RATIONALE CHECKLIST

Rationale II
PART I: ED 295A Module 2 (Week 8)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 7: Planning for Instruction
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Three Major Classroom Management Concerns Essay
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED Identify three (3) of your major concerns regarding classroom management
as you prepare to become a CTE Teacher. Write an essay inclusive of
PART I: appropriate strategies and interventions you will use to address each
State standard, teaching artifact, concern. Develop a set of protocol for each strategy/intervention.
and course name. Provide an
accurate description of the V. TEACHING ARTIFACT RESULTS
artifact. Provide a sufficient For this assessment, I identified three of my major concerns for classroom
description of the artifact results. management. Then I discussed why these were concerns, which strategies
I plan to use to address each concern and specific protocols I will use to
PART II: implement these strategies. I used prior knowledge gathered about my
Identify at least one appropriate students as well as information about this course from previous years to
sub-standard and include the guide the development of strategies and protocols to address each concern.
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 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 7.5 (Focus Area 1):
represents the overall HTSB CANDIDATE USES PRIOR KNOWLEDGE TO PLAN INSTRUCTION - Does
standard Candidate plan instruction using formative and summative data from digital
and/or other records of prior performance together with what s/he knows
PART II: about learners, including developmental levels, prior learning and interests?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I plan instruction using formative and summative data from digital and/
or other records of prior performance together with what I know about
PART III: learners by using several methods of gathering information about students
Improve your proficiency for the so that I can best plan for instruction based on student levels and needs.
HTSB standard One way that I gathered information was through student surveys and
another method I used was talking to students and parents at open house.
In my essay about three major concerns, I discussed dealing with students
PARTS I-III DEFINED who have different backgrounds in design as well as students who are not
interested in design to begin with. I used what I learned about student
PART I:
performance levels and student interests in design to create strategies and
State standard, teaching artifact,
protocols to address these concerns.
and course name. Provide an
accurate description of the
III. SELF-ASSESSMENT
artifact. Provide a sufficient
I would rate myself as a 4 (Candidate always does this as a teacher) or
description of the artifact results.
exceeds proficiency because I am always continuing to learn more about my
students each day and I am always assessing their performance and using
PART II:
what I learn about them to guide future lesson planning. This is an ongoing
Identify at least one appropriate
strategy in my planning process.
sub-standard and include the
entire language. Connect the
IV. EVIDENCE OF SELF-ASSESSMENT
language of the sub-standard
In my essay, I discuss some strategies I have developed to use prior
to the artifact. State your
knowledge about students to plan instruction. For example, for students
proficiency level for the sub-
with different artistic backgrounds and levels of abilities, some of the
standard. Provide appropriate
strategies I have planned to use include seating students in different areas
evidence that supports your self
based on what stage in a project they are working on so I can help groups at
assessment.
a time. I also have more advanced students help progressing students. For
students not interested in design, I make connections to the real world and
PART III:
incorporate skills they can use outside of this class/area of art and design. I
Identify an appropriate sub-
have developed these planning strategies based on information I learned
standard and clearly state a
about my students.
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
7.1 (Focus Area 1): CANDIDATE IDENTIFIES MEASURABLE AND
MEANINGFUL LEARNER OUTCOMES - Does Candidate use the provided
curriculum materials and content standards to identify measurable learning
objectives based on target knowledge and skills?
II. WHAT TO IMPROVE?
I want to work on my skills of developing more unit plans and identifying
specific measurable learning objectives. Sometimes I look at the bigger
picture first, but I would like to practice starting with learning objectives
linked to standards and building up from there.
III. RESEARCH FINDINGS
i. In my professional learning community, we recently completed common
assessments connected to all of our classes. This has helped me to see
how more experienced teachers connect our projects to the standards
and build specific learning experiences for benchmarks. My PLC leader
suggested that I start by examining the ACCP standards and selecting
benchmarks that are most relevant to beginning students since I have
first year design students. Then I can build unit plans and project-based
learning from there.
Resource: PLC Leader - Jason Tamura
ii. I found an article that gives suggestions for aligning projects with
standards. One interesting I idea I found is to focus on the process -
even though I know what the end result will be, I should think about
the steps that it takes to get there. Another interesting idea I found is to
design projects that evolve - keeping timelines flexible so that new ways
to incorporate learning objectives is always possible
Resource:http://www.edutopia.org/blog/aligning-projects-with-
standards-dana-mccauley
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to think about the end result I want and then
break down that final product into the steps to focus on the process. By
breaking down the final result into individual steps, I can easily see how
different steps link to standards and benchmarks. I also plan to keep flexible
timelines by creating deadlines and due dates but also leave enough time
in each unit so that we can make changes to better suit learning objectives.
Rather than creating an exact, fixed timeline that goes up to the very last day
of instruction, I plan to leave some room for change.