Aubree Clark's Portfilio

Standard 9 The Seattle Pacific University Standards for Teacher Leadership Standard 9 states teacher leaders “ evaluate and use effective curriculum design ”.  Throughout my experiences both in my teaching position and through pieces of the courses I have taken in this program, I have had opportunities to practice evaluating and using effective curriculum design.  Within the course “survey of instructional strategies”, we were provided with many opportunities to practice and teach research based strategies that can then be used as guidelines within curriculum development and design.  Through my teaching position, I have also been given opportunities to sharpen my skills in this area such as designing a curriculum map for my team and being a part of a STEM curriculum adoption committee. Prior to entering the teacher leadership program, I did feel competent in creating and evaluating effective curriculum design.  When I started my first teaching job in Washington State, I was act

Standard 11- Formative and Summative Assessment Standard 11 in Teacher Leadership standards for Seattle Pacific University states one must be able to “ utilize formative and summative assessment in a standards based environment .” As my skills in other teacher leadership standards have increased, this one naturally did as well.  While I used to shy away from the word “assessment” all together, I have realized that I cannot be a skilled and effective teacher without it.  I also realized how much I used formative assessments throughout my lessons without explicitly planning it. Throughout my experience in the Teacher Leadership program, my skills in both implementing specific formative assessment and choosing appropriate summative assessments have increased. At the very beginning of our program, we spent some time looking through our districts evaluation criteria, mine being the Danielson Framework.  We identified areas of strength and areas we want to work on throug

Standard Four in Seattle Pacific University's standards for Teacher Leadership is to " engage in analysis of teaching and collaborative practices ".  While I have had the opportunity to do this throughout this program, my learning experiences in EDU 6528, Accomplished Teaching, showcase this standard well.  Linked here, you can take a look at my initial reflection at the beginning of the course.  This gives you an idea of what my goals were heading into the course and how I intended to accomplish them.  Reading back through this, I was shocked to realize how much more confident I now am in selecting appropriate teaching strategies.  While this was only last school year, the work that was done throughout this course and many others has drastically changed my teaching practices.  My final reflection of the course, linked here , highlights the direction I took in my learning.  It also shows how I connected my learning from standard 3 with research to collaborating with o