professional statements
These professional statements are taken directly from my Pennsylvania Teaching Application. You can view my entire application on the Pennsylvania School Applications Network (pareap.net). My applicant ID # is 0000184103.
Each question is answered in 300 characters or less.
1. What are your three (3) most important reasons for wanting to be a teacher?
I want to continue my role as an educator because I believe giving students authentic, real-life experiences is the key to understanding. I love being a role model for my students as a life-long learner. Also, I have a passion for helping students realize their passions and reach goals.
2. How much do you want to know about your students in order to be helpful to them?
Before I start planning for the year, I like to take an inventory of their interests and learning styles which helps me differentiate application opportunities throughout the year. Parent surveys and contact information is crucial to maintain contact throughout the school year.
3. What three (3) things do you most want to know about your students?
First, I want to know their reading level in order to pick appropriate text for independent and shared reading. This ensures students are not at a frustration level and show growth. Second, I want to know interests and skills to plan activities. Third, I want to know their family and home life.
4. What do you need to know in order to begin your lesson planning for a class?
To plan a successful lesson I need to know the objectives (typically broken down into skills), common misconceptions students may have during the lesson, vocabulary, student pre-assessment data (prior knowledge), and the materials/technology to be used.
5. What four (4) key components do you believe you must include in your plan?
1. Application opportunities to further their understanding at the appropriate level
2. Differentiated instruction/practice opportunities
3. Real world examples/Connections to real life
4. Opportunities for self-discovery or construction of new knowledge.
6. When you think about your students, in what major ways do you most want to influence their lives?
First and foremost, I want to instill a love of learning in my students. I want to inspire them to be their best everyday. I also want my students to gain independence and gain the ability to persevere in solving problems and completing difficult tasks, both in school and beyond.
7. List and describe two (2) core teaching strategies you most utilized in your classroom.
I use cooperative learning in my classroom every day. It allows students to form relationships with their classmates and take responsibility for their own learning. I also utilize differentiation in my lessons which allows all students to feel successful, show growth, and meet their goals.
Each question is answered in 300 characters or less.
1. What are your three (3) most important reasons for wanting to be a teacher?
I want to continue my role as an educator because I believe giving students authentic, real-life experiences is the key to understanding. I love being a role model for my students as a life-long learner. Also, I have a passion for helping students realize their passions and reach goals.
2. How much do you want to know about your students in order to be helpful to them?
Before I start planning for the year, I like to take an inventory of their interests and learning styles which helps me differentiate application opportunities throughout the year. Parent surveys and contact information is crucial to maintain contact throughout the school year.
3. What three (3) things do you most want to know about your students?
First, I want to know their reading level in order to pick appropriate text for independent and shared reading. This ensures students are not at a frustration level and show growth. Second, I want to know interests and skills to plan activities. Third, I want to know their family and home life.
4. What do you need to know in order to begin your lesson planning for a class?
To plan a successful lesson I need to know the objectives (typically broken down into skills), common misconceptions students may have during the lesson, vocabulary, student pre-assessment data (prior knowledge), and the materials/technology to be used.
5. What four (4) key components do you believe you must include in your plan?
1. Application opportunities to further their understanding at the appropriate level
2. Differentiated instruction/practice opportunities
3. Real world examples/Connections to real life
4. Opportunities for self-discovery or construction of new knowledge.
6. When you think about your students, in what major ways do you most want to influence their lives?
First and foremost, I want to instill a love of learning in my students. I want to inspire them to be their best everyday. I also want my students to gain independence and gain the ability to persevere in solving problems and completing difficult tasks, both in school and beyond.
7. List and describe two (2) core teaching strategies you most utilized in your classroom.
I use cooperative learning in my classroom every day. It allows students to form relationships with their classmates and take responsibility for their own learning. I also utilize differentiation in my lessons which allows all students to feel successful, show growth, and meet their goals.
essay
- The Most Important Qualities of an Outstanding Educator
- My Philosophy of Student Discipline
- The Importance of Continuing Professional Development and how I Plan to Incorporate it Throughout My Career
- Essential Elements of Instruction, Administration or Area of Certification
- How Information Technology (i.e., computers, Internet) can be Integrated into the Instructional Process and Curriculum
essential elements of instruction
I believe the four essential elements of instruction are: Student Engagement, Differentiation, Collaboration, and Correct Level of Difficulty.
Student engagement can be ensured when cooperative learning is embedded into instruction. Tasks assigned should include open-ended questions that prompt discussion, tasks that are project or inquiry based, and employ critical thinking skills. Student need to be given the opportunity to "play around" with new found knowledge, experiment, and challenge themselves. Giving choice within instruction can also boost student engagement. Keeping them motivated by allowing them to choose their activity gives them a purpose and increases their desire to learn.
Engagement will also be present in instruction when learning opportunities are at the correct level of difficulty for students. Using preassessment data to plan instruction is crucial to knowing where students are in terms of their understanding and depth of knowledge with a particular skill. To ensure that instruction is at the correct level of difficulty for each student, formative assessments should be given before, during, and after the instruction. Monitoring students during assessments and making adjustments when needed is an important part of instruction.
Differentiation is also essential to instruction. Differentiating students within instruction can help students reach their fullest potential while keeping them away from a frustration level. Interventions and extensions are an important part of this because it tailors instruction to each student and their needs as a learner. It can also show a student and their family that you are connected to them and see them as a respected individual in your classroom.
Collaboration is a huge part of instruction, especially in the 21st century. Collaboration can help increase student engagement, make differentiation more purposeful, and give opportunities for self discovery and knowledge construction. It will also help build a classroom community that makes students feel respected and safe. Setting up students for success during group work using differentiated rubrics, checklists, and questions can guide student thinking at the level necessary to encourage growth. It allows the teacher to vary their role to a facilitator and allow students to hold eachother accountable.
All four of these essential elements blend into one another and help scaffold instruction. They are all necessary for students' success.
Student engagement can be ensured when cooperative learning is embedded into instruction. Tasks assigned should include open-ended questions that prompt discussion, tasks that are project or inquiry based, and employ critical thinking skills. Student need to be given the opportunity to "play around" with new found knowledge, experiment, and challenge themselves. Giving choice within instruction can also boost student engagement. Keeping them motivated by allowing them to choose their activity gives them a purpose and increases their desire to learn.
Engagement will also be present in instruction when learning opportunities are at the correct level of difficulty for students. Using preassessment data to plan instruction is crucial to knowing where students are in terms of their understanding and depth of knowledge with a particular skill. To ensure that instruction is at the correct level of difficulty for each student, formative assessments should be given before, during, and after the instruction. Monitoring students during assessments and making adjustments when needed is an important part of instruction.
Differentiation is also essential to instruction. Differentiating students within instruction can help students reach their fullest potential while keeping them away from a frustration level. Interventions and extensions are an important part of this because it tailors instruction to each student and their needs as a learner. It can also show a student and their family that you are connected to them and see them as a respected individual in your classroom.
Collaboration is a huge part of instruction, especially in the 21st century. Collaboration can help increase student engagement, make differentiation more purposeful, and give opportunities for self discovery and knowledge construction. It will also help build a classroom community that makes students feel respected and safe. Setting up students for success during group work using differentiated rubrics, checklists, and questions can guide student thinking at the level necessary to encourage growth. It allows the teacher to vary their role to a facilitator and allow students to hold eachother accountable.
All four of these essential elements blend into one another and help scaffold instruction. They are all necessary for students' success.