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Looking forward to student teaching I will review my goals and actions plan for next semester.

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By the end of my first semester of student teaching, I will be able to easily incorporate my student's funds of knowledge into my lessons. 

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By the end of my first semester of student teaching, I will be able to easily incorporate my student's funds of knowledge into my lessons. 

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To be an effective teacher I need to make my lessons accessible to my students. Jesus's bilingualism or Lorenzo's biracial identity (Heineke, 2018) are assets that I should think about while creating lessons. "Students' existing knowledge is the best starting point for the introduction of new knowledge” (Gay, 2018) That's why during student teaching I will practice connecting my student's previous knowledge to the new content I teach. I hope that eventually creating lessons while incorporating my student's funds of knowledge becomes easier with practice.

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By the end of my first semester of student teaching, I will be able to implement restorative justice strategies in my classroom.

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By the end of my first semester of student teaching, I will be able to implement restorative justice strategies in my classroom.

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I want to set my students up for success and handing out punishments when they make mistakes is setting them up for failure. During student teaching, I will try to be a problem-solver and provide "opportunities for students to take ownership in their learning process, develop voice and exercise voice as learners." (USC) My experiences as a student and teacher have shown me that the traditional punishment system doesn't work. That's why I believe in restorative justice, where I get to empower my students to learn. By attending to each conflict individually I hope that through the student teaching experience I will improve on these strategies.

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By the end of my first semester of student teaching, I will be able to attend to all my students and ensure they are given equitable opportunities to succeed.

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By the end of my first semester of student teaching, I will be able to attend to all my students and ensure they are given equitable opportunities to succeed.

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I want to advocate for all my student's success and create a classroom where my students thrive. As a multicultural teacher, I will follow an equity pedagogy where I "modify my teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups." (Oakes, 2018) During student teaching, I will hone my teaching skills and learn how to modify my lessons efficiently so all my students have the chance to succeed. If I do my student teaching at California Middle then I will think about the achievement gaps in this school and how I will try to address them by creating an equitable space in my classroom.

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I will try to connect with my guiding teacher as soon as possible so that they are aware of my goals and what type of teacher I aim to be. I will collaborate with my guiding teacher on creating a caring and equitable classroom with restorative justice policies. This is the first step that I will take when beginning my student teaching to help achieve my goals. I will also research the school I'm placed in and be ready to discuss my research findings with my guiding teacher. I will try to learn as much as I can about my school and guiding teacher to prepare myself to be a part of that community.

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In order to even begin to achieve my goals, I have to be attentive to my students and take their diversity, identities, and needs into consideration. I will collaborate with my guiding teacher and partner with them to create authentic dialogue opportunities in the classroom. I will also practice authentically caring for my students and being attentive to them. I will create learning opportunities that value my student's cultures and backgrounds. I need to start by really knowing my students. For that reason, I plan on being attentive to them and utilizing the strategies I mentioned in Part B like introduction surveys and reflection surveys.

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To make sure that I am working towards my goals I will practice regularly reflecting on my teaching, lessons, and classroom experiences.  I will debrief with my guiding teacher on my lessons and document my experiences to learn and grow throughout my student teaching. The MAT program has taught me that it's important to"consider the implications of your work in the process for future practice in your development as a novice teacher." (USC)

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To measure my progress I will keep a journal where I will document my experiences. After each of my entries, I will gauge if I am currently on track to meet my goals. I will be looking for my improvements and to keep a record of how I am doing as a student-teacher. I will lean on my guiding teacher and have debriefing sessions with them throughout my student teaching. If I feel that I am not meeting my goals I will lean on my professors from USC to help me reassess my goals. This first semester I have had amazing support from my professors and cohort. I hope that in Student Teaching that Support continues with my new professors and guiding teacher.

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To uphold the Rossier Mission statement I plan on being an advocate for my student and using equitable classroom strategies. I plan to "value and respect the cultural context of the communities" where I will be working. (USC) Each of my goals and action plans relates to the mission statement. I hope that I will become a teacher that best serves my students and community.

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Gay, G. (2018). Culturally Responsive Teaching : Theory, Research, and Practice: Vol. Third edition. Teachers College Press.

Heineke, Amy J., and Jay McTighe. Using Understanding by Design in the Culturally and Linguistically Diverse Classroom, Association for Supervision & Curriculum Development, 2018.

Oakes. (2018). Teaching to change the world. Routledge.

USC Rossier. (n.d). "MAT Domains of Teacher Practice"

University of Southern California. (2019). "MAT Vision of a Teacher."

University of Southern California. (n.d.) "Rossier Mission Statement"