RATIONALE CHECKLIST

Rationale V
PART I: ED 289A Module 5
Describe a teaching artifact that Part 1
represents the overall HTSB
standard I. HTSB OVERALL STANDARD
Standard 5: Application of Content
PART II:
Connect the teaching artifact to II. TEACHING ARTIFACT
a sub-standard and assess your Field Observation
proficiency
III. COURSE
PART III: ED289: Educational Psychology
Improve your proficiency for the
HTSB standard IV. TEACHING ARTIFACT DESCRIPTION
College supervisor supervises a lesson taught by Candidate in class.

PARTS I-III DEFINED V. TEACHING ARTIFACT RESULTS

PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
For this assignment, my college supervisor came to observe my class
during a lesson in the heat transfer graphics unit. I showed her how my
communication with learners, families and colleagues help to develop
collaborative relationships. By keeping in constant contact with my students,
their families and my professional learning community, this provides the best
learning outcomes for students.

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.
 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
Part 2
I. SUB-STANDARD
10.4 CANDIDATE COMMUNICATES WITH LEARNING COMMUNITY TO
DEVELOP COLLABORATION - Does Candidate use technology and other
forms of communication to develop collaborative relationships with learners,
families, colleagues and the local community?
II. CONNECTION TO ARTIFACT
I demonstrate that I use technology and other forms of communication
to develop collaborative relationships by attending weekly professional
learning community meetings, attending parent-teacher conferences
and having discussions with my students which guides my lessons for
observation. In the lesson observed by my college supervisor, the tshirt
project we were working on is the result of a combination of student interest
and PLC collaboration to create common assessments with my peers.

PARTS I-III DEFINED III. SELF-ASSESSMENT

I would rate myself as a 4 (Candidate always does this as a teacher) or
PART I:
exceeds proficiency because I meet with my coworkers weekly to work on
State standard, teaching artifact,
making sure our curriculum is aligned and best serves this group of students
and course name. Provide an
each year. I also keep in constant communication with parents and seek
accurate description of the
feedback from students about units and projects to help guide my decisions
artifact. Provide a sufficient
about future lessons.
description of the artifact results.
IV. EVIDENCE OF SELF-ASSESSMENT
PART II:
One evidence of self-assessment is in the commendations submitted by my
Identify at least one appropriate
college supervisor and our discussions about collaborating with families and
sub-standard and include the
other professionals.
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 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
9.7 CANDIDATE IS FAIR AND EQUITABLE TO EVERYONE - Is Candidate fair
and equitable in his/her treatment of students, parents, colleagues and the
public?
II. WHAT TO IMPROVE?
I am working on maximizing my efforts of being fair across the board, but it is
something Id like to continue working on.
III. RESEARCH FINDINGS
i. This article explains how fair isnt equal. I liked the argument made that
fairness is not necessarily treating all students the same because not all
students are the same - they have different motivations, choices, needs
and causes for behaviors. Some tips I found helpful are having flexible
consequences, teaching the class the concept of fair versus equal, keep
discipline private between you and the student and be willing to discuss
your strategy students and parents.
Resource: https://www.edutopia.org/blog/fair-isnt-equal-richard-curwin
ii. This article discusses tips for being fair in the classroom. Some
suggestions include knowing when youre having a bad day and
correcting it or letting your students know what is going on, apologize
when making a mistake or having a misunderstanding, and randomly
select students when choosing students to work on something so it
doesnt appear as favoritism. Resource: http://www.brighthubeducation.
com/classroom-management/15435-fairness-and-equality-in-the-
classroom/
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to implement effective fairness in my classroom
by following these tips:
1) Having flexible consequences to choose from
2) Discussing fairness versus equality with students
3) If possible, letting students know when there is an issue going on that may
affect my decision making
4) Apologizing when I make a mistake
5) Selecting students at random or using alphabetical order to determine
when students get to work on projects (that require one-on-one instruction)