Federation University Mt Helen Campus

Master of Teaching (Primary)

Teacher as a ProfessionalEDFGC5809

Assessment Task 3

Student: ………………...

Student Number: …………….

Contents

Position Advertisement: ……………. Primary School ……………………..Page 3

Cover Letter………………………………………………………………………………..Page 7

Curriculum Vitae…………………………………………………………………………Page 9

Response to Selection Criteria………………………………………………………Page 12

Personal Teaching Statement……………………………………………………….Page 16

Portfolio Summary………………………………………………………………………Page 20

Position Advertisement

Job Title: Classroom Teacher

Location: ………… Primary School

Full/Part Time: Full-Time

Regular/Temporary: Fixed Term

Classification: Classroom Teacher

Job Title: Classroom Teacher

Subject/Duties: Generalist - Primary Teaching

Level: Primary Grades P-6

Begin Date: 10/10/2016

End Date: 12/29/2016

Hours: 38.00

Reference #:1053067

Contact Name: Mr …………

Phone: ……………

School Website:

Apply By: 07/25/2016

Location Profile…………. Primary School was established in 1859 in the historic township of ………... The school is nestled in the ………. Hills, with views of Mt. ……… and surrounding farming properties. The school site is a unique country setting with native trees and shrubs. The attractive grounds include: oval, adventure playground, running track, wet weather shelter, shaded areas, sealed games area, library, art/craft room, canteen, staffroom, internal/external toilets, multi-purpose room and disabled

access. The 8 classrooms are well equipped and resourced to provide all pupils with every learning opportunity.Students are offered a broad curriculum in a caring environment which appreciates the value of the individual. They are encouraged to learn both independently and co-operatively, to respect others and to take pride and pleasure in participation and achievement.The School Council believes the ………… Primary School provides a successful and balanced learning environment for all children of all abilities. …….. Primary School is proud of it's achievements in developing a co-operative partnership between students, staff and parents. Interaction with the local community, pre-schools and other schools in the …………. and ……………. is a focus.

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school

program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:- Have the content knowledge and pedagogical practice to meet the diverse needs of all students- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning- Supervise and train one or more student teachers- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their

initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Other Information

Be famililiar with the Kathy Walker Learning Program.

Cover Letter

19th July, 2016

…………….

Contact Phone: ……………………….

Mr ……………

Principal

…………. Primary School

……… VIC

Re: Classroom Teacher Reference No: 1053067

Dear Mr ………. and Panel Members,

I am writing to apply for the Classroom Teacher position as advertised through

Recruitment Online on the DET website.

I will be soon graduating from Federation University with a Master of Teaching

(Primary) degree and am seeking initial entry into the teaching profession. I am a

highly motivated and enthusiastic teacher dedicated to providing a safe, supportive

environment that allows all children to reach their full potential. I am particularly

interested in teaching at …………….. Primary School because you use the Kathy Walker

Learning Program. My experiences in previous practicums, as a parent and recent

research I conducted into Play-based learning has convinced me that quality,

individualised play-based learning is the most effective and engaging way for young

students to learn. I am passionate about providing student-led, hands on

experiences for my students, in order that they can pursue their interests and

discover a love for learning.

You will notice from my CV that I have a strong background in music and the

performing arts. I would love to be able to use my expertise in these areas to

support your music curriculum and any extra-curricular activities, such as a school

choir, school band, performances and the like. I also enjoy bushwalking and the

outdoors and would endeavour to provide my students with as many outdoor

learning experiences as possible and would be eager to take part in any school

camps or excursions.

I have had a life-long passion for wildlife, environmentalism and more recently

permaculture. Thus I was pleased to read on your website that your school has a

strong sustainability focus. Whilst in the Air Force I was a founding member of the

Sustainability Team and was personally responsible for the task of measuring the

carbon footprint of our Unit. If I were to gain a position at …………. Primary School I

would be committed to upholding and building on the sustainable practices of the

school and incorporating these principles in the classroom and curriculum.

I believe respect for the environment begins at home in the local community and can

best be achieved by building a sense of place and belonging. Thus, as a teaching

professional I think it is vitally important to work cooperatively and collaboratively

with not just staff and parents within the school but also in the wider community in

order to provide students with an environment in which they are supported to

respect each other, their place and themselves. It is this kind of environment that

allows students to take risks, make mistakes, increase resilience and maximise their

potential.

Please find attached my Curriculum Vitae and responses to the Selection Criteria as

outlined in the position advertisement. If you have any queries regarding this

application, please do not hesitate to contact me. Thank you for taking the time to

read my application.

Yours sincerely,

………………………….

CURRICULUM VITAE Name: ………………………..

Address: ……………………………

Email: …………………………………..

Contact Phone: …………………………

Education:

2015 - 2016 Federation UniversityMt Helen CampusMaster of Teaching (Primary)

2004 - 2005 University of Melbourne Victorian College of the Arts Master of Music Performance by Research

1994 - 1998 Griffith UniversityQueensland ConservatoriumBachelor of Music (Instrumental) with First Class Honours

Other Qualifications:

2006 Certificate IV in Malay …………. School of Languages

Career Objective:

To create a creative, engaging and emotionally supportive environment that encourages students to take risks, make mistakes and become life-long learners.

Pre-Service Teaching Experience:

2015 …………. Primary School Year 5/6During this placement I was responsible for assessing and preparing

students for mathematic exams, designed and implemented an Art unit and travelled with and supported students in a Netball tournament.

2015 ……………. Primary SchoolYear 2

This placement provided me with a strong introduction to effective and engaging Mathematics pedagogy. I also planned and implemented a Poetry Unit.

Professional Development2015 - Growth Mindset PD

2016 – Non-Violent Communication Workshop

Voluntary Experience:

2016 …………. School Mathematics Lessons

2015 …………. ……………………………………….…………….. Gathering BBQ and Parade

2008-2010 …………. AustraliaProvide English tuition to refugees and migrants

2007 …………Research international and local policy regarding child exploitation, abuse and trafficking

Work Experience:

2016 - Present …………. Primary SchoolInstrumental Music Teacher - Piano

Responsibilities:Assess and plan individualised instrumental tuition

Prepare students for performance and examsLiaise with staff and parents

2015 – Present Private StudioInstrumental Music Teacher – Piano, Clarinet, Saxophone

Responsibilities:Assess and plan instrumental tuition – individual

and sharedProvide instruction to cater to all levelsOrganise performance opportunities and examinationsLiaise with parents

2001 – 2016 ………………………Musician

Responsibilities:Organise and lead band rehearsals with up to 40 musiciansManage small group rehearsals, functions and liaise with stakeholders

Offer support and advice as an Equity AdviserProvide linguistic support for official events

2000 – 2001 …………………..

Reader Analyst Responsibilites:

Analyse print media Research and prepare reports for stakeholders

1991 – 2000 …………….……………….Clarinet & Saxophone Teacher

Responsibilities: Plan and teach individual and group lessons

Prepare students for AMEB and VCE exams Assess students and write reports Liaise with parents and attend staff meetings

Referees:Ms …………………………….Year 2 Teacher / Practicum 1 Mentor…………. Primary School…………… will be able to provide feedback about my ability to create a good rapport with students and staff and my ability to plan for engaging lessons and units of work.

…………………….Acting Principal/Year 5& 6 Teacher/ Practicum 2 Mentor

………………. Primary School…………….. will be able to comment regarding my detailed lesson plans, my commitment to providing engaging lessons and willingness to be a reflective practitioner.

………………………Principal ………………….. Primary School……………. will be able to attest to my strong work ethic, commitment to achieving excellence and capacity to build strong relationships with students, parents and staff.

Selection Criteria

SC4 Demonstrated high level written and verbal communication skills and high

level interpersonal skills including a capacity to develop constructive relationships

with students, parents and other staff.

Effective communication is essential for the success of a school and is dependent on

respectful collaboration between teachers, students and the wider school

community. I strive to always communicate and collaborate effectively and

respectfully with students, parents, teachers and all staff members because I believe

that this is a vital part of being a professional teacher. My written and verbal

communication has been highly developed over the course of my formal education,

my leadership role in the Air Force and as a teacher.

I have demonstrated this:

In my teaching placements at both …………………… Primary School and

………………. Primary School I ensured that I always clearly and concisely

communicated to students the learning intentions, goals and required skills

for each lesson and activity, both verbally and in writing. This allowed the

students to understand the value and relevance of the activity in the

classroom and helped to engage and motivate students. I also documented

these objectives in my learning planner.

During both teaching placements I was able to build a strong rapport with my

mentor teachers and positive working relationships with all other members

of staff. I was also able to build positive relationships with students in just a

short amount of time.

My university studies, both as an undergraduate and postgraduate have been

heavily dependent on my written communication skills. Effective verbal

communication and collaboration was also essential in the various group

assessments at university.

During my time in the ………………….. it was essential to communicate clearly

and authoritatively in order to gain the best possible outcomes both

professionally and socially. This role required diplomacy, tact and sensitivity

to different personalities, cultures and defence hierarchies. My annual

performance reviews always reflected my ability to create excellent

interpersonal relationships and contribution towards a harmonious

workplace environment.

In my role as a piano teacher I strive to always maintain an open dialogue

with parents in order to keep them engaged in the teaching process and their

child’s progress. Instrumental music teaching is a collaborative process

between the student, the teacher and the parent, and the parents must be

the motivating force supporting their child to practice between lessons. I

endeavour to support parents in doing this both verbally after lessons,

regular emails and studio updates on my teacher’s blog. I also need excellent

communication skills in order to help children understand and perform

complex musical concepts. This requires very clear, concise, step-by-step

instructions and the flexibility to modify these instructions for different

student needs or learning styles.

The respected educational researcher John Hattie has stated that one of the most

important factors in student achievement is the relationship the student has with

their teacher. Building strong relationships with students and potentially being the

catalyst for their engagement with learning is one of the key reasons I became a

teacher. I always communicate openly and respectfully with people of all ages and

backgrounds in both my professional and personal life. If employed at your school it

would be second nature for me to use my communication skills to maintain and

develop the relationships both within the school and in the local community.

SC5 Demonstrated commitment and capacity to actively contribute to a broad

range of school activities and a commitment to ongoing professional learning to

enable further development of skills, expertise and teaching capacity.

The reason I was initially attracted to the teaching profession, particularly in the

primary setting, was the broad range of skills, activities and learning areas it covers.

Although I received an extraordinary and thorough musical education and enjoyed a

career as a musician and music teacher I was still was not entirely satisfied because

whilst it was rewarding, I felt it could be rather solitary and narrow in focus. I have

had a life-long passion for learning and have been involved in some form of formal

education for almost all of my life. This is partly in response to a desire to find my

calling and partly because once I have achieved or learned something, I always find

something new to explore. I believe this natural curiosity and interest allows me to

contribute to a broad range of school activities.

This can be demonstrated by:

During my placement at ………………… Primary School I actively

contributed to supervision of students at the annual Sports Carnival. I was

also responsible for organising, implementing and recording results for the

long jump event.

My placement at …………….. Primary School saw me assisting and

supporting the Year 5/6 students as they trained and prepared for a regional

Netball Tournament. I also travelled with and supervised the students during

the course of the event, applied First Aid and emotional support after a minor

incident and was overjoyed when our team won.

I have also contributed to the local ………….. unit during camps, overnight

sleepovers and fundraising events. My ……….. experience was also useful in

helping the …………. in the lead-up to Anzac Day events when the

…………….. were flag-bearers for the parade.

My experience in the military has been excellent in allowing me the

opportunity to take part in countless civic ceremonies and community events

in a variety of capacities. The physical and outdoor field training experiences

I had in the ………… were extremely challenging and difficult, however they

have had the benefit of building my resilience and belief that with

perseverance and determination anyone can prevail even in the most trying

circumstances. I came to enjoy challenges, problem solving and team building

that is a part of these experiences. I would be very keen to participate in any

outdoor training or camping that the school is involved with.

If I were to gain employment in your school this commitment to learning and

development would see me constantly researching, revising my skills and building my

expertise. I would be a committed and active member of the school community in a

number of capacities and would seek to strengthen the existing ties your school

already enjoys with the wider community.

Personal Teaching Statement

As a teacher I want to provide students with a positive and supportive environment

in which they are encouraged to have fun and take risks with their learning. My

university studies, research and experience in the classroom has led me to believe

that children learn best when they are actively engaged in activities that interest

them and that have real life applications. By getting to know my students, learning

about their families, world-views, interests and abilities I am able to make learning

relevant and engaging. By allowing students to make decisions regarding their

learning environment, topics for investigation and modes of presentation, students

become accountable to their decisions thus giving them more ownership of their

learning and motivation to succeed. I have come to understand the value of sharing

the learning objectives with students at the start of each lesson or term. Knowing

exactly what is expected and how they can achieve that, enables students to focus

more clearly on the tasks and facilitates more effective self and peer assessment.

As a student I struggled with Mathematics from Year 1 and without early

intervention this continued throughout my entire education, leading me to develop

anxiety, avoidance of mathematics and to some extent determined the career I

initially pursued. When I started my teaching degree I was determined to overcome

this. I chose to focus my Masters research on investigating what makes an engaging

Mathematics classroom and how a successful Mathematics teacher implements

active, hands-on Mathematics activities, differentiates for all levels in the classroom

and assesses the students’ understanding. I am now passionate and excited about

providing an engaging and active Mathematics curriculum for my students that

instills a curiosity and enthusiasm for Mathematics and ensures that students fully

participate because they feel supported and encouraged. I am a strong advocate for

the use of ICT in the Mathematics classroom, as the appropriate and thoughtful use

of ICT can support struggling students, allows students to work at their own pace,

work on the areas which need further practice and provides immediate feedback. It

also allows extension for high achieving students. Each lesson is followed by

reflection, feedback and class discussion, which allows for consolidation of

Mathematics concepts, allows students to hear a variety of different numeracy

strategies and allows me to assess student understanding and plan for the next stage

in learning and highlights which students require extra support or extension.

One of the most important habits I would like to impart to my students is that of

perseverance. I have done a great deal of research and participated in workshops in

the field of Growth Mindset. Research has shown that students without this mindset

will sacrifice learning opportunities if it risks performing poorly or admitting

deficiencies and many bright students have stopped trying when work becomes

challenging. Whereas, growth mindset students view challenging work as a learning

opportunity and realise that even geniuses have to work hard. I aim to create a

growth-mindset culture in the classroom to encourage students to become challenge

seeking and resilient in the face of setbacks. To do this I use appropriate praise and

encouragement, that is, praising students for the effort they have applied, the

strategies they have employed and the choices they have made.

Vygotsky’s theories of social-constructivism are now widely accepted and as such we

now view students as co-constructors of their own knowledge, through social

interaction with their environment, adults and peers and through cooperative and

collaborative dialogue. I view collaborative learning as an essential element in the

21st century classroom. This sees students who are the primary focus of attention

and where interaction, working in groups and “doing” are key modes of learning.

The benefits of this type of learning are extensive. Collaborative learning encourages

higher order thinking, oral communication, leadership skills, exposure to diverse

perspectives, self-management and responsibility. I promote collaborative learning

in my classroom in a variety of ways, some of these are role-play activities, Think Pair

Share activities where pairs or small groups of students must formulate a group

response to the teacher’s question; Stump Your Partner, in which students take a

few minutes to pose a challenging question for their partner or class; and for higher

levels Fishbowl Debates, whereby groups of three students take a topic for debate,

two students choose opposite sides to debate and the third person is the note-taker

and decides which side was most convincing and why. This is presented to the class

as a whole.

Collaborative learning also allows for group problem solving. Following an inquiry

model, I pose students a problem (or the students have already generated their own

problem), provide some structure or guidance and then give students freedom and

responsibility to work cooperatively in their groups with minimal interference. These

include short, focused activities that span one or two lessons and more involved

projects that take place over a term or semester. I have planned a number of

collaborative learning programs, including a 10 week Year 2 Science and

Environment unit and a 10 week Literacy and integrated Arts project based on the

book Where the Wild Things Are by Maurice Sendak.

Having been a musician most of my life and involved in music education for over a

decade I am a passionate advocate for the value of the music and the Arts in a child’s

education. Research shows that music education uniquely contributes to the

emotional, physical, social and cognitive growth of all students. “Music in schools

contributes to both instrumental and aesthetic learning outcomes; transmission of

cultural heritage and values; and, students’ creativity, identity and capacity for self-

expression and satisfaction” (DEST, 2005). Nonetheless the focus on raising

numeracy and literacy standards has seen the devaluing of music and marginilisation

of the arts to the extent where few children have access to quality Arts education in

schools. The narrow view policy makers have taken in attempting to lift standards,

and the resulting diminution of the Arts in the curriculum is disappointing because it

has been shown that “students with high levels of arts participation outperform

students with little arts in their background by virtually every measure” (Russell-

Bowie, 2009:23) and makes a significant difference to students from low-income

backgrounds. Beyond the personal, interpersonal and musical benefits of music

education, music and art can be used to create engaging learning experiences across

the curriculum. For example, there are significant associations between music and

achievement in mathematics and reading, as well as the social, emotional and

behavioural benefits. My classroom reflects my passion for music and the Arts and

as such sees me integrate music across the curriculum. Singing is a regular

occurrence in my classroom and a recent conference in acoustic ecology has opened

my eyes to the possibilities inherent in merging science and the arts. This is an area I

want to explore further and the possibilities of incorporating science, sustainability

and the arts is something I find very exciting. It is a priority for me to allow my

students quality access and enrichment in the rich musical and artistic forms of our

culture and allow them to express who they are and what they imagine they could

be.

DEST. (2005). National review of school music education: Augmenting the diminished. Canberra: Department of Education, Science and Training.

Russell-Bowie, D. (2009). What me? Teach music to my primary class? Challenges to teaching Music in primary schools in five countries. Music Education Research. 11(1),23-36.

Teaching portfolio

I intend to create my teaching portfolio via weebly.com – a free website creator and

will include the following information set out on individual pages as set out below:

1. Home Page (About Me)

This page will stress the importance I place on active, hands-on learning experiences

and creating an inclusive and supportive learning environment so that all students

feel able to contribute. I will also discuss how Social Constructivism and more recent

theories by educational researchers such as Carol Dweck around Growth Mindset

inform my teaching practices. I will also include information regarding my musical

background, military experience and some information about what I enjoy doing in

my spare time with some associated photographs to individualise my portfolio.

2: My Teaching Philosophy

My teaching philosophy will be set out on this page – a copy of which is included in

this assessment.

3. Curriculum – Planning and Assessment

This page will focus on some examples of research, planning and assessment I have

undertaken in the following areas:

Numeracy

I will include a sequence of Lesson Plans that I designed for Foundation to

Year 2 with the aim of teaching the Number Facts to Ten. As indicated in my

teaching statement, I incorporate the Arts across the curriculum and this

sequence of lessons includes Visual Arts and Music components.

Photographic examples will be included for the Visual Arts aspect and I would

consider recording the Music component for inclusion.

This page will also include the most important and relevant findings from my

research into Mathematics Engagement to demonstrate my commitment to

improvement in this area and how I use the latest research to inform my

teaching practice.

Literacy

The Literacy section will include a link to the integrated literacy and arts unit I

designed around the Maurice Sendak book Where the Wild Things Are. The

unit is found at https://prezi.com/7usvpeggtji0/edit/#5_24309637.

This unit also demonstrates to potential employers my proficiency and ability

to use ICT effectively and demonstrates a variety of my own skills (such as

Stop Motion animation, and drumming) as well as a solid foundation in

Literacy and ability to plan for collaborative group work.

It will also include photographs of students presenting their works for

assessment and possibly some examples of the students’ Stop Motion

animation films.

I will also include a link to a website I created for other graduate teachers to

teach Spelling. It can be found at

http://spllng.weebly.com/

Science/Arts/Sustainability

This section will include an example of my integrated unit for Foundation to

Year 2 titled “Wonderful Weather”. As an advocate for the arts, I designed

this unit to incorporate Visual Arts and poetry. Photographs of students’

work can be included here. There is also a Literacy lesson based on the book

Cloudy with a Chance of Meatballs by Judi Barrett.

Including this unit demonstrates my capacity to create an integrated

curriculum and commitment to creating a collaborative learning

environment.

This example also demonstrates the incorporation of a number of assessment

strategies, both formative and summative and how I allow for student choice

in their mode of presenting their work for assessment.

Each of these curriculum pages will begin with a positioning statement that

highlights my view regarding their importance in the curriculum and include some

excerpts from my own research in each of these areas. Each area will also include

references to the graduate teaching standards and how these examples contribute

to my development of these standards.

4. Professional Experience and Development

This section will highlight the experiences, positive and negative, challenges and

steps I took to overcome these challenges at each of my placement schools, for

example:

…………………. Primary School – Placement 1

At this placement I was fortunate enough to work with an excellent and passionate

Mathematics teacher. As the Mathematics coordinator for the school she was

responsible for finding new resources, trialing these resources and training the other

teachers to incorporate these resources in the classroom. I had the opportunity to

take part in her Mathematics Professional Development sessions and use these new

resources in lessons that I planned and implemented and receive feedback on the

efficacy of my teaching afterwards. This experience was invaluable in helping me to

evaluate and improve my own teaching to improve student learning and reach the

standards expected of a graduate teacher.