1 Innah Mansaray Walden University Mentoring the 21st-Century Teacher 2 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. 3 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 4 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 5 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. 6 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 http://www.chps.net/dev/Drupal/node/288 Five Core Propositions. (2016). Retrieved from National Board of Professional Teaching Standards: http://www.nbpts.org/five-corepropositions
