Bryan Van Pelt's bportfolio

  Standard 10 states that teacher leaders understand effective use of research based instructional practices.   To accomplish this learning, I took the course Survey of Instructional Strategies in the Spring of 2018.   This course focused on learning and selecting the appropriate instructional methods, learning targets, and the breakdown of a lesson (beginning, middle, and end).   After completing this course, I had many takeaways and practical instructional strategies to experiment with in my classroom.   For the sake of this reflection I organized my thoughts under two umbrellas.   1. Selection, implementation, and evaluation of instructional strategies: Prior to the selection of specific instructional strategies it is important to define the operational framework in which educators should operate underneath. During this course, two sources provided valuable insight into these frameworks.  First, defined by Dean, Hubbel, Pitler, and Ston

Standard 2 states teacher leaders analyze learning to promote student growth.   This standard, in my opinion, is a core standard of the Teacher Leadership program.   It is highly important this standard is fully understood and applied in the classroom. When I reflect on this standard I realize it is bigger than it appears, as there are multiple aspects involved.   In my opinion, this standard is centered around two central tenets of teaching, both needed for teachers to properly analyze student learning.   These two tenets are 2) data collection, and 3) the teacher’s personal reflection.   When these ideas work together in harmony, teachers can truly analyze student learning in hopes of promoting growth. For this standard, I engaged in two classes: Accomplished Teaching and Action Research.   Both of these classes sharpened my skills and shed light on what it takes to analyze student learning in the classroom. Reflection:   Previously my analysis of student learning