Sarah RoadsideDr. Pierce

Student TeachingBridging Theory into Practice:

Application of NJ InTASC Standards to Student Teaching Practice

Standard #1: Learner Development To understand how 9th grade accelerated English students grow and develop through recognizing their learning and development, students created a flow chart on the effects of war on children. This took place in small group

instruction where students developed multiple effects on children from war. Students were to refer back to several lessons that took place on child soldiers and were able give their own inputs on the effects of these children from multiple resources. This lesson served as a brainstorming activity to monitor student growth,

development, and to further instruction on the topic.

Standard #2: Learning DifferencesThrough differentiated instruction, 12th grade accelerated English students were to create a characterization of their assigned character from the novel Bean Trees. Students who are kinesthetic, auditory or visual learners

were all identified in this project and contributed in different ways through collaborating on ideas to express the characterization of the character. Students identified indirect and direct quotes to synthesize the external appearance of character from diverse cultural backgrounds. Students also created a conversation via text

messaging to portray the tone of the assigned character that alluded from the quotes found. This project is the result of critical thinking and problem solving because the students were to create an external appearance of an assigned character, a conversation via text messaging with another character, and tying these together through

the evidence of textual support.

Standard #3: Learning EnvironmentsWorking with other colleagues to create an environment for students that supports both individual and

collaborative learning is seen through the performance of “Double Double Toil and Trouble” from the Choir of the high school. Below is an email from the Choral Music Director inquiring about a performance to the 12th

grade accelerated English students on their work ““Double Double Toil and Trouble.” Students are able to view Macbeth in a different perspective while positively interacting with the Chorus. This actively engages learners

by incorporating other members of the high school. As a whole, both classes are actively engaged and collaborated on cited text from Macbeth.

Standard #4: Content KnowledgeBelow is a picture of a portion of a unit plan to demonstrate content knowledge. Understanding central concepts such as citing textual evidence to support analysis of a portion of a piece of literature and conducting fishbowl

discussions to propel conversation among students who have prepared and read the material under study creates learning experiences that make 12th grade accelerated English accessible and meaningful for learners to assure

they master the material being studied.

Standard #5: Application of Content

Below is an image from the documentary Bling which depicts the conflicts of diamonds in Sierra Leone. 9th

grade accelerated English students are engaged in critical thinking through the documentary Bling. This informational text was used as a pre-reading resource for the text, A Long Way Gone and engaged the students

to think about war in Sierra Leone. Students used Bling as a resource for their culminating project which is based off of the essential question of how war affects children.

 Standard #6: AssessmentDuring the fishbowl discussion on Bean Trees for one of the 12th grade accelerated English classes, students were assessed based on participation throughout the discussion. Students were engaged by critical thinking

questions that which required an in-depth response that includes textual evidence to support their analysis of the text. Student responses during the discussion were tracked, evaluated, and demonstrated their growth on the

novel, Bean Trees.

Standard #7: Planning for InstructionFor all classes: 10th, 11th, and 12th grade English assignments and due dates are posted on the eboard. This

planning of instruction supports students in meeting rigorous learning goals and being prepared. Students were able to find lesson documents and instructions on the eboard so that all learners are on task and prepared for due

dates.

Standard #8: Instructional StrategiesThrough a variety of instructional strategies that include immersing students in the genre of A Long Way Gone

and designing products of growth through understanding the genre of A Long Way Gone, 9th grade accelerated English students developed deep understanding of the text and built connections to resources that were introduced throughout the unit. With this development, students were able to apply their knowledge in

meaningful ways by conveying their thoughts and ideas in the form of a flow chart. This tied all of their resources together to allow students to visually see the main idea at hand for the unit.

Standard #9: Professional Learning and Ethical PracticeThroughout my student teaching experience my cooperating teacher and I maintained an ongoing professional relationship where she coached me effectively based on the model below. She evaluated my practice and gave constructive criticism on techniques that I have demonstrated in the classroom so that my practice meets the

needs of each learner effectively.

Standard #10: Leadership and Collaboration Taking leadership roles in all of my classes is seen through the email below to another colleague in the English department. I shared several sources to a veteran teacher on the unit of Bean Trees. These sources included the fishbowl discussion document, study guide, and culminating project for Bean Trees. Being asked to share my

sources is not only a leadership role I have taken on during my student teaching, a way of collaborating student growth, but also a compliment to my student teaching and the mark of the beginning of my profession in

secondary education.