Ohio Profession Standards

This standard is a lot like research and information fluency from the old standards, but I find it necessary to keep this standard. It is extremely important for students to learn how to use digital tools to analyze information, but I find this standard to be vague in its language. In order for this standard to be more effective, it should have specific ways in which students will create meanings for themselves. To me, this is vague language and the creators could be a lot more specific in this section. Specifically, how will students derive meanings from their findings?

The standards addressed for Goal 7 include 7.3, 7.6, and 7.8. Standard 7.3 demonstrates the use of e-mail and other online tools for the reason of communicating and managing information. Standard 7.6 establishes rapport with students while teaching lesson plans. Standard 7.8 involves working collaboratively with others in completing tasks.

As a result, instruction, even when it is standards driven, is not effective and often students develop a lack of motivation and value for the their educational experience. Evidence of this dilemma can be observed in the high school I teach in, analysis of standardized test scores and progress grades, along with simple student and parent interaction. Bourbon County Schools, as a district, has decided to use Assessment for Learning, by Rick Stiggins, to enhance over all student proficiency and curriculum congruency. One of the first steps in Stiggins' model is developing standard based learning objectives to help teachers manage the instruction of the content effectively and inform students and parents, in friendly language, of the goals each unit of study.

When powerfully aligned, standards and assessments bring transparency to the education system by specifying a consistent set of expectations for students and educators. The assessments definitively represent the standards. They also provide a goal that teachers can emphasis their instruction on and students can focus their studies on. Using classroom instruction that follows the standards, teachers can effectively prepare their students for the accountability assessments (Case & Zucker, 2005). This helps teachers in a school develop a consensus on goals to improve student performance based on assessment data.

There are many standards for educational professionals to follow. These standards help ensure children are receiving high-quality educational experiences in the classroom. Ohio’s Early Learning and Development Standards, NAEYC Standards for Early Childhood Professional Preparations Programs, and The Head Start Child Outcomes Framework are the three different standards set by various organizations and professionals. There are many differences and similarities, among each set of standards. Each set focuses on different age groups and are organized differently. They all three encourage positive child development, regardless of disabilities or cultural differences, and are all school readiness based standards.

The other thing to be considered in this domain is learning and evaluation. This is one of the most important standards as it measures the overall goal of the School Improvement Program. Student results are defined as what students of different ages know, understand and can do in the subjects of the curriculum. There is a common understanding among teachers and learning experts that a range of assessment methods should be used to fully understand what students are learning in the classroom. Examples of assessments methods are: group assignments, individual projects, quizzes, and tests. The other key standard under this domain is curriculum. One of the key responsibilities of teachers is to study the curriculum and develop supplementary materials for use in the classroom. It is important for schools to provide the time and support that teachers need to develop these supplementary materials.

My goal is for instruction to be aligned with assessments; thus students are able to apply their knowledge to solve problems and make reasonable applications through everyday issues. All students should be challenged in each standard at the highest level they are capable of mastering. Rigor exists in the standard and must be ingrained in the classroom daily. Rigor in assessment must align with instruction in the type of thinking (Chappuis, 2014). Rigor does not mean more work or harder assessments. I find it irritating when all standards are not completely addressed to the students, yet students are expected to reach mastery on the assessment. In the end teachers and students become frustrated with the outcome. Assessments along with instruction of the standard should be aligned. Students learn at different levels and at a different pace; therefore, differentiation plays a large role in student success. Providing additional support for diverse learners is crucial so that students are able to stay focused on their learning outcomes and reaching mastery on standard

Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students ' learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your “evaluative essay" (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay.

The National Standards Development Council serves to provide school leaders and professional developers with quality standards to create effective professional learning opportunities for teachers (NSDC, 2010). Renamed as Learning Forward, NSDC represents the largest non-profit association dedicated to staff development and school improvement (NSDC, 2009). The NSDC maintains that continued improvement of student and teacher performance in school depends upon the quality of professional development programs (Schmitt, 2004). The purpose and stance of NSDC align with the premise of No Child Left Behind, as it relates to stressing the necessity of quality professional development to improve instructional practices. Through extensive research, NSDC has adopted 12 standards for establishing high-quality professional development, and representing an up to date comprehensive set of standards. The NSDC standards, include (Schramm, 2006):

Evidence: The Teaching Today, Edition Nine textbook briefly outlines three major proponents of a standards-based education.

When creating classroom assessments, Thomas Guskey (2005) suggested that “teachers need to do two important things: (1) translate the standards into specific classroom experiences and (2) ensure that classroom assessments effectively measure that learning” (Guskey, 2005, p. 32). In other words, teachers must learn now to “unpack” standards so as to better link them to what is happening in the classroom (Guskey, 2005, p.

I have observed this is the classroom on multiple different occasions. During morning circle the teacher has a routine she follows every day. One of the steps in the routine is counting. Every day they count the amount of students in the classroom. The teacher normally allows the children a chance to volunteer to count. If no one volunteers she chose a student to count. They used a pointer stick and went around the classroom and counted each student one by one. This creates an understanding on one to one correspondence. They also are practicing number names.

Detailed standard and performance levels provided on a rubric allow students to understand what is expected of them and what

The Educate America Act of the early 1990’s fostered “a movement among professional education associations to develop standards for specific academic content areas” (Short, 2000). These national standards were for federal and state insitutions to have guidelines in designing curriculum and assessments. Also these standards would help promote the professional develop of teachers.

d. Standards: This is the regulations or the principles used in a curriculum to denote ways in which the students and well as the teachers can follow to execute the learning and teaching process.