Journey of an Educator

JOURNEY OF AN
EDUCATOR
Portfolio: Meagan Sophia Ross
Language Arts Education

ALLOW ME TO INTRODUCE
MYSELF
I am Meagan Sophia Ross and I have just
completed my first year as an 11th grade teacher
at Longwood Academy Throughout this year,
under the guidance of mentors and seasoned
teachers, I have gained valuable techniques and
practices to help better implement effective
language arts instruction. Through my
experiences I have utilized various techniques for
classroom management, differentiation, and
cooperative learning. As I continue to grow and
develop in my career, I am seeking a work
environment that is conducive to the learning
experience for teachers as well as students.

EDUCATIONAL
PHILOSOPHY
 My educational philosophy is guided by the quote “A teacher is one who makes
him[her]self progressively unnecessary”(Thomas Carruthers) . The main goal of education is
teach children how to learn and most importantly how to learn on their own. Educators
should encourage students to become independent thinkers. We are not here to merely
feed students standards and indicators and simply require them to regurgitate the
information, but we should teach students to seek out information, analyze it according
to their schema and apply it to their life. Teaching should be practical as well as cultural.
Students may forget what we have taught them but an effective educator will have
instilled in his or her students a thirst for knowledge which they will spend the rest of
their life trying to quench.

DISCIPLINE PLAN
 "The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the
accumulation of others." Tyron Edwards
 My discipline plan is focused primarily on self reflection. I want
students to acknowledge their behavior and explain how they feel this
behavior will affect them in the future, and explain why they choose to
engage in destructive behavior. For I believe that misbehavior often is the
result of circumstances not readily present in the classroom. Therefore,
discipline should come from a place of understanding not control.

 1st infraction: verbal warning
 2nd infraction: removal from seat
 3rd infraction: lunch detention( students will be held in class for majority of lunch period and not
allowed to go outside for recess)
 4th infraction: students will be asked given a quote that relates to infraction (i.e. not using time
wisely) and asked to explain what this quote means to them and how does it relate to their behavior
 5th infraction: removal from classroom and conference with teacher
 6th infraction: call home /conference with teacher and parent
 7th - reduction in grade
 *Consequences 1-4 will be used interchangeably so that students will not become unresponsive to the
consequences. Removal from classroom and calls home will be used as last result.

S T A N D A R D 1 : K N O W L E D G E O F S T U D E N T S A N D S T U D E N T
L E A R N I N G
“ T E A C H E R S A C Q U I R E K N O W L E D G E O F E A C H S T U D E N T , A N D
D E M O N S T R A T E K N O W L E D G E O F S T U D E N T D E V E L O P M E N T A N D
L E A R N I N G T O P R O M O T E A C H I E V E M E N T F O R A L L S T U D E N T S . ”
Teacher candidate often observes students’ interaction with each other, learning styles
and, behavior. She engages in casual conversation with students to build a rapport, find their interests
and their future goals. She encourages students to pursue these interest by providing positive feedback.
Teacher candidate asks students to reflect on their behavior and its affect on their future. She makes
information accessible to all students and consistently challenges them and encourage them to challenge
themselves.
She asks students what are type of activities they would like incorporated into the lesson
and if feasible makes these accommodations to the lesson. She finds materials that are relevant to the
lesson and students’ lives. She develops lessons that are applicable to all learning modalities. Teacher
candidate understands that she can learn from students just as they can learn from her.

BOWLING ALLEY FIELD
TRIP
Students who had improved on their
test scores were taken on a trip to the
local bowling alley. I was able to see
how students interacted with each
other in a relaxed setting and was able
to get to know them a little better.

S T A N D A R D I I : K N O W L E D G E O F C O N T E N T A N D I N S T R U C T I O N A L P L A N N I N G
T E A C H E R S K N O W T H E C O N T E N T T H E Y A R E R E S P O N S I B L E F O R T E A C H I N G , A N D
P L A N I N S T R U C T I O N T H A T E N S U R E S G R O W T H A N D A C H I E V E M E N T F O R A L L
S T U D E N T S .
 Teacher candidate has actively studied Language Arts at an accredited
institution for four years. She has acquired knowledge of the linguistics,
interpretation, and cannons of Language Arts and Literature.
 She understands the content standards required for students in 7-12
grades. She adapts her instruction and develops lessons so that each
standard is addressed in depth. She consistently and frequently assess
students to check for understanding and adjusts her lessons accordingly

LIFE’S MELODY
A poem I wrote for an English final .
It is written in anapest trimeter.(two
unstressed syllables followed by one
stressed syllable .
I often practice writing to keep my
skills current and utilize these skills in
the classroom. I believe that is
important to teach students the art
of writing.
 Life’s Melody ( anapest trimeter. aabb rhyme
scheme.)
 It is the soul of the melody
that enraptures me. The blue jazz key.
 The rhythm, they all tell a story
 of life’s ill will and the kiss that lie
 but your passions connect to mine
 and together we tread through this time
 carried by the strum of chords and words
 of despair no joy just the absurd
 it is plucked from the depth of the soul
 a gift, it’s given without toll
 to you and me daily but still we
 are lost in the treble and cant see
 that our pain hides in the melody
 of our love, me and he, of the beat
 of our heart its life’ soon reveal
 the truth and the deepest wound is healed

STANDARD III: INSTRUCTIONAL
PRACTICE
TEACHERS IMPLEMENT
INSTRUCTION THAT ENGAGES AND
CHALLENGES ALL STUDENTS TO
MEET OR EXCEED THE LEARNING
STANDARDS.
Instruction is based upon each level of
thinking skills in Bloom’s Taxonomy. Once
students have acquired an understanding of the
content , emphasis will be placed on the higher
level thinking skills so as to deepen and expand
student thinking. Students will be asked to
create and interpret their own examples of the
content taught. Assessments will include
questions that require students to explain
answers using their interpretation of the
information presented.

 In your own words identify and interpret
the underlying motives for Dally’s actions
throughout the novel?(analysis)
 Create a short piece based upon the
themes present in the Outsiders( reality vs.
appearance, coming of age, social
inequality(synthesis)
 Do you believe Dally’s death could have
been avoided or was it inevitable because of
the life he lived?(evaluation)
QUESTIONS BASED UPON
TAXONOMY
 Sample questions from “The
Outsider’s Unit”. Many of these
questions were used in discussion,
exit lips, and assessments. Often I
focus on the higher order thinking
skills asking students to state and
defend a logical interpretation of
the text with contextual evidence.

S T A N D A R D I V : L E A R N I N G E N V I R O N M E N T
T E A C H E R S W O R K W I T H A L L S T U D E N T S T O C R E A T E A D Y N A M I C
L E A R N I N G E N V I R O N M E N T T H A T S U P P O R T S A C H I E V E M E N T A N D
G R O W T H .
 The classroom is decorated with indicators stated in the form of “I
can” statements. Goals for the semester are placed around the room. Also
posters that promote positive attitudes and encourages learning are placed
around the room. Student work is also placed around the classroom. Desk
grouping is changed often to avoid monotony. There is a “wall of
scholars” to note students who have succeeded academically and a poster
for the class notables-students and classes whose personality stands out.

S T A N D A R D V : A S S E S S M E N T F O R S T U D E N T L E A R N I N G
T E A C H E R S U S E M U L T I P L E M E A S U R E S T O A S S E S S A N D D O C U M E N T
S T U D E N T G R O W T H , E V A L U A T E I N S T R U C T I O N A L E F F E C T I V E N E S S ,
A N D M O D I F Y I N S T R U C T I O N .
 Formative assessments are given out frequently to check for student
understanding. Students are not graded for accuracy on these assessments
but are given participation points. Once the concept has been taught ,
then there will be a summative assessment that is graded for accuracy.
These assessments will have various forms off testing items on them so
as to be high in validity and to reach different learning styles.
Assessments will contain all levels of thinking questions so as to challenge
students.

S T A N D A R D V I : P R O F E S S I O N A L R E S P O N S I B I L I T I E S A N D
C O L L A B O R A T I O N
T E A C H E R S D E M O N S T R A T E P R O F E S S I O N A L
R E S P O N S I B I L I T Y A N D E N G A G E R E L E VA N T
S T A K E H O L D E R S T O M A X I M I Z E S T U D E N T G R O W T H ,
D E V E L O P M E N T , A N D L E A R N I N G
 Teacher candidate often collaborates with other educators on ideas
for student engagement and new materials.
 Teacher candidate collaborates with colleagues in developing
discipline plans and classroom management techniques.
 Teacher candidate promotes and helps create incentives and
activities for students.

S T A N D A R D V I I : P R O F E S S I O N A L G R O W T H
T E A C H E R S S E T I N F O R M E D G O A L S A N D S T R I V E F O R
C O N T I N U O U S P R O F E S S I O N A L G R O W T H .
 Teacher candidate maintains a professional composure with
students and staff. She is mindful of the language and tone she uses
when speaking to students and staff. She dresses professionally and
appropriately.
 Teacher candidate attends professional development meetings and
seminars to gain knowledge about any new policies, standards,
teaching techniques, and developments in the field of education.

S T U D E N T T E A C H I N G
“We are all apprentices in a craft where no one ever becomes a master”-Ernest Hemingway
During my student teaching I was able to see first hand the life of a teacher, I created lesson plans
,graded papers, tutored students, and even experienced an encounter with an irate parent. I found that
learning never cease even for as an educator you learn from your students as much as they can learn from
you. An educator is constantly evolving , adapting to each class, adjusting for students, and changing with
the times.

WESTWOOD ELEMENTARY PK-8
INFORMATION OBTAINED FROM DPS.K12.OH.US
ANTHONY COMER PRINCIPAL
2805 OAKRIDGE DR
DAYTON, OH 45417
(937) 542-4990
Black, not Hispanic 97% Westwood
16% state average
White, not Hispanic 3% Westwood
76%state average
Economically disadvantage 100%
Westwood
36% state
average
Students with disabilities 14% Westwood
14% state average
Attendance rate 92% Westwood
94% state average

Westwoodisa lowperformance school withstudentsscoringinthe bottomfive percent of
schoolsinOhio.Therefore,Westwoodisreceivingthe School ImprovementGrantandis referredtoas a
“SIG” school.Westwoodisreceiving additional resourcestoprovidestudentswithtoolstoimprove
testingscores. Alsostate representativesare collaboratingwitheducatorstoformulate plansto
improve studentperformance. Weeklymeetingsare heldtodetermine whatstandardsandindicators
needfocusandwhat techniquesare workingbestforstudents.Studentsare frequentlygiventests
similartothe OAAscalledacuitiesandpredictive testandare usedtodetermine whatareastheyare
leastproficientin.Lessonplansandstandardsare adaptedtofitthese needsinpreparationforthe
official OAA test.

MY STUDENTS
I taught 7th and 8th grade language arts.
My homeroom class had 18 students in total.10 boys and 8
girls. 17 were African American and 1 was Hispanic.
Students who had extensive IEPs were pulled out of my
class. However, there were several students who had IEPs
and were low readers. Many students did not have intrinsic
motivation however, I believe that this attitude may have
stemmed from low performance on test scores,
discouragement, home life, and peer pressure. Therefore, I
always strived to engage students constantly talked to them
about the importance of education. I also gave them
insight on my process of becoming a teacher and explained
to them the empathy I had of being a student for I was still
one also.

E V E R Y S T U D E N T C A N L E A R N , J U S T N O T O N T H E S A M E D A Y , O R T H E S A M E
W A Y .
- - G E O R G E E V A N S
D I F F E R E N T I A T I O N / A D A P T A T I O N
 Though differentiation is still a challenge for me I have changed the level of instruction I was going to teach
and have chosen to simplify instruction. Also my instruction is based largely upon contingent and reciprocal
scaffolding. After instructions have been given I will walk around the classroom to each student and discuss any
questions they may have. After I am confident that they class has a general understanding of a topic, I will place
them in groups and ask them complete a project displaying the different concepts learned. I also often review
concepts briefly on a day to day basis. Currently, for differentiation I include open ended questions on my
assessments. That way .as opposed to multiple choice questions. I can take the student’s reading level into
consideration for grading. However, in the future I will create several versions of assessments based upon the
different reading levels. The lower reading level test will include the lower thinking skill questions. Also as to not
discourage my students or overwhelm them, I give out assignments by pieces instead of assigning it as a whole.
For example, instead of telling students they will have to complete a five paragraph essay with an outline and
rough draft, I say that day one will be used to work on an outline, day two we will focus on transferring that
information to a rough draft essay, and so on. I guide students through the steps of large assignments.

O B J E C T I V E S A C C O R D I N G T O S T A N D A R D
 SWBAT to recognize unknown words using the different type of context clues in the text
with 90% accuracy. Students should be able to use unfamiliar words and create their own context
clues with 80% accuracy. When writing students will be able to replace smaller words with larger
unknown words with 75%accuracy. To reach the A.V.7 standard students will be able to
recognize how some words are used figuratively with 90% accuracy. They will be able to define,
compare and contrast, and recognize similes and metaphors in the text with 90% accuracy. They
will also be able to create their own metaphors and similes accurately with 85% accuracy. After
the reading standard 4 have been taught, students should be able to perform close, efferent
reading with 85% accuracy. They should also be able to analyze a reading noting the characters’
action and the motivation behind them with 85% accuracy. Students will be able to make
reasonable predictions about the outcome of the passage being read with 80% accuracy.

S T A N D A R D S / O B J E C T I V E S - O H I O A C A D E M I C C O N T E N T S T A N D A R D S
 phonetic awareness, word recognition and fluency, acquisition of
vocabulary-define unknown words through context clues(A.V. 1),
infer literal and figurative meaning (A.V. 7) Concepts of Print,
Comprehension Strategies and Self-Monitoring Strategies Standard -4
Apply effective reading comprehension strategies, including
summarizing and making predictions.


OVERVIEW OF LESSON
 The lesson will be taught as a unit. We will be reading ‘the Outsiders” by S.E..Hinton. Each day literary
concepts will be taught. As we read these concepts will be pointed out. For example, if inference has been taught
as we read I will point out passages that display inference. After all of the literary concepts have been taught and
students are familiar with reading they will be placed in groups for chunking. Each group will be comprised of
students who are at different reading levels. Each student in these groups will be given a list of questions for their
chapter to answer individually. After answering the questions individually, the groups will convene and discuss the
answers. Then they will look for the literary terms ( mood, theme, cause and effect, vocabulary, symbolism,
conflict) that are present in their assigned chapter. As each group read I will have brief discussions with them and
monitor their discussion. Students will then be asked to create a visual aide, most likely a poster board with their
findings on it. They will then present their chapter to the class. During their presentation I will ask questions to
expand thinking and prompt students to elaborate on certain points. For grading, students will be given 3 rubrics
each worth a certain percentage of their grade. One will be for individual work 60%, another for group
participation25%-students will be allowed to grade each other- , and the presentation 15%.

U N I T S E Q U E N C E
Week Topic/material read Standards activities assessments
Week 1-2 Language Arts
“The Outsiders”
1.Use context clues
and text structures to
determine the
meaning of new
vocabulary.
2. Infer word meaning
through identification
and analysis of
analogies and other
word relationships.
Weekly Vocabulary
Vocabulary
organizer
Vocabulary spelling
bee
Vocabulary bingo
Formative:
Embed assessment into formal writing assignments
Embed assessments into daily reading
worksheets
“The Outsiders
1. Determine a
purpose for reading
and use a range of
reading
comprehension
strategies to better
understand text.
2.Describe and analyze
the elements of
character
development.
3.Differentiate
between the points of
view in narrative text.
4.Demonstrate
comprehension by
inferring themes,
patterns and symbols.
Jigsaw method
Oral Reading
Home enrichment
Book Review
Response journals
Weekly Vocabulary
Formative:
Quizzes
Discussion
observation

“The Outsiders
1. .Analyze the
importance of
setting.
2 Identify the
elements of plot
and establish a
connection
between an
element and a
future event.
3..Explain how
figurative
language
expresses ideas
and conveys
mood.
Jigsaw
method
Oral Reading
Home
enrichment
Book Review
Timeline
Plot pyramid
Response
journals
Create own
literary
piece(song
,joke, poem,
etc.) to
display use of
figurative
language
Listen to
popular(
school
appropriate)
rap son and
note use of
figurative
language
Formative: observation
Rubric
Quiz
presentation

Week 5-6
Language Arts
“The Outsiders
1.Give
presentations
using a variety of
delivery methods,
visual materials
and technology.
2.Use effective
listening
strategies,
summarize major
ideas and draw
logical inferences
from presentations
and visual media.
3. Communicate
findings orally,
visually and in
writing or through
multimedia
Give classroom
presentations
complete with
visual aids
Watch movie
adaptation of
novel
Compare and
contrast
Identify the
literary elements
in movie
Take guided
notes while
watching movie
Summative:
Rubrics
Peer review
Individual assessment
Observation
Review/unit test

ASSESSMENT
 Throughout the course of the unit, students will be assessed frequently so that adjustments and
reinforcements could be made. Before each topic is introduced students will be pre-assessed using multiple choice
quizzes and for pacing. As students are taught the lesson they will be given summative assessments to check for
understanding. Assessments will gradually increase in level of thinking questions. Assessments will include
presentations, individual discussions with the teacher, observation, essays, response journals, and formal tests.
These assessments will be summative throughout the lesson with points given for participation rather than
accuracy. However, at the end of each week ( or when a topic has be taught) a formative assessment will be given.
The formative assessments will be graded on accuracy and completion. Students will be expected to complete
these assessments without the aid of reference.
 From the pre-assessments I found that students would need activities that would constantly reinforce and
extend understanding. They also would need activities that would assist with real world application of the concepts
taught. Activities will include interpreting the text and applying the concepts learned in texts created by the
students.

ASSESSMENT PLAN
Type of
Assessment
Learning Objectives Format of Assessment
1.Pre-Assessment
1. recognize unknown words using the different type of
context clues in the text.
2. recognize how some words are used figuratively-symbolism,
metaphors, similes
3. make reasonable predictions about the outcome of the
passage being read with
4.identify cause and effect
Multiple choice pre –
test/placement assessment,
identifying context clues.
Formative
Assessment
1. recognize unknown words using the different type of
context clues in the text.
2. recognize how some words are used figuratively
3. make reasonable predictions about the outcome of
the passage being read with
Class discussion-teacher
asks higher level
questions regarding
content and records
students and follow up
with leading questions to
provide elaboration.

Formative
Assessment
1. recognize unknown words using the different
type of context clues in the text.
2. recognize how some words are used
figuratively
3. make reasonable predictions about the
outcome of the passage being read with
Class discussion-teacher asks
higher level questions regarding
content and records students and
follow up with leading questions
to provide elaboration.
Formative
Assessment
3. make reasonable predictions about the outcome
of the passage being read with
Review games- test items will be
asked in game format.
Students will create their own work
following the format of topic taught
Share with teacher and/or class and
discuss/explain their work and why
does it reach the objectives taught
Post Assessment
3. make reasonable predictions about the outcome
of the passage being read with
Group presentations with visual
aide-poster board
Summative assessment-Unit test.
Test will have essay question,
extended answer question, true and
false and vocabulary-matching and
filling in the breaks.

S T U D E N T P E R F O R M A N C E / D A T A
Pre-assessment Post-assessment
0
2
4
6
8
10
12
0-50 51-75 75-100
Ob jective 1
Objective 2
Objective 3
Objective 4
Objective 6
0
2
4
6
8
10
0-
50%
51%-
75%
75-
100%
Objective 2
Objective 3
Objective 4
Objective 5
Objective 6
Objective 1

A N A L Y S I S O F S T U D E N T D A T A
 Many students did not successfully pass the pre- assessments. . The class average per
assessment ranged from 25.5%-55.5% out of 100%. Approximately 60% of students
consistently failed the formative assessments. 90% of students scored below 80% on the unit test
and did not meet the criterion of the objectives present in the test. In case of ambiguities or
other mitigating factors, the unit test grade was curved by 15% (making a 100 point test into a 85
point test).Approximately 80% of the students did well on the summative assessments such as:
the essay, summary, and group presentation. Though students did not pass the formal
assessments such as quizzes and test, through other forms of assessment (discussion, projects,
and observation) students did understand the basics of the concepts taught. Some assessments
were used to evaluate student learning of more than one objective simultaneously

A N A L Y S I S C O N T . . .
 The overall class average per pre-assessment was 53% and the overall class average
for the post assessments for the objective was 62%. There may be possible discrepancies
with the averages due to student absence or refusal to complete task. This may impact the
calculations of the averages and some data may not accurately represent student ability
however, this impact is not substantial. The frequency of the formative assessments may
have demotivated students who possibly came to view the test as punishment and
developed testing anxiety. Due to the frequent testing, students consistently reviewed
material however, some students still received low scores on test. For this reason, other
forms of assessments were given to evaluate student learning. The other assessments gave
students with various learning modalities to display their learning also.

R E F L E C T I O N - D I F F I C U L T I E S
 Time management proved to be challenge. For example for one assignment(5 paragraph essay)I intended for the assignment to take
three days. However, this section of the unit took one week and a half. I found myself giving extensions on the assignment and not adhering
to the schedule. Scaffolding led to students being dependent upon me for completing the assignment. I had difficulty finding a balance
between helping and imposing my ideas on students’ essays. As I gave students ideas for their essays they would simply repeat what I had
told them. When I told students to find other examples or refused to help them, they would become frustrated and not complete the work.
Many students did not do well on the essay. They did not analyze characters actions or any other element of the text but simply summarized
what happened in the novel.
 Classroom management During student teaching I found that I could most use improvement in classroom management and
differentiation. Discipline throughout the school was an issue. Many students did not possess respect for authority and would display
abrasive behavior towards the teachers. There were not many options for discipline. When infractions did occur students would receive
phone calls home to parents, office referrals, suspension and expulsion. Many times these discipline tactics were ineffective and sometimes
provoked and escalated student misbehavior. Seeing this I implemented a discipline plan of my own. If students were disruptive during class,
I would assign them to lunch detention. Student behavior improved slightly ,however there was still excessive talking during class. . Due to
the small gap in age between my students and I ,there was difficulty in finding the balance between relating and identifying with students and
asserting my authority as the teacher.

C H A L L E N G E S
 Differentiation was also a challenge for me. Many students were below reading level and there was little
variation in performance level. However, there was still a variation in intrinsic motivation which in turn affected
student performance. I gave instruction at a moderate level so as to reach the main group of students. I made
accommodations for low readers during lecture by giving them printouts of the notes. I also made small
adjustments-such as the number of paragraphs of an essay- to requirements for some assignments. In reflection I
see that these adjustments made were not substantial enough for effective differentiation. These adjustments
applied to assessments but did not affect student learning. For students who were higher readers I made no
adjustments. To maintain their motivation I would accept their work and praise them, but I did not challenge
them any further or offer constructive criticism. On instances where I asked students to revise their work they
would become frustrated and take this as criticism of their work and observe that other students were not given
the same requirements.

C H A N G E S I W I L L M A K E
 Differentiation
• stratify the reading by reading levels. material will be adjusted for students’ reading level.
• Do not to tell students of the difference in the reading material so as not to cause discourse among students
• vary the assessments. Each will have all thinking level questions; however, there will be variation in the percentage of each
type of question on the assessments.
• To challenge higher performing students I will focus on increasing intrinsic motivation and offer incentives for challenging
themselves.
 Classroom management
• establish my authority as the teacher.
• consistent in consequences and rewards.
• implement different levels of consequences
• maintain composure during student misconduct.
 Time.
• spend more time on building a strong foundation on the mechanics on writing.
• give students a list of two to three topics
• give out and review the grading rubric
• during scaffolding, require students to work independently before asking for assistance

FIRST YEAR
 My first year teaching proved to be difficult and challenging. I taught 11th grade at a
low performance charter school that was undergoing new administration. The biggest
challenge was gaining the trust of and building a rapport with students who were facing
many changes including and 90% staff turnover. Also, the age difference proved to be a
challenge in classroom management. However, as the year progressed I was able to build
a rapport with many of my students by emphasizing mutual respect. I maintained an open
door policy so that students and I could discuss issues that may be effecting student
performance. I maintained a firm but fair demeanor and insured that redirection and
reprimand were not personal. I strived to address the behavior and not the student

FIRST YEAR INSTRUCTION
 My strengths in lesson planning were creativity and rigor. I strived
to expose students to various cultures through versatile text. I
emphasized academic, scholarly writing in my instruction. I assessed
students I various ways such as performance assessments, Socratic
Seminars, debates ,and gallery walk throughs.

F I R S T Y E A R D I F F E R E N T I A T I O N
 I developed the most in differentiation of instruction. I often used
think pair shares, and group work with heterogeneous as well as
homogenous grouping. I also used cooperative learning in which each
student had a different job. Choice menus also proved to be beneficial
to differentiation as well as inconspicuous additional resources such
as writing frames, Achieve 3000, and lower level reading material.

W H A T I ’ V E L E A R N E D A N D W H A T I P L A N T O D O . . .
 The expectations of teachers can sometimes surmount the limitations and obstacles present.
Oftentimes in urban education there are many circumstances that can affect the learning
environment. Students come from backgrounds that do not promote educational values and are
influenced by these views. Yet in school they are taught the opposite of the life they are living at
home. As an educator it can at times prove to be difficult to offer aid to these students while
reaching the standards necessary to pass the standardized. Though an educator may reject the
idea of “teaching to the test” and teaching conformity, these can seem inevitable with the
emphasis that is placed on student performance and test scores. As I grow as an educator I will
gain the ability to assist these students while still teaching the content. Eventually, after gaining
experience as a classroom teacher, I will become a social worker and/or counselor so as to better
aid students who come from troubled backgrounds.

Journey of an Educator

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