Aubree Clark's Portfilio

Standard 12 for Seattle Pacific University's Teacher Leadership Standards states that teacher leaders "evaluate and use technology for teaching and learning".  The class EDTC 6433, Teaching with Technology, was a great learning tool to move forward in this standard.  Technology is something that has been a passion of mine since before becoming a teacher.  It seemed so natural to me to integrate technology into my classroom practices in order to get the most out of instructional times.  Where this class helped me the most, however, is thinking about leveraging technology for our entire school building, our communities, and in working with teachers who aren't as comfortable with technology.  While I think the entire "Teaching with Technology" blog page demonstrates various aspects of this standard ( linked here ), I think both reflection #3 and reflection #5 highlight key understandings from the course related to the standard.  These two subjects, digital...

S eattle Pacific University's Standards for Teacher Leadership states that teacher leaders " establish a culturally inclusive learning climate that facilitates academic engagement and success for all students ."(Standard 5, SPU).  The course "EDU 6525, Culturally Responsive Teaching" enhanced my learning in this area, along with my district's professional development focus of cultural competency.  Below is a reflection that demonstrates some of my learning for this standard:  EDU 6525 has been powerful in learning how culture can impact our daily lives, specifically in education.    While I have been on a personal journey in digging deeper into cultural competency and understanding hidden biases and privileges I may have, it has been eye opening to see the implications it can have for my students and my profession as an educator.   As I ponder over the major takeaways of this course, the things that stick with me the most are aspects of multicultural e...

Seattle Pacific University's Standards for Teacher Leadership Standard 7 states that teacher leaders "utilize instructional frameworks for teaching to improve practice".  This work has been a central theme both in our teacher leadership classes and in my own work in becoming a stronger teacher.  We have looked at our own district's instructional frameworks such as the Danielson Framework and the "State 8" (OSPI, 2018).  We have also used many texts to learn about and work with instructional frameworks within the classroom such as instructional strategies (Hattie, 2012).  Finally, we have gained experience with frameworks for coaching other teachers, such as instructional coaching models and paraphrasing/coaching frames (Knight, 2018). One of the first classes that we took, Accomplished Teaching, allowed us to look at our district's instructional framework to goal set and improve our practice.  Linked here is my reflection from that work.  When learnin...

Seattle Pacific University's Standards for Teacher Leadership Standard 6 states that teacher leaders "communicate and collaborate with a variety of stakeholders".  Both within the classes "Communication and Collaboration" (EDU 6600) and in "Engaging Communities" (EDAD 6589) I realized the huge impact that partnering with involved parties can have on a school building.  Prior to my teacher leadership program work I felt as though I was very narrowed in on things that I felt directly related to my students and I: my student's families engagement with curriculum, communicating academics to parents, providing updates, etc.  It wasn't until I looked more broadly at the entire school community that I realize the more involved I am as a teacher and the more community outreach we do as a building, the more successful our students can be.   One artifact that demonstrates my learning process when engaging with communities is my Community Engagement ...

Standard Two of Seattle Pacific University's Standards for Teacher Leadership states that teacher leaders "analyze learning to promote student growth".  While I believe this standard was woven throughout all of our courses in the teacher leadership program, I was able to demonstrate using the most through my action research project.  Linked here is my action research reflection, that discusses what I did for my research project and why I selected that action research topic.  It also includes some sample student work in which I analyzed to move forward with student growth.  The part of my action research project that I feel highlights the analyzing of student learning the most was the data collection process.  Linked is an outline that I used for my action research project.  This holds the information of how much dialogue was able to take place using accountable talk sentence stems by my first graders with and without my interjecting.  This, along w...

Standard 10 for Seattle Pacific University's Standards For Teacher Leadership states that teacher leaders "understand effective use of research based instructional practices."  The course "survey of instructional strategies was perfect for deepening my skills and understanding in this area.  When reflecting during this course, I often would say that while I was using many of these strategies regularly, I now had the skills to help support others with them because I had the foundation of common language and research based reasons about why they are effective.   This course looked into various instructional strategies, many of which we demonstrated through planning or teaching lessons using these skills.  I have chosen some of the instructional strategies that were learned to demonstrate my understanding in this standard:  The first instructional strategy that we demonstrated was involving students in the lesson's learning target and connecting it to previ...