Uploaded by Innah Pretty Mansaray


Innah Mansaray
Walden University
Mentoring the 21st-Century Teacher
First let me say thank-you Ms. Stablewski, after reviewing your Mind’s Eye Lesson with
Laureate Education, as a teacher-leader and mentor, it is my obligation to submit you an
audit of this exercise, and give input to facilitate your educational plan. You mirrored the
National Board for Professional Teaching Standards (NBPTS) and Walden University's
Professional Dispositions, Technology Proficiencies, and Diversity Proficiencies with great
capability, but below is a few things on which you could improve.
Let us start with the 5 propositions. The first proposition, proposition 1 of
the NBPTS states that teachers are dedicated to their profession, their students, and their
education (Five Core Propositions, 2016). I can see that you are genuinely committed to your
career. From what you state about a portion of your students inside the VFE, for example,
one student not being a solid learner and another student not being extremely social, and how
Mind's Eye has helped them bloom inside their particular manners to being a more grounded
learner and progressively social planning, I can perceive how you are helping your students
thrive in your study hall. What are you doing during your planning with Mind's Eye or
strategies from Mind's Eye to enable students to utilize these?
Proposition 2 of the NBTPS states that teachers must know their subject matter, and
how to implement their subject matter (Five Core Propositions, 2016) It seems that you
know your topic! I think that you have built various exercises to best address the issues,
and objectives of your students. I can see that Mind's Eye can be separated for the
different degrees of students inside your class.
Proposition 3 of the NBTPS states that teachers are liable for handling and
observing student's learning (Five Core Propositions, 2016). You hold yourself
accountable for your students’ learning by walking around while your students are
working to ask questions about their thinking. You can manage your exercise dependent
on the four distinct regions that students can react in on the Mind's Eye task. I am curious
on what particular technique you used to record your students' achievments during this
exercise. Did you utilize a running record or perception notes? I will say I cherish how
you kept a steady voice level with your students during the whole exercise. There was
never any tendency that your students affected your feelings or persistence at all.
Furthermore, one can clearly see that you have produced a relationship with your students
and it is reflected in this activity video. I worship how you used more prominent
academic language with your students, as opposed to talking condescendingly to them.
Proposition 4 of the NBPTS states that teachers use their experiences and
learn from these experiences (Five Core Propositions, 2016) I comprehend that
you expressed you may utilize various words or fewer words in future experiences
of this exercise. My inquiry to you is might you be able to utilize this exercise in
different habits? Would you be able to utilize Mind's Eye for true to life
messages in a similar way as your utilization it for fiction writings? It appears as
though you may lead your students down one way with writing writings, yet not
setting them up a similar path with educational writings.
Proposition 5 of the NBPTS states that teachers are participants
within the learning communities (Five Core Propositions, 2016). I can
perceive how you fit into this class since you have helped produce
the VFE for Walden University. Your methodology of having the students
think outside about the case with just words before moving toward the
story could be changed into them contemplating answers for an issue,
and how to fix a great deal of the issues in your encompassing region.
Although your lesson needed some work, I do have a few
suggestions that I have used within my own class. One suggestion I would
say is use a binder with checklists for every topic. This helps ensure what
observations are being made and have an accurate copy of achievement or
“running record” that is unofficial and yours to keep. This has helped in
being able to track multiple things in my classroom, and it comes in handy
when planning for my students. Another suggestion is the use of
interactive journals. This would be an awesome spot to have your students
do these sort of assignments and helpful for them to store them for some
time later. It can likewise be utilized to store state benchmarks and notes
that are introduced to the students inside the classroom. Inside my
classroom, we utilize intelligent diaries for an assortment of reasons. We
use them for notes, composing, assignments, and even reflections. It is an
incredible report device too when getting ready for End of Unit
Assessments or End of the Year State Standardized Tests
Nevertheless, I feel that you have a firm handle on the functions of
your classroom. I feel that you know your subject material. I feel that you
realize your students and how to apply the topic in a manner your students
will feel the most responsive. I hope you simply observe my
recommendations and questions, and possibly follow-up with your own
questions, and feedback.
References Laureate Education
(Producer). (n.d.c). Virtual Field Experience: Mind’s eye lesson
[Video file]. Baltimore, MD:Author. Collaborative for High Performance
Schools. (n.d).
Best practices manual. Retrieved February 2, 2017, from
Five Core Propositions. (2016). Retrieved from National Board of
Professional Teaching Standards: http://www.nbpts.org/five-corepropositions