seniors, and the refinement of the skills
allowed me to restore a positive learning community. (Group pictures)
Future:
In my career as a teacher, I will always strive to implement class norms and consistently
enforce classroom procedures that will foster learning. At the start of the year, each section will
help develop its own class norms, so that students have ownership of their learning
environments. I will post these ground rules on the wall, so that everyone can reference them

27. throughout the year. If at any point in the year I begin to encounter discipline or behavioral
problems, I will refer back to our communal discussion about what students need to learn best.
In addition, I will strive to create relationships within my classroom by using a new
seating chart every nine weeks. While in DC, I noted numerous student cliques and concluded
that more frequent reseating of students might help prevent these. My goal will be to help each
student meet many of their peers—not just a few close friends---throughout the year. Our class
will evolve into a “learning community” that values each person’s thoughts and ideas.
Finally, I will be more assertive. One of my weaknesses as a teacher is getting everyone’s
attention or helping the class to refocus. I noticed this reoccurring theme in my feedback forms,
as many students advised me to be more firm as a teacher. One student recommended, “Crack
down on students who are interrupting class . . . Remember, sometimes us kids need a “talking
to.” Don’t be afraid to be a bit stern when needed.” (Feedback form-Hamed) Although I fear
becoming a “mean” teacher, I now understand there exists a happy medium between strictness
and laxity, one which allows considerable room for a fair but predictable discipline, which in
trun promotes productive learning for everyone.

28. Standard 5: Demonstrating Professional
Communication
Philosophy:
Open communication fosters deep respect. Schools grounded upon such
communication can harbor respect for each constituent: teachers, parents, and students. To
create this by-product, schools must constantly encourage collaboration within every school.
Doing so will create a school climate that supports teachers, families, and ultimately all
students.
Every participant in a school can benefit from communication. To enhance students’
learning, teachers must communicate with students through instruction and assessments. With
both oral and written communication, students will internalize respect for others and respect
for themselves. Teachers should collaborate with each other on how to address the needs of
many students. Together they might develop plans to resolve dilemmas or differentiate
instruction within classrooms. To establish even greater support for student learning, schools
must communicate with families. Many studies have noted the linkage between student
achievement and parental support. With administrators, teachers, students, and parents
working towards a common goal, the dreams for greater student academic achievement will be
obtained. In effect, a respectful learning community can educate and support the leaders of the
next generation.
Exemplar:
I have exhibited my value of communication in the many arenas of schooling---with
students, with parents, and with faculty to create a trusting and cohesive learning community.

29. To build trusting relationships in my classroom, I have constantly interacted and
communicated with students. Through my verbal communication, I have increased respect for
diversity worldwide. This respect was gained during my unit on worldwide health. In it, students
were shown an online photo gallery with images of families seated with groceries and told the
average spending on food per family per week. Students evaluated the healthiness of these
cultures after viewing the images. (What the World Eats?) They were shocked at the sparse
portions for families from Chad, only spending $1.23 per week, and concluded that these
countries were malnourished. This verbal communication compelledstudents to become more
aware to the social strives of many impoverished countries. One student asserted that his
favorite activity was when “we did research in other countries on what they eat. I find culture
very interesting.” (Student feedback form) Because of my conversation about world health,
students gained a deeper respect and appreciation for the multiple cultures worldwide.
Additionally, I have communicated in writing with my students through feedback
on projects. Both warm and cool feedback ensured that students gained a deeper respect for
their teacher who sought to support them and challenge them in academic endeavors. Because
I devoted over twelve hours to grading one particular project, students from my classes
received praise and ideas for improvement on their projects. In effect, the assessment
respectfully evaluated each student’s work. Written communication reaffirmed their academic
achievements.
During my internship, I have also utilized my communication skills with families to
increase support for student efficacy. The greatest use of these skills occurred in my position as

30. Coordinator at SME. Ms. Liberatore noted this opportunity in our Fall Assessment Conference,
“*Susanna’s+ SME experience . . . has given her the opportunity to give feedback to peers and to
(possibly) practice difficult conversations.” (Fall Evaluation, Standard 5).
Indeed,the entire program demanded prompt response to parental inquiries or
complaints. (Email to parent) Our prompt communication with parents demonstrated our
devotion and commitment to the program. With support from parents, we knew that each child
would benefit greatly from SME. Moreover, if a parent had any complaint about our program,
we proactively responded to minimize dissatisfaction. A specific example this year was a
parent’s concerns about two of our mentors. She believed that students in her son’s class were
not receiving enriching lessons and were not challenged by their mentors. Because parents
were not satisfied with their children’s learning experiences, the Coordinators and I addressed
the issue immediately, knowing such disappointments reflected poorly on our program. To
improve SME for these students, we hired new mentors, and subsequently informed parents.
(Letter about New Mentors) Our proactive response and communication in this experience
increased support for student efficacy.
Throughout my internship, I have communicated with my colleagues to resolve conflict.
In Washington D. C., perpetual conversations with senior team members, Mr. Magadance and
Mrs. Reed, allowed me to resolve arguments in my group about each day’s agenda. Moreover,
our detailed response to an upset professor about the condition of his room after our Saturday
Morning program demonstrated our value of communication with Trinity University faculty. In
it we declared,

31. “We understand the gravity of this situation. We plan to follow-through by discussing
the matter with the mentors, and reemphasizing the urgency of communication with
Coordinators and Physical Plant if necessary.” (Email about SME Paint Incident)
Our prompt communication to the faculty involved with the incident indicated our seriousness
in the matter. In addition, it enabled us to resolve the conflict quicker with more information.
Finally, I have participated in meaningful conversations with faculty during my
participation in Critical Friends Groups. By presenting at a meeting twice, I was able to clarify
questions about planning and grading. The protocol that guided our discussion provided me
with helpful feedback from each member of our group. (IssaquahProtocol) During this process,
more experienced members of my professional community showed me how to modify my
lesson to reach more learners.
The overall evaluation of my communication with others was referenced in my Fall
Assessment Conference. Here, Ms. Liberatore concluded,
Susanna is an excellent written and oral communicator, as well as an excellent listener. .
. The multiple arenas in which she operates have given her practice in communicating to
different audiences and in different media. This is a huge strength . . . She is respectful
of everyone, which in turns garners her respect from everyone she interacts with.
My constant communication with each level of the school during my internship fostered
the creation of a supportive and respectful school climate; students could learn with support
from their peers, their teachers, and their parents.
Growth:
The constant communication I had with parents as a Coordinator of SME allowed me to
improve my communication with parents in my Spanish classroom. I believe my ease in

32. speaking to parents was evidenced in my participation in ISA’s Report Card Night in the Spring
Semester.
Although I understood the importance of connecting with parents during the fall, it was
not until the spring that I initiated this communication with parents. (Report Card Night ISA) In
it, I spoke with the freshmen parents confidently about myself and about the content of my
class throughout the nine weeks. After the night, Mr. Monteith stated, “[Susanna] presented
[her]self confidently as an equal member of the team . . . She [was]. . . very positive in [her]
delivery *of information+.” Whereas the first semester I only introduced myself to parents, by
the second semester, I eagerly communicated with parents about my classroom as a member
of the freshman team.
My expository speech about our classroom compelled multiple parents to introduce
themselves to me after the event. I met parents from both sections of my Spanish One class
who were enthusiastic about what their children were learning. Because I had refined my
speaking skills during SME, I was able to effectively inform parents about my class. The parents
eagerly supported me and their children in learning.
Future:
Because collaboration with each constituent in a school improves its climate, I will
constantly communicate throughout my teaching career. In my classroom, I will communicate
with students both orally and in writing to create true respect and to facilitate deeper insight in
student learning. I will also communicate constantly with faculty at my school to clarify

33. questions and resolve dilemmas within in my school. As a cohesive unit, we will be able to trust
one another for support.
In the future, I will strive to refine my communication skills even further: I will
communicate more ardently with the parents of my students. To inform parents about
classroom activity, I will update my classroom website with pictures, homework, and projects.
Parents will be able to freely access information about their child’s learning. Moreover, I will
consistently call parents or set up conferences to discuss concerns I have about certain
students. Immediate responses to students falling behind will improve the likelihood of student
success. Both teacher and parent can aid students together in their learning. In effect,
struggling students will have support at home and at school in their academic pursuits.
Communication with students, with their parents, and with fellow faculty will not only
minimize conflicts and confusion within schools, it will optimize learning for each student. By
creating more collaboration and support within the learning community, each student might
have numerous advocates for academic success.

34. Standard 6: Developing as a Professional Educator
Philosophy:
Tony Parker didn’t become a professional overnight. Through deep commitment, and
extreme dedication, he refined his skills as a basketball player through daily practice. He
focused on his skills as both an individual guard and as a team player for the Spurs. As a
developing professional, he trained and practiced with great attention to all these details. His
resulting expertise enabled him to win the MVP of the NBA Finals in 2007. This same process
Tony underwent to develop into a professional basketball player is applicable to all
professions—even teaching. Teachers can become professionals in their field by modeling
similar qualities. By exhibiting a learning virtue, a collegiality virtue, and also a leadership virtue,
teachers can evolve from a novice in their field into a successful, leader in their profession
(Sergiovanni, 2008).
With a learning virtue, teachers might be professionals, practicing at the edge of their
craft. Teachers must be learners like their own students. They must be responsive to feedback
from both colleagues and their students so that they might modify their practice. Both serve as
mentors and coaches into discovering the “blind-self” of their teaching (Sergiovanni, 1977).
Moreover, they must reflect daily on classroom activities so that they might improve their
teaching. As learners in their field, they can seek out ways to become more effective. Their
constant motivation and dedication to learn strategies for improvement as a teacher will
facilitate their development within the profession.

35. Teachers must value collegiality to became members of a shared practice, feeling
morally obliged to help one another. Working alongside their faculty, they must participate in
Clinical Supervision, Critical Friends Groups, departmental meetings, and professional
development to collaboratively improve practices and consequently student learning. Together,
administrators and teachers can foster student learning by helping one another to become
professionals in their field.
And finally, skilled teachers must demonstrate strong leadership. They must model
professional integrity within their field to students, teachers, and also parents. Through
example, they can demonstrate how to positively support every member within the
community. As professional educators participate in the broader communities within their field,
they display morality, humility, and dedication. Consequently, all will respect these leaders as
facilitators of an integrated learning community.
As a learner, colleague, and leader in the field, professional educators serve as the
epitome of a successful, moral person. Other colleagues replicate their integrity. In effect, the
entire field might demonstrate morality: professional teachers will positively impact all
members within the learning community—colleagues, families, and students.
Exemplar:
During my internship, I have sought to develop professionally by valuing learning,
collegiality, and also leadership. Adherence to each virtue has allowed me to greatly refine my
practice and my professionalism as an educator.

36. I have demonstrated my value of learning through my constant reflection and my
receptiveness to feedback about my practice. Over the course of my lead teaching, I reflected
each day after teaching over nine weeks. In my reflections, I observed and analyzed student
behavior, my teaching, and the overall effectiveness in my lessons. Thinking about ways to
modify my lessons, I was able to consider the means to modify lessons in the future. One
example comes from my conclusion after February 14th:
If I show this movie to a group in the future, I would like to incorporate Che’s ideology
and its effect on Latin America . . . in more depth. The kids were very interested in the
topic, so I’d like to give them more information about it. (2.14.08)
Regular reflecting on my own practice allowed me to seek ways to enhance learning for my
future students. In this way, I could become a more effective teacher in the upcoming year.
Additionally, my receptiveness to feedback allowed me to refine my practice. During my
takeover, I participated in my Critical Friends Group, presenting twice to elicit feedback about
grading and lessons from my colleagues. As a result, I could clarify policies and activities in my
classroom from their suggestions. Additionally, feedback I received during my Clinical
Supervision project allowed me to manage my classroom environment better. My fellow
interns advised me to use a seating chart to diminish distracting conversations during
instruction. I accepted their feedback, and more productive conversations occurred in my
classroom as more students could easily focus in their learning. (Clinical Supervision) My
willingness to accept feedback to develop as a teacher was ultimately evidenced by my mentor
teacher, Mr. Magadance. He concluded, “The fact that Susanna has been so inquisitive and
inviting of critical feedback . . . shows [her] ability to locate sources of feedback.” (Fall

37. Assessment Conference, Standard 6). Consequently, both my colleagues and students could
assist me in developing my craft.
Moreover, I exhibited my virtue of collegiality throughout the year. I have participated
in senior team meetings, Social Studies and Spanish departmental meetings, faculty meetings,
and Critical Friends Group gatherings. As a result, I have deepened relationships with the
faculty at ISA. Working with the senior team, I was able to help set up Parent Conferences with
Spanish speakers. As a member of CFG group, I was able to offer teachers insights on teaching
from the perspective of the youngest teacher, closest in age with high school students. I used
my age and my speaking skills to assist my fellow faculty with dilemmas. Ms. Liberatore noted
my contribution to these meetings in my Assessment Conference, “Susanna has been an asset
to her team, department, school, and CFG. She has tried on the leader hat in many of these
arenas.” (Fall Assessment, Standard 6)As, a result, I have developed my ability to interact with
colleagues.
Beyond the school, I traveled on a trip to Alabama with the entire faculty of ISA to
redesign curriculum for our junior expeditionary trip. The connections and relationship made
during this trip facilitated collaboration over the course of the year at ISA. All the teachers
sought to revise the unit on Justice for students. The collaboration during this trip carried into
the school year. Alignment of content and collaboration among faculty was discussed weekly
between departments and grade levels. The benefits involved a greater since of camaraderie
among faculty that allowed for a more supportive school climate.

38. My leadership skills were refined during my graduate assistantship as a Saturday
Morning Experience Coordinator. Here, I was able to display my professionalism to mentors
while participating in the broader community with the parents of our students. From the
beginning, I understood the need to model professional discernment and behavior to both
mentors and parents of the program. To mentors, I displayed the traits of a supportive leader
by giving feedback to them on their lessons and attending to any concerns they might have. As
a result, mentors approached me with questions the entire year. They respected my
organization and leadership as a Coordinator. With parents, I encouraged participation on field
trips during the summer camp and during the year. As a result, both students and parents
actively engaged in learning outside of the classroom. Our culminating field trip to the
Aquarena Springs carried eighty-three students, forty parents, and fourteen mentors to San
Marcos, Texas. As one community, we all were able to support our students in hands on,
authentic learning. (Pictures below)
Growth:
Over the year, my greatest advancement in my development as a professional educator
occurred in my Spanish One classroom. Through constant reflections and receptiveness to

39. feedback, I was able to overcome many hesitancies in teaching Spanish One and teaching
freshmen.
During the fall semester, I greatly feared teaching freshmen. They seemed too too
difficult to teach. Observing their rambunctiousness during classes, I noted, “9th graders [are]
too energetic, [are] slightly immature, and [are] uncontrollable.” (“I Got My A”) I loved teaching
seniors, as they were much more mature and calmer than these younger students. I felt I could
better connect with students closer in age. As a result, I dreaded the prospect of teaching
Spanish One in the spring.
My initial reflection over this fear occurred during my assignment over The Art of
Inspiration by Zander and Zander in my Advanced Clinical Practice course. In the assignment
given in January, we had to write in the future, as if it were May, explaining to our professors
why we got an A in our class. This assignment encouraged me to contemplate the person I
would become over the next six months as a teacher. In it, I stated,
During my lead teach, not only did I fall in love with my students, I fell in love with the
language I so ardently studied throughout college. I was able to connect with these
younger students and to mentor these students . . . Clearly, the program changed me: I
fell in love with teaching younger kids, and I fell in love with teaching foreign language.
(“I Got My A”)
Theact of writing this paper allowed me to set goals for myself ultimately affecting the outcome
of my lead teach. With my intended goals in mind, I was able to recognize the possibilities I had
to improve. These aspirations encouraged me to reflect daily so that I might clearly meet the
expectations that I set for myself in this letter.

40. With a clearer image of who I wanted to become, I routinely reflected on ways to
improve my teaching to freshmen. At the beginning of my lead teach, I had difficulties
maintaining students’ attention during transitions in my lessons. Evidence of my recognition of
this weakness is shown in my reflection from January 24 th:
I lost a lot of kids’ attention during the game at the end, and also during the transition
periods. I think it was difficult to get their attention after they switched back and forth
from the dry erase boards. (1.24.08)
After noticing the reason for student disengagement, I would consult with my mentor or
university faculty on how to adjust my lesson. I employed many suggestions from Ileana and
Melissa on how to restructure my lessons over the nine weeks. Their feedbackcoupled with my
own ideas allowed me to revise lessons to render more perpetual student engagement. After
consulting with Melissa about the order of a particular lesson, I concluded, “[Today] I saw how
much better lessons can get if you just reorder some of the activities.” (1.29.08) This
discoveryencouraged me to routinely reflect so that I might constantly refine my teaching. As a
result, the students gradually became more engaged in my lessons over the nine weeks. Seeing
more students contributing in my class allowed me to feel more competent in teaching them.
With greater confidence in my teaching, the appeal of teaching this level of Spanish increased.
As I became more secure in teaching the content of this level, I was able to focus my
energies on student interactions within the classroom. I deepened relationships with my
students through their enlightening, yet humorous contributions during classroom discussions. I
appreciated their willingness to participate in class. Likewise, they beganto appreciate my
youthful, affable personality. We developed a mutual respect for one another. In fact, several

41. students told me that I was their favorite teacher.(3.11.08) The preconceived image of myselfin
the future came into fruition; after nine weeks teaching Spanish One, Iloved teaching freshmen.
Future:
In the future, I hope to continue exhibiting my learning virtue through reflection,
but also seek ways to elicit feedback from my students. In my evaluation of myself in
December, I noted,
A weakness I have is incorporating student criticisms or suggestions into my classroom. I
sometimes take offense from complaints of my students, and I would like to become
more open to cool feedback from my students. Their insights are very important in
developing as a professional educator, and I hope to welcome any suggestions from my
students in the [future]. (Fall Assessment, Standard 6)
After reading my student feedback forms from every section, I have already learned ways to
improve my future classrooms. (Letter to students) In particular, I will use their constructive
insight on classroom management strategies to better my effectiveness as a teacher.
Implementation of student feedback into my practice will ensure that I differentiate my
instruction to meet specific needs of diverse learners each year.
Additionally, I aspire to refine my leadership skills by demonstrating better professional
discernment, morality, and unyielding compassion. In my Educational Autobiography in the
summer, I described,
Many teachers motivated me, challenged me, and inspired me to achieve throughout
high school . . . Each inspired students with [a] deep passion for motivating learners.
Most importantly, these models exhibited the traits of an influential person: selfless,
genuine, and loving. These teachers shaped my life, and changed my life. (Educational
Autobiography)

42. By modeling the same professional integrity as my past teachers, I will influence the lives of my
students, their parents, and my colleagues. With a value for learning, collegiality, and moral
leadership, I will evolve from a novice teacher into a successful, impacting leader within the
teaching profession. After years of determination and practice, I, too will become a
“professional”.