ARTIFACT EVIDENCE AND REFLECTION

WTS #9
ARTIFACT DESCRIPTION:
Learning Log; Observation and Reflection
The artifacts included here are a Learning Log from a credential course that I
was enrolled many years ago and a very recent observation conducted by an
administrator including my personal reflective response to the critique of my
teaching.
ALIGNMENTS:
WI DPI Teacher Standards
Standard Nine Reflection - Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects
of his or her choices and actions on pupils, parents, professionals in the
learning community and others and who actively seeks out opportunities to
grow professionally.
These artifacts align to the Standard in that they represent my ability to be
reflective on my practice and teaching. Reflecting and contemplating the
process and effectiveness of teaching is a primary element of effective
teaching. My learning log and response to my teaching observation
demonstrate my ability to be open to change and understanding my
perspective as it is applicable to appreciating my effectiveness as an
educator. Much of the purpose of reflecting is developing an appreciation for
changing or altering practice techniques and habits to become a better
teacher and in turn offer better learning opportunities for students.
UW Platteville School of Education Knowledge, Skill and Disposition
Statement
KSD 4.a. REFLECTS ON TEACHING
The candidate makes an accurate and thoughtful reflection of his/her
teaching effectiveness, is aware of specific elements of his/her teaching that
contributed to successful instruction, and can offer alternative teacher action
to predict the future successes of alternate approaches.

KSD 4.e. GROWS AND DEVELOPS PROFESSIONALLY

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WTS #9
The candidate is aware of opportunities for professional development to
improve content knowledge and pedagogical skill and can take an active role
in assisting other educators.

I included the Learning Log because it was a truly impactful course and I
developed a good appreciation for how content and experiences in education
impact learners. This course that gave rise to this log was one that focused
on the practice of teaching and had us concentrate our energies on where
authentic and genuine learning experiences come from. I see the value in
this artifact as being one in which I was able to reflect on my experience as a
learner. That process is as valuable as the process of reflecting on being a
teacher. This reflection took place in a community of teachers or teacher
candidates. The process of sharing our feelings, memories and opinions was
very valuable. The interesting element of those reflections are summed up in
a couple entries that I included here involve recollections of my experiences
with a really great teacher and one teacher that was not so great. To be
honest, our instructor had us recall the worst teacher we could remember
and write about them. This prompted me to think about how important it
would be to be the teacher my students would remember as the great one.
My reflection on my recent observation reminded me that I dont need to be
the one that drives the drill in the classroom all the time. My Principal shared
that he felt I didnt allow the kids to carry enough of the education cognitive
load. As I thought about his comments and critique, I agreed with his
assessment and looked ahead to getting better at what I do by guiding my
students to make the connections and discoveries more on their own. Like I
said, old dogs can learn new tricks.

REFLECTIONS AND IMPACT ON PROFESSIONAL DEVELOPMENT:

What I learned about teaching I have learned that the process of teaching
is always a work in progress. I have also learned that the process also needs
to be authentic and must bring unique, original and engaging experiences to
the learner. This was revealed to me during that course early in my teacher
preparation program in Sacramento, CA. In that course, the images were
presented for all of us from our own memories what made a teacher either a
good one or a bad one. Interestingly, although each individuals perspective
was unique, our collective recollections had very similar elements.
What I learned about myself as an educator I have developed an
appreciation and desire to be that good teacher in the memory banks of

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WTS #9
students in the future. I have come to know that as one of my colleagues
said years ago, They wont care about how much you know, until they know
how much you care. That speaks volumes to me. I know that my focus is on
creating the experience for students that makes memorable learning not
only possible but a foregone conclusion in my classroom. Much of that comes
from my effort to be thoughtful and responsive to the tasks and processes of
teaching and interacting with students. Being able to assess myself and my
effectiveness allows for flexibility, change and improvement. I have come to
be able to embrace constructive criticism even in my old age. I often think
that I am better at being open-minded to critiques and new ideas now that I
am not that arrogant young teacher who thinks he knows everything.