Rationale
Within Career and Technical Education, I work with a diverse population of students who approach learning from a multitude of directions.    The Career Docs Website uses differentiation strategies to provide multiple pathways to the same content.  In this case, the targeted learning centers around developing employability documents which are necessary as students prepare for transition away from high school.  The website begins by asking each learner to consider their learning preferences. Students with good awareness of their learning preferences are directed to resources that are consistent with them, and students with less awareness can use a range of tools to explore their own learning styles before making choices of how to approach tasks.  Instruction on writing resumes and cover letters, at its best, is an introspective and personal exploration of an individual’s unique attributes and strengths.  Providing this important content through cookie cutter worksheets or templates does not offer students opportunity to engage in a rich and deeply introspective process that results not only in better products, but also better self-awareness.
 
The Literacy Toolkit explores strategies through which to integrate academic skills and real world learning activities.  Strong literacy skills are a key to ongoing learning and can be developed and honed over a lifetime.  The work here addresses needs of students who may be performing below grade level, but it is also relevant to high achieving students.   The work references an extensive set of tools, examples and resources that can be drawn upon to construct lessons for individuals, small groups or entire classes which either target a specific literacy skill or which embed within content instruction attention to one or more literacy issues. 

Reflection

Building tools such as Career Docs and the Literacy Tool Kit helps me to personalize instruction for each student based on specific skills needs or learning preferences.
I have used Career Docs both within whole class activities and for individual students who have approached me for assistance when they needed to have a resume or cover letter for a specific purpose.  In both cases the tool proved its utility, as it provided them with resources that they could choose and access for themselves when one-on-one time wasn’t available.  The Literacy Toolkit is a teacher resource.  It provides me with options on how to present content and skills work to students.  And it serves as a reference that I use personally and also share with peers.
The process of developing these functional tools as well as having them available for practical use strengthens my ability to deliver high quality, meaningful learning opportunities to a diverse student population.

Rationale
Learning standards provide a framework for student learning.  Since much of my teaching is cross-disciplinary, I target routinely standards from a variety of sources.  I work with state approved career competencies that prepare students for entry level employment in their field, but I also address related academics and the “soft skills” required by an employability curriculum.  The concurrent enrollment programs I offer demand that I meet essential objectives associated with these courses.  The lesson plans provided show how multiple sets of standards overlap within my classroom. 

The paper on Common Core State Standards argues for a strategic approach to integrating academics with Career and Technical Education.  The potential for improving academic skills through CTE programming is widely recognized.  This paper looks at how specific details of both content knowledge and pedagogical approach can be leveraged to improve teaching.

The Book Jacket Lesson Plan is parallel to numerous “choice” reading assignments with “creative” assessment projects which are widely used in ELA classrooms.  However, by tying the plan to multiple sets of standards, a more rich and targeted use of student time is achieved.    By insisting on the use of public domain e-texts, students use technology to research choices; they are encouraged to consider works of historical significance and or works tied to specific eras, and they are applying intellectual property ethics within a practical project. The standards addressed include CTE competencies and Common Core State Standards.

The lesson plan on variable data printing is included because it demonstrates the importance of a broad familiarity with the curricula to which all students at a particular level should be exposed.  As an educator with emphasis on language arts, design and communication, I am still able to consider the implications of a task that are outside my own areas of expertise.  In this case, the use of algorithms, a higher level math competency, is embedded within the assignment.  By clarifying the levels of accommodation that might be necessary for students with different math backgrounds, I am able to address the application of an at grade level standard for those who are at that level, while introducing the concepts to students who have not yet addressed them within their math curriculum.

Reflection
I still sometimes ask myself, “What is it that I teach?” I am qualified to teach Arts & Communication, English and Business, and I am adept at delivering high quality instruction in each of these content areas.  However, to me, the most important teaching involves transcending the boundaries between subject areas.   This comes in part through knowing content deeply through both study and practical experience. But what is much more important is my ability to translate content into instruction that merges higher order thinking skills with the development of high quality student products. 
Each of the artifacts here represents my ongoing effort to do just that. I seek to ensure that every learning opportunity I offer addresses recognized, relevant standards and encourages each student to develop and express skills and knowledge at the highest possible levels.

The Case Study on Motivation discusses motivational theory in relation to an individual’s learning needs.  Within it, various instructional techniques are described and discussed, showing my ability to apply techniques strategically towards a goal.   While, as a case study, this piece focuses on an individual student, many of the assessment techniques and instructional practices described are equally available for use in a group setting.  In this case, the student has a stated goal of progressing towards postsecondary education.  Based on multiple assessments, there were gaps in her academic skillset that put her at risk of not being successful in this.  The work distinguishes between performance goals and mastery goals and discusses the use of multiple differentiation techniques (flexible grouping, contracts, opportunity to express learning in different modes, choice of books & learning materials, simulations and flexible assessment) to support her learning.

The Behavioral Management paper addresses on a center-wide scale issues surrounding student discipline and motivation.  The paper is based largely on local data and how that coincides with both student performance and perceptions of issues within the school community.  In particular, the issue of student attendance is identified as an area that can be improved.  Inconsistent application of policy is addressed as an area that could be improved towards improving the learning environment. The paper stresses the importance of quality communication with parents. While establishing a positive learning environment within a single classroom is an important task, it is also important for individual teachers to recognize and influence the whole school environment. 

Prior to taking EDU 615, Motivational Theory & Classroom Management, I had never written a case study.  The process was enlightening, as it provided a new viewpoint through which to explore issues related to motivation and engagement. By applying a broad understanding of using multiple indicators of student progress, I was able to target the learning needs of the student and formulate a plan to support the student.

The paper on behavior management demonstrates my commitment to approaching concerns form a structural approach and within a data driven context. Providing students with systems that are consistent, predictable and organized improves the learning environment, making better quality instruction possible. Communication to both students and parents is a key feature of a well-structured program, and every effort should be made to see that such communication is in place and that it functions to achieve the desired results.

Rationale
The slideshow on Maranzano’s The Art & Science of Teaching shows how I approach integrating current theory and strategies into my practice.  The process involves not only remaining current in my professional reading and learning, but developing an understanding of how to connect that knowledge to the specifics of my own classroom.  Throughout the slideshow, I provide examples of how ideas can be applied to a CTE setting.  As the project was developed with an audience of CTE teachers in mind, the idea that this learning is meant to be shared discussed and added to is built into the project.

The reflection paper “Teaching Strategies – Graphic Organizers” shows through reflective writing the direct application of using metaphor as a teaching method as it is discussed by Dean, Hubbell, Pilter and Stone.  The paper explores the application of theory, but it also demonstrates my disposition towards developing and applying new strategies to encourage learning.