Artifact Title: Synthesis Paper, Pre-Student Teaching Mid-Term Evaluation of Self
Date: Fall Semester of 2009, Spring 2012
Artifact Description:
In the Fall of 2009, I enrolled in a class titled “Speech for Teachers” at the University of
Wisconsin – Platteville. Throughout the semester, my classmates and I learned everything from
classroom organization to proper lesson structure; by the end of the semester, the entire class had
lead and participated in: small group activities, lectures, and large group discussions. Near the
end of the semester, each student wrote a synthesis paper that reflected on their progress
compared to when the semester began. The following artifact is the paper I wrote from this
experience.
In the Spring of 2012, I completed my pre-student teaching at the Platteville High School in
Platteville, Wisconsin. As the semester commenced, I was an observer while I became familiar
with the students of a Principles of Engineering Class. By the middle of the semester I was
leading group assignments and supervising lab activities. When my cooperating teacher was
required to go through an mid-term evaluation with me, he asked me to fill one out for myself.
This request allowed me to reflect on my own performance, and to see if my opinions matched
my teacher’s evaluation. The second artifact for this standard is the evaluation I filled out for
myself.
Alignment Reflection:
Wisconsin Teacher Standard Alignment
These experiences best align with Standard 9 – Teachers are able to evaluate themselves: The
teacher is a reflective practitioner who continually evaluates the effects of his or her choices and
actions on pupils, parents, and professionals in the learning community and others and who
actively seeks out opportunities to grow professionally. After learning a new lesson style (small
group activity, lecture, and large group discussion) in Speech for Teachers, each student made
and led a lesson in the style learned. After each lesson led, students were given evaluations from
three of their peers and the professor. With these evaluations, students wrote reflections on what
they did poorly, and how they plan to improve on their next lesson. At the end of the semester,
students were required to write a synthesis paper to evaluate their progress over the course of the
semester, and ways that their presentations can be improved before becoming teachers. After
completing Speech for Teachers, I learned the value of performance reviews. Reviews from my
peers represented how my actions effected on my pupils/peers in the class. Self-reflection after
each lesson provided me with an opportunity to analyze how my choices impacted the lesson,
and how those choices should be handled in the future.
My mid-term evaluation gave me an excellent opportunity to evaluate my professional
growth. Even though I possessed the evaluation in advance, I had not really read it until my
teacher asked me to fill it out. That evaluation opened my eyes to how many expectations
teachers need to fulfill. After completing the evaluation, I understood every area that I needed to
improve upon. In order to grow further, I plan to maintain my membership in the Wisconsin
Technology Education Association, and attend their annual seminars.
Without reflecting after every lesson, I strongly believe that I would not have improved
my ability to present lessons and lead activities. Evaluating myself multiple times forced me to
analyze the effects I had on my classmates, and on how my behavior might impact my future
students. This experience also taught me that more professional growth must still take place
before my lessons are truly effective.
UW – Platteville School or Education Knowledge, Skill, and Disposition Statement
Alignment
I believe that this artifact best addresses KSD4.a – Reflects On Teaching: The candidate makes
an accurate and thoughtful reflections of his/her teaching effectiveness, is aware of specific
elements of his/her teaching that contributed to successful instruction, and can offer alternative
teacher action to predict the future success of alternative approaches. While writing the final
paper for Speech for Teachers, I reflected on the strengths and weaknesses of my lesson plans.
Specific elements, both good and bad, were noted as either being effective (one example:
enthusiasm) or ineffective (one example: incomplete introductions). The self-evaluation I filled
out for pre-student teaching made me aware of elements imperative to successful instruction.
One example for improvement is that I need to demonstrate flexibility and responsiveness to
questions. Flexibility shows students that I am comfortable and confident; responsiveness
demonstrates that I genuinely care about student success.
This artifact also aligns with:
KSD3.a – Communicates Clearly and Accurately
Personal Reflection:
What I learned about teaching / learning from this experience
This experience taught me how valuable personal reflection can be. Reflecting on my
performance in Speech for Teachers showed me an excellent structure for how I can evaluate my
actions, choices, and effectiveness in the classroom. In my mind, improvement cannot happen
without evaluating personal mistakes while making goals for specific improvement. I also
learned that every lesson requires 100% of my attention and care. One slip from high enthusiasm
can lower student interest and performance. On days where I feel less than 100%, I must push to
exceed my energy level, because the students’ needs have a higher priority than my own.
What I learned about myself as a prospective educator as a result of this experience/
artifact
Through Speech for Teachers, I learned that I need to become a less nervous presenter. The class
made me aware of my verbal space fillers like “um” and allowed me to improve. I also
understand that lesson introductions and conclusions provide important, non-verbal, information
that allow students to follow my lessons and know when lessons are about to end.