Aubree Clark's Portfilio

Seattle Pacific University’s Standards for Teacher Leadership Standard 8 states that teacher leaders “ present professional practice for the review of colleagues .”  This standards summarized the entire experience of our teacher leadership program.  We have been given opportunities to reflect on our teaching through recording various teaching strategies and seek feedback from colleagues, practice coaching techniques, and also get feedback from various research, papers, and presentations around a specific educational topic.   At the beginning of the course, you can read about my initial reflection here .  This is where I engaged in self-reflection to identify the areas of focus I had for this program in regards to my district’s instructional framework, Danielson.  Since this course, I have had many opportunities to expand my knowledge in my self-selected area, Domain 3, along with all Danielson domains.   Survey of Instructional Strategies is the course that I got the most practice

Standard 1 of Seattle Pacific University's Standards for Teacher Leadership states that teacher leaders “model ethical and moral behavior”.  The class EDU 6085 was one class that focused specifically on this standard.   Below is a reflection from reading “The Charged Classroom” by Judith Pace that demonstrates my understanding related to this standard.    When considering “The Charged Classroom”, Judith Pace is primarily referring to the many challenges that both teachers and students face when encountering differences or potentially uncomfortable conversations within the classroom.  Many factors can contribute to a “charged” classroom, such as academic rigor and pressures that both teachers and students face, opportunities for discussion around conflicting viewpoints, or communicating academic standards and results.  While Pace highlights the many difficulties that can accompany a “charged” classroom, it is evident that such is unavoidable and can contribute towards a healt