RATIONALE CHECKLIST

Rationale IV
PART I: ED 285A Module 4 (Week 14)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 2: Learner Differences
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Case Study Analysis A
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Case Study Analysis - How to maintain student interest and create a stable
classroom/shop environment with minimal behavioral disruptions.
Read each of the following scenarios. Submit your detailed plan for how to
effectively manage each situation. Each scenario is worth 10 points. Refer to
11a Case Study Rubric.
V. TEACHING ARTIFACT RESULTS
For this assignment I read each of the classroom scenarios. Then I thought
about what I would do to effectively manage each situation. For each
scenario, I considered school protocols and made sure that my actions
followed proper school procedures. Then I considered advice given to me
by my many mentors including school administration, my veteran teacher co-
workers, my college supervisor, and family members who are also teachers.
I used a combination of their expert advice and my own personal teaching
style and approach to create ways to effectively manage each situation.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Part 2
I. SUB-STANDARD
2.6 (Module 3 - Focus Area #11)
CANDIDATE FOLLOWS SCHOOL INTERVENTION PROTOCOLS - Does
Candidate follow a process, designated by a school or district, for identifying
and addressing learner needs (e.g., Response to Intervention) and document
learner progress?
II. CONNECTION TO ARTIFACT
I follow a process, designated by a school or district for identifying and
addressing learner needs by making sure that my response to each given
scenario follows school and state protocols. For example, in situations where
physical danger is involved, I make sure to contact security immediately since this
is the protocol given by admin to minimize danger to all parties involved. Also, in
the example where a student is under the influence of drugs and alcohol, again,
it is our school protocol to immediately contact administration and security. I
also demonstrate following school intervention protocols by maintaining student
confidentiality, such as in the instance where a student has a learning disability.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I constantly making sure that everything I do
follows school intervention protocols. I carefully think through each situation
that comes up in my classroom to make sure that I follow school guidelines
for the protection of students and myself. I also always reflect on each
situation that occurs and evaluate what I did well and what I can improve on
for further situations.
IV. EVIDENCE OF SELF-ASSESSMENT
My plans for each scenario clearly show consideration of school protocols. I
also regularly attend teacher trainings as designated by our administration
on days such as teacher work days. Such trainings include classroom
management and how to handle problematic situations such as those
involving student safety, drug use, etc.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
7.7 (Focus Area #9): CANDIDATE USES FLEXIBLE GROUPING TO SUPPORT
LEARNERS - Does Candidate identify learners with similar strengths and/or needs
and group them for additional support?
II. WHAT TO IMPROVE?
I want to work on providing a larger variety of learning opportunities for students,
especially opportunities to work with other students. I have students work in
groups often, so I would like to work on my grouping strategies of intentionally
having groups of students work together based on similar strengths and/or
needs.
III. RESEARCH FINDINGS
i. During a professional learning community meeting, my co-worker, a veteran
teacher, I was describing my difficulties with managing a classroom of thirty
students all at different stages of a hands-on project. He suggested that
I have students who are far ahead of others finish their projects and then
have them help the students who are having a more difficult time. This way,
the students who need help are getting help from other students and the
students providing help are further mastering the content knowledge and
skills by teaching what they know to other students.
Resource: Jason Tamura, Arts & Communication CTE teacher
ii. I recently discussed one of my problematic group dynamic situations
with one class that my college supervisor, Jan Ikeda, witnessed during an
observation. We discussed potential strategies to dealing with this group of
students. She gave me pros and cons to different strategies. For example,
splitting up this group of students can help to make sure each group finishes
the project because each student will be placed with another group of
responsible students. On the other hand, placing problematic students
together in one group could help them be accountable for their own project
and if they fall through, it would only affect themselves.
Resource: College supervisor Jan Ikeda
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to implement student grouping in the following
ways:
i. Grouping based on similar needs - I will have students sit in different areas
of the classroom depending on which stage of the project they are working
on. All students working on step one will sit together, all students in step two
will sit together, etc. This ensures that students will all be working on similar
steps and have similar needs. This way they can turn to each other for help
and guidance. This also makes it easier for me to help all students so that I
can address all students working on step one at the same time compared to
if they were scattered around the classroom.
ii. Grouping for additional support - I will have students who finish early help
students working on previous steps in the project. This way the students ho
need additional support can get help from fellow students.