RATIONALE CHECKLIST

Rationale V
PART I: ED 285A Module 5 (Week 16)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 9: Professional Learning and Ethical Practice
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Teaching Philosophy
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED Write an essay on your teaching philosophy and your decision to pursue
teaching as a profession.
PART I:
State standard, teaching artifact, V. TEACHING ARTIFACT RESULTS
and course name. Provide an For this assignment I reflected on my experiences with teaching so far. I
accurate description of the thought about what I want my students to gain from being in my class and
artifact. Provide a sufficient my overall teaching goals. Then I thought about how I would go about
description of the artifact results. achieving those goals. I reflected on what I have done that has worked so far
and yielded positive results and what areas I need to work on more. I also
PART II: discussed my decision to continue teaching and what teaching means to me.
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.
 RATIONALE CHECKLIST Part 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 9.2 (Focus Area #1)
represents the overall HTSB CANDIDATE HELPS STUDENTS ACHIEVE THEIR FULL POTENTIAL - Does
standard Candidate promote the right and freedom of students to learn, explore
ideas, develop learning skills and acquire the necessary knowledge to
PART II: achieve their full potential?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I promote the right and freedom of students to learn, explore ideas, develop
learning skills and acquire the necessary knowledge to achieve their full
PART III: potential by following the teaching philosophies I have laid out in this
Improve your proficiency for the assignment. For example, some of my teaching philosophies include: To
HTSB standard exemplify the attitudes and behaviors that I want students to maintain in my
classroom and outside of my classroom, to arm students with the knowledge,
skills, and tools they need and allow them to foster their ideas creatively and
PARTS I-III DEFINED manifest their ideas in multiple ways, and to inspire and motivate students to
pursue areas of interest inside and outside of the classroom. These teaching
PART I:
philosophies show that I want students to develop the skills to become effective
State standard, teaching artifact,
workers when they join the workforce in the future. My teaching philosophies also
and course name. Provide an
express my goals to help each student do his/her best.
accurate description of the
artifact. Provide a sufficient
III. SELF-ASSESSMENT
description of the artifact results.
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I continue to push students to do their best.
PART II:
As I continue to get to know each student and learn more about their
Identify at least one appropriate
personalities and learning styles, I know what each student is capable of and
sub-standard and include the
I push them to do as much as they can. For example, when I know students
entire language. Connect the
are capable of doing something but they are just being lazy, I try to motivate
language of the sub-standard
them and switch up lessons to get them more involved and interested so
to the artifact. State your
that they can maximize what they get out of each lesson.
proficiency level for the sub-
standard. Provide appropriate
IV. EVIDENCE OF SELF-ASSESSMENT
evidence that supports your self
My essay explains some of the strategies I use to work towards achieving
assessment.
each goal in my classroom. My final portfolio will also give an overall look at
how each assignment I have done shows that I demonstrate each of the ten
PART III:
HSTB standards and gives specific examples of each.
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
9.9 (Focus Area #3): CANDIDATE IS OPEN AND HONEST TO EVERYONE - Is
Candidate truthful in representing facts concerning educational matters and is
open and honest with students, parents, colleagues and the public?
II. WHAT TO IMPROVE?
While I make it a point to practice honesty everyday, I want to work on being
more open with the learning process and involving students and parents more
when possible.
III. RESEARCH FINDINGS
i. This article discusses creating a culture of integrity in a classroom. The point
that stood out to me the most was to help students believe in themselves.
This article pointed out that the finding that In my study of students who
developed integrity and a desire to become civically engaged, young
people reported that their teachers helped them believe in themselves
through their: Passion for teaching and giving back to the next generation,
modeling a clear set of values and acting in ways that supported those
values, commitment to giving freely of their time and talents, selflessness
and acceptance of people different from themselves, and ability to overcome
obstacles and show students that success is possible.
Resource: https://www.edutopia.org/blog/8-pathways-creating-culture-
integrity-marilyn-price-mitchell
ii. During a session with my mentor and department head, Jamie Ludwig, she
explained to me how involving students with decision making can help to
create a more open learning environment. She described how she would
create parameters but still allow students to make certain decisions so they
felt like they were learning in a more collaborative environment.
Resource: Jamie Ludwig, mentor and CTE Department Head
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to practice having an honest and open learning
environment by:
i. Demonstrating my passion for teaching - show students how committed I am
to their learning by helping as much as I can and being available for extra
support during study hall and after school
ii. Discussing obstacles and techniques for overcoming them - discussing real
world problems and situations and how to overcome them
iii. Open discussion about work done/future projects - allowing students to be
part of the conversation about what worked well/didnt work well on projects
and what they would like to learn and practice next