# data[].attributes.body
Element #6: “Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
Element #7: “Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.”

# data[].attributes.headline
TPE 1.6 Engaging and Supporting all Students in Learning -ITL 604 Observation

# data[].attributes.subject
TPE 1.6 Engaging and Supporting all Students in Learning -ITL 604 Observation

# data[].attributes.body
Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

# data[].attributes.headline
TPE 1.6 Engaging and Supporting all Students in Learning -ITL 604 Discussion Board 4

# data[].attributes.subject
TPE 1.6 Engaging and Supporting all Students in Learning -ITL 604 Discussion Board 4

# data[].attributes.body
Response to Intervention (RTI) is when teachers effectively provide instruction and guidance across the three tiers of students. The goal of RTI is to decrease the number of students to special education programs and to use different methods to assist the student. These methods include assessment, monitoring the progress of the student, and intervention when needed. Multi-Tier System of Supports (MTSS) includes RTI and more, going beyond what RTI encompasses. Whereas RTI focused on academic development, MTSS also includes emotional, social and behavioral development for the student. This also allows for RTI to focus not only on the students who are struggling, but also the advanced students that need the assistance. Collaboration is key for MTSS to be successful at a school site which can lead to teachers becoming better professional educators.

# data[].attributes.headline
TPE 2.4: Creating and Maintaining Effective Environments for Student Learning- Mr. Jones Week 2

# data[].attributes.subject
TPE 2.4: Creating and Maintaining Effective Environments for Student Learning- Mr. Jones Week 2

# data[].attributes.body
Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

# data[].attributes.headline
TPE 2.4: Creating and Maintaining Effective Environments for Student Learning- Mr. Jones Week 3

# data[].attributes.subject
TPE 2.4: Creating and Maintaining Effective Environments for Student Learning- Mr. Jones Week 3

# data[].attributes.body
Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

# data[].attributes.headline
TPE 3.2 Understanding	and Organizing Subject	Matter for Student Learning- Mr. Jones

# data[].attributes.subject
TPE 3.2 Understanding	and Organizing Subject	Matter for Student Learning- Mr. Jones

# data[].attributes.body
Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

# data[].attributes.attachment_link.title
Week Four Assignment - Mr. Jones and Ray Case Study.pdf

# data[].attributes.headline
TPE 3.2 Understanding and Organizing Subject Matter for Student Learning- Discussion Board 1

# data[].attributes.subject
TPE 3.2 Understanding and Organizing Subject Matter for Student Learning- Discussion Board 1

# data[].attributes.body
Coming from working at a school site that has a diverse student and staff population, I would be able to use my experience in providing for a diverse student population. It would be imperative for me to establish a safe classroom in which all students not only feel welcome, but look forward to attending class. When students feel like the classroom is a safe place for them, tensions between students is lessened and students will be more willing to have open discussions with their classmates. Banks stated that he is "hesitant to say any teacher can become effective with students from diverse racial, ethnic and cultural groups," however I feel that as a teacher it would be important to have class-wide discussions so that students feel like they have a voice and place in the class. This will help to lessen the divides located in the class between the students. Adapting the methods and approaches to learning would help reach every student. This is another action that I would take to connect with a diverse group of students. When student's are able to succeed in class due to having a variety of learning styles, it will create a more comfortable and welcoming environment where students feel like they will not have the opportunity to succeed, but also the motivation. Banks stated that teachers must do three things, "that is to know, to care and to act." Through these changes, I believe that I would have successfully hit all three actions Banks stated.

# data[].attributes.headline
TPE 3.3 Understanding and Organizing Subject Matter for Student Learning- Signature Assignment

# data[].attributes.subject
TPE 3.3 Understanding and Organizing Subject Matter for Student Learning- Signature Assignment

# data[].attributes.body
Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

# data[].attributes.headline
TPE 3.3 Understanding and Organizing Subject Matter for Student Learning- Group Lesson Plan

# data[].attributes.subject
TPE 3.3 Understanding and Organizing Subject Matter for Student Learning- Group Lesson Plan

# data[].attributes.body
Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

# data[].attributes.headline
TPE 3.6 Understanding and Organizing Subject Matter for Student Learning           -ITL 602 Cultural and Technological Factors Presentation

# data[].attributes.subject
TPE 3.6 Understanding and Organizing Subject Matter for Student Learning           -ITL 602 Cultural and Technological Factors Presentation

# data[].attributes.body
Use and adapt resources, standards-aligned instructional materials, and a range of technology including assistive technology, to facilitate students' equitable access to the curriculum.

# data[].attributes.attachment_link.title
Cultural and Technological Factors of Education in the U.S.

# data[].attributes.headline
TPE 4.4: Planning Instruction and Designing Learning Experiences for All Students -ITL 608 Observation

# data[].attributes.subject
TPE 4.4: Planning Instruction and Designing Learning Experiences for All Students -ITL 608 Observation

# data[].attributes.body
Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners

• appropriate modifications for students with disabilities in the general education classroom

• opportunities for students to support each other in learning

• use of community resources and services as applicable.

# data[].attributes.headline
TPE 4.6 Planning Instruction and Designing Learning Experiences for All Students                   -ITL 602 Collaboration and Co-Teaching Presentation

# data[].attributes.subject
TPE 4.6 Planning Instruction and Designing Learning Experiences for All Students                   -ITL 602 Collaboration and Co-Teaching Presentation

# data[].attributes.body
Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

# data[].attributes.attachment_link.description
Consultation, Collaboration, and Co-Teaching The Merriam-Webster definition of the word " collaboration " is "to work jointly with others or together especially in an intellectual endeavor." According to Cornell University's Center for Teaching Innovation, collaborative learning is typically based on four different principles: "The learner or student is the primary focus of instruction Interaction and "doing" are of primary importance Working in groups is an important mode of learning.

# data[].attributes.headline
TPE 4.6 Planning Instruction and Designing Learning Experience for All Students                       -ITL 602 Journal Entry #2

# data[].attributes.subject
TPE 4.6 Planning Instruction and Designing Learning Experience for All Students                       -ITL 602 Journal Entry #2

# data[].attributes.body
Before ITL 602, the only experience that I had with a classroom setting outside of my own education were the countless hours I spent observing my own mother teach. It was interesting to have the ability to observe another teacher at the same school teach her class. While observing her class, it was obvious that similarities were found between my mother and Mrs. Collins' teaching styles. They both used creativity and collaboration in their classrooms in order to achieve success with their students. Mrs. Collins had an outgoing energy and positive classroom environment that instantly welcomed any who entered her room.

Prior to observing, I had always seen the more serious side of teaching. However, I have now observed passion and optimism in the classroom that allows for students to WANT to learn. I want to take the lessons that I have learned through observation and use them in my own future classroom. Although I enjoyed observing Mrs. Collins teach her students, I hope to be able to observe many other teachers throughout my program so that I can learn from a variety of teaching styles. Having completed my first official observation has made me feel both more motivated and excited to start teaching my own class in the future.

# data[].attributes.headline
TPE 4.4: Planning Instruction and Designing Learning Experiences for All Students -ITL 608 Observation

# data[].attributes.subject
TPE 4.4: Planning Instruction and Designing Learning Experiences for All Students -ITL 608 Observation

# data[].attributes.body
Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners

• appropriate modifications for students with disabilities in the general education classroom

• opportunities for students to support each other in learning

• use of community resources and services as applicable.

# data[].attributes.body
Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction

# data[].attributes.headline
TPE 6.2 Developing as a Professional Educator       -ITL 602 Journal Entry #1 

# data[].attributes.subject
TPE 6.2 Developing as a Professional Educator       -ITL 602 Journal Entry #1 

# data[].attributes.body
After watching the TED Talk by Dr. Regina Williams my mind instantly went to the movie Shrek when the main character mentioned that "ogres have layers." In the beginning of the movie, Shrek is only believed to be a fierce creature that will eat humans. However, as the movie progresses it is seen that he is a caring and humorous character that is only mistreated and misrepresented.

When I first started working in my AVID classes after returning from college in Arizona, I was only told the outstanding positive or negative aspects of the students. I would have rather been told nothing about the students in the class than being told about only extreme positives and negatives.

When I start working with a student, I like to discover their strengths, weaknesses, and personality on my own. I am a firm believer in John Locke's philosophy regarding a tabula rasa in which everyone is given a blank slate. Their actions and words are what defines them on this metaphorical slate. In my opinion, this way of thinking helps to eliminate bias and favoritism.

# data[].attributes.headline
TPE 6.2 Developing as a Professional Educator       -ITL 600 Becoming a Teacher Presentation

# data[].attributes.subject
TPE 6.2 Developing as a Professional Educator       -ITL 600 Becoming a Teacher Presentation

# data[].attributes.body
Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness towards all students and families, as well as towards their colleagues.

# data[].attributes.headline
TPE 6.6 Developing as a Professional Educator         -ITL 602 Professionalism in Education Presentation

# data[].attributes.subject
TPE 6.6 Developing as a Professional Educator         -ITL 602 Professionalism in Education Presentation

# data[].attributes.body
Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

# data[].attributes.attachment_link.title
Professionalism in Education for Teachers

# data[].attributes.attachment_link.description
Professionalism in Education for Teachers Male teachers should wear "dress pants and a polo shirt or button-down shirt, adding a tie or jacket for special occasions" unless otherwise specified by their school district (Zeiger) Female teachers "should wear appropriate clothing for the classroom, avoiding short skirts and revealing tops" while

# data[].attributes.headline
TPE 6.6 Developing as a Professional Educator         -ITL 602 Discussion Board Week 3 Appitizer

# data[].attributes.subject
TPE 6.6 Developing as a Professional Educator         -ITL 602 Discussion Board Week 3 Appitizer

# data[].attributes.body
Digital citizenship is imperative for educators in modern society. It helps to connect teachers and parents to understand responsibility when using technology. The idea of digital citizenship is very important to me as I had considered going into copyright law. Digital citizenship consists of nine elements: Digital Access, Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Security, Digital Health and Wellness, and Digital Rights and Responsibilities. In the classes that I have observed and worked in, these nine elements are not being discussed. In fact, digital citizenship itself is not something that is commonly known in the students. It was not until college that I learned about the significance of digital citizenship.

In my opinion, the three most crucial elements of digital citizenship are digital communication, digital etiquette, and digital security. Digital communication is important to teach students since it is through the communication that cyber bullying occurs. Digital etiquette also goes alongside digital communication by allowing students to understand that they have to obey by similar rules online as they do in person. As students get older and begin to have social media accounts, it is important that educators stress the need for digital security. With hackers and viruses becoming easier to spread online, students must know how to protect themselves from these risks.