Kelly Dill's Article Reflection

Educator Competencies Reflection- blog post

Cognitive Domain

This domain requires that educators foster the development of critical thinking and metacognition of the learning experience. This domain requires that educators have an in-depth content knowledge, proficient communication skills, and a firm knowledge of how to scaffold the content to achieve student mastery. Educator should foster perseverance.

Intrapersonal Domain (educators thought process)

This domain focuses on meeting the needs of all learners; student centered learning and diversity. This domain requires that educators have professional learning and exhibit ethical practices within their classrooms. The learning experiences are prescriptive and meet the student at their level. Inclusion and mutual respect should be the norm. The classroom should be flexible to adjust to the needs and growth of the students.  It also requires that students and the educator have the “capacity to manage one’s behavior and emotions to achieve one’s goals.” The classroom should model high expectations, reflection, persistence, and requirement of student’s independence.

Interpersonal Domain (educator’s communication and relationships)

Teaching should foster a safe, positive learning environment, focused on the progression and the development of the learner. The classroom should foster a reflective, constructive, collaborative learning opportunities. Develop relationships within the classroom, school, and the community that will foster continued success. These relationships should develop without any bias. The educator should allow for growth and development of leadership skills, seeking opportunities to collaborate with colleagues and the community with the goal of advancing the profession and her students. The educator should help all stake-holders embrace the shift in mindset.

Instructional Domain (educators need to do)

Educators need to develop learning experiences based off of standards and follow effective scaffolding. Teachers should teach to mastery. The planning for instruction should be developmentally appropriate; data driven based off of assessments and customized to meet the diverse need of all of my students, while fostering student ownership of their learning. Presentation of content should include wide variety of instructional strategies. All experiences should be tied into meaningful real-world experiences to enhance learning. All of this can be achieved under the umbrella of Project Based Learning, connected to technology, collaboration and community.

As I read over the competencies, I became increasingly aware that mastery in some of these domains is natural for some teachers. I believe my experience as a teacher has greatly developed all of these domains. No, not every aspect of my teaching is PBL driven, but I collaborate with the school and community. We have a positive, respectful, classroom, school and community. We teach for mastery. I can’t name one educator in my building that is OK with knowing a child has been left behind. I will agree that I am very blessed to be in this school environment, we all strive to meet the needs of our students. Unfortunately, we are not very diverse, but we understand and respect differences in opinions and cultures.  Standards provide the framework to guide students to becoming college ready; this is the guide whereas the competencies provide the breadcrumbs to follow to achieve the final outcome. I agree PBL can meet the needs of the learners in my community. I also strongly believe this will be a difficult mindset shift for some of my colleagues and community members. There are still so many who believe the only way to become proficient are through repetition. Evidence can be provided to support those theories; there is also evidence to support PBL instruction. Again, there must be a commitment and a unified vision for all stake-holders.