Appendix 25.04
Sample Reflective Statements
Term Four Portfolio Reflective Statement
by Jessica Tucker
It has been sixteen months since I entered the CalStateTEACH program and there is much to
reflect upon. In the last few months, I have been immersed into a program that has far exceeded
my expectations. My dream of being an elementary school teacher has finally come true. I owe
this wonderful opportunity to the CalStateTEACH program, my wonderful Faculty, and school
site mentors. The resources and help that have been made available to me have been incredible.
Some of the issues and ideas discussed have had a significant impact on my outlook as an
educator. This wonderful program has given me a new insight into teaching, as well as
tremendous resources and tools to guide me through my career. CalStateTEACH has also
introduced me to six domains of Teaching Performance Expectations. These 13 TPEs are the
“rule book” for the teaching profession.
I find myself reviewing the California Academic Framework more often and using it to create
lessons and activities in the LPA for my students. I currently have a checklist on my desk and
each time I cover a standard, I mark it off my list. I am always aware of what needs to be
covered, and what already has been. Although the framework and LPA are great tools, it takes
much more to create a valuable lesson. Instructional ideas, strategies, and various resources all
share a part of making information come together and creating an organized lesson. The most
significant factor is the student population. Background knowledge is essential when planning
instruction and designing learning experiences for all students. Incorporating various personal
and cultural related lessons into the classroom allows for all students to feel welcome. I have
learned many wonderful strategies in the readings for early communication. I have utilized many,
which include sending home a brief parent survey on the first day of school. This allows the
parent to share valuable information about their child. I also send home a newsletter each month
to update parents on classroom activities and announcements.
Assessment has become a hot topic recently, and is also an area I have grown immensely in. So
much pressure is put on students to perform on standardized tests, which causes stress for
everyone involved. I have learned how important it is to use a variety of methods when assessing
student learning. Throughout my observations, and teaching I have witnessed how students learn
in different ways. Since students learn in different ways, they should also be assessed in different
ways. Understanding how to use and interpret assessments is a significant factor in the classroom
and should always be used as a guide in planning. Assessment should be done to first determine
a student’s level of learning and then to track progression. Assessment may be formal or
informal, and could just be teacher observation. I found first hand that the way a student
performs one day on a test is not a true reflection of their achievement. There are so many factors
to consider when testing including: cultural issues, stress, and if the child was feeling well that
day. Incorporating a variety of assessments including running records, brief comprehension
checks, an interest and attitude survey, or a student teacher conference provides a more accurate
reflection. I was lucky to have an assigned Faculty who was constantly introducing me to various
assessment tools and encouraging me to implement them.
In the last few months I have found that no matter how much time and effort is put into a lesson,
the students are not learning if they are not engaged. While planning a lesson I find myself
getting excited over ideas and strategies. Whether or not these actually work in the classroom is a
different story. Initially grabbing the student’s attention and focusing their efforts on a lesson is
tough in itself. Actually supporting them throughout the lesson is another dimension. Students
learn when they can connect with the information that is given to them. My classroom consists
of a variety of students with different needs. Students bring with them culture, religion, and
various beliefs to the classroom. Various techniques and instructional strategies must be utilized
to meet the needs of every student. Techniques such as cooperative learning groups, technology
based resources, and proper modeling all must be implemented to engage the learners. I find
myself using cooperative learning a lot while I am planning and presenting lessons. The students
enjoy working with their peers, and it helps to bring cohesiveness to the classroom. I like this
strategy because it also encourages peer tutoring which is beneficial to my ELD learners. During
planning I make sure and group my ELD learners with an English proficient student. Depending
on the lesson I will also group students with higher math or reading skills, with those who
struggle. It creates and maintains relationships between the students, and also adds variety to the
usual direct instruction model.
Since I am a visual learner, I have always made sure to incorporate a variety of resources into my
lessons. I did however notice that many times I used direct instruction as my instructional
strategy. I also learned I needed to regularly analyze my teaching and modify my actions for the
future. One goal I have for the future is to utilize other instructional strategies when presenting
lessons. The reading and math series that are mandated by my district are based on the direct
instruction model. All lessons are set up to reflect a “teacher talking, students listening” format.
I would like to incorporate guided inquiry math lessons where the students are exposed to a
variety of manipulatives to experiment with. This would make the lessons more enjoyable for the
students, as well as provide a tactile resource for learning new concepts.
I have found that a well-implemented classroom management plan is essential for student
learning. If a student feels uncomfortable or anxious in the classroom, his or her ability to learn is
affected. Establishing a positive environment for learning is important and includes various
aspects. Following through with discipline procedures and enforcing classroom rules is the first
step to student success. Handling discipline problems quickly and effectively is important inside
the classroom. Effective classroom management is noticeable the moment you walk into a
classroom. Through my observations, substituting, and of course my own classroom, I have been
able to witness both effective and ineffective classroom management at the Kindergarten through
eighth grade level.
An open line of communication between a teacher and parent is another significant factor in
student achievement. Establishing and maintaining a positive bond with my students and their
parents is my primary goal. Student success is only possible when there is parent support inside
and outside of the classroom. Before the school year began I was told by a colleague to never
give out my cell phone number. She explained that if a parent needed to get a hold of me they
could do it during school hours. At this time there are three parents who have my cell phone
number. These are parents whose children need extra support to make it in second grade. I feel it
is essential since we are currently working together to help their children succeed.
As I progressed through the CalStateTEACH Program I set many goals for my self and strived to
achieve them. Now that I am nearing the end, it is time to set new goals. One of these goals is to
continue my learning. Although I feel I have learned so much over the past few months, I know I
still have so much more to learn. Even though it is only my first year teaching I feel I have
Page 2 of 7
Appendix 25.04
updated 1/9/2009
learned so much. I began the year feeling overwhelmed and frustrated. Slowly I learned the
curriculum as well as my students. I learned what worked and what didn’t, and what changes I
would make for the following year. Another goal I have set for myself is to continue to learn new
ways to support student learning, especially ELD learners. This is extremely significant because I
am an educator in a diverse community. Not only do I have students with Spanish as their
primary language, but I also have a Korean student. These students are just like every other
student in the sense they are in my classroom to learn. It is my job to modify and adjust to make
sure their needs are also being met.
When I decided to become an educator I took on many responsibilities that I was previously
unaware of. I learned that as an educator, I have many obligations to my students. One
obligation is to continue learning and not depend upon past knowledge. This may include
attending workshops, communicating with other professionals, and furthering my education.
When I am awarded my credential my journey does not end, but rather begins. I have found that
each day is a learning experience not only for my students, but myself as well. It is amazing what
a group of seven and eight year olds can teach you. What is even more exciting is that each day
is different. What works one day may not work another day. Each day the students are growing
and changing and it is my job to guide them and equip them with the skills they need to continue
their journey.
Portfolio Reflective Statement
by Samantha Harlow
Teaching is best compared to the layers of an onion. Like an onion there are many different
layers. With each passing day, month and year another layer is exposed and with it comes new
knowledge about the teaching profession. My brother-in-law always told me, “You don’t really
know anything until you teach it.” I remember I used to just nod my head and agree. Reflecting
back on his words is rather humorous now. If I think back on my first year of teaching, a big
smile comes across my face – along with a sigh of relief. Thank goodness that's over.
I have vivid memories of my first Term in CalStateTEACH. Everything seemed to happen at
once. I arrived with my little bag and set up my classroom. The children came and I began the
year feeling confident in my subject knowledge, but rather than being an instant success, I
discovered that my brother-in-law was right.
During that first year of teaching, my mind was swimming with new information and change. I
went right into survival mode. Of course it didn’t help that our landlord sold the house and we
had to move in November. It just spiced things up even more. CalStateTEACH became essential
to my survival. I experienced tremendous growth over the course of one year. It was like being a
scientist. I had all these experiments or activities to conduct, and I went to my lab each day to
find a cure for cancer.
The most tremendous growth for me during the first year was of course classroom management.
What first year teacher doesn’t struggle with management in the first year? From the beginning of
the year, I was handed several challenges. My classroom environment was made unstable by a
moving wall that kept opening and closing to let new classrooms come and go. Then I received a
student who needed anger management. He came to me at the beginning of the year and refused
to enter the classroom. His life was so traumatic that he couldn't bear anything new. It took
Page 3 of 7
Appendix 25.04
updated 1/9/2009
months of patience and work to help this student make progress. He was eventually able to share
a desk with another child and made many friends, but it was a process.
My second Term in CalStateTEACH is when the light bulbs really started to go off as my
teaching became deeper and layered. I began to see myself as an inventor, mathematician,
scientist, literary critic, researcher, explorer, guide and nurturer. It was a very rewarding stage for
me because I became comfortable with the fluidity and change that occurs in a classroom.
This was my second year of teaching and my administrators decided to change my grade level.
Hey, why not spice things up a little, eh? I had to start from scratch. My initial thoughts were
frightening, as I knew what it could mean to start anew. However, the experience was quite
different from the last year. Instead of the confusion and anxiety, I had lots of ideas and prior
knowledge to draw on as I began the school year. It’s amazing what one year’s growth can hold
in store.
This was also the Term where I really began to feel competent in the California academic content
standards. I began to unwrap them and discover exactly what the children needed to learn over
the course of the year. This was very enlightening considering our program of instruction did not
align with the standards. So, I began to use the standards and seek out the necessary materials to
convey the learning goals. I no longer felt bound to the textbooks or the should do’s. Instead, I
felt confident in selecting the best materials I could find for my students. This was one of the best
layers yet.
Another significant development during this Term was my ability to individualize instruction. I
was able to pull small groups together on a daily basis for reading and mathematics. My centers
were self-sufficient and the children could work independently. In the Term prior, I had begun to
implement centers, but I had not quite moved on to individualized instruction. Of course, I tried,
but this was an entirely new level of teaching.
My third Term in CalStateTEACH was when the planets aligned. My students had begun to
make enormous steps towards reading and writing and I felt a great sense of accomplishment.
This was when I began to integrate the curriculum across the content areas. I learned to integrate
both my science and social studies, how to write effective lesson plans and create a classroom
environment that promotes autonomy and respect. Together with my site mentor and another
colleague we began planning thematic units. It was a welcomed transition because it allowed me
to teach in depth and provide my students with meaningful learning experiences.
I remember the first thematic unit we planned together. It was on weather and my site mentor did
a lot of the talking as we became comfortable with how to seek out the necessary materials. It
was an amazing change that enabled me to become more confident in my ability to think outside
the box. This was when I realized my full potential as a creative participant in my classroom.
Then I began planning for my mathematics unit, which completely changed my perspective on
mathematics instruction. It was focused around measurement and how to teach it in a
developmentally appropriate way that would be accessible to first graders. We had a great time.
This unit incorporated literature, writing and lots of hands-on experiences including experiments.
That was certainly one of my favorite units. The children loved it and it signified my ability to
effectively teach mathematics to children.
With Term Four came a sort of tightening of the bolts. It feels as though I have digested a mass
of information, which I then implemented in my classroom and now it’s time to review my
practices and fill in any big gaps.
Page 4 of 7
Appendix 25.04
updated 1/9/2009
The case study was certainly the most insightful part of Term Four. It gave me the opportunity to
step outside my classroom and observe an entirely different age group while focusing on the
literacy of a single student. I was able to implement multiple measures of assessment to get an
accurate picture of his literacy and where he needed the most individualized instruction. It made
me realize the wealth of information we can gather from students in order to effectively meet
their instructional needs. It also made me realize the depth of reading instruction and theory.
Reading is a complex process with many different theories and practices.
Within the next two years I plan to start a masters program in reading and language arts. It is my
goal to become a reading specialist. There are an abundance of children in American today who
are struggling to become literate. In order to meet the needs of my students and facilitate the
maximum growth possible in one school year, I need to be well trained and equipped in the area
of reading. Completing a master’s in reading will not guarantee success, but I will feel confident
in my ability to provide my students with the latest research and practical techniques available.
As I come to a close in this program, I cannot help but think of all the layers to which I have been
exposed over the course of the last two and a half years. I have become a professional educator
through the care and support of my Faculty, school site mentor, colleagues and the engaging work
from each Term. With challenge comes growth and CalStateTEACH was certainly challenging.
I am grateful that I made the choice to enroll in such a rigorous course of study.
Portfolio Reflective Statement
by Susan Rizk
As I was nearing the end of Term Four, I found myself reflecting on all of my work to this point.
This includes all of my work for CalStateTEACH activities, studying for and taking the RICA,
my daily teaching and all of its related activities and my family. Over the last two and a half
years, I have grown as an educator and as a person. As I grow in my knowledge and abilities, I
find that my fellow teachers seek my advice and input more and more. As I continue to learn as
well as to teach, I realize that I do have a lot to offer my students. Combining my learning
through CalStateTEACH with my teaching benefits everyone – my students and myself.
The CalStateTEACH program has provided me with experiences that benefit not only my
learning, but also my students’ learning. The numerous lessons and units I have completed
during Term Four have provided me with remarkable means to reach and teach my students. My
students and I now integrate more technology into our activities and lessons. We interconnect all
subjects and the students are continuing to perform self-assessments. The students now engage in
many higher level thinking activities.
Over the last two and a half years, I have shifted from being the gatekeeper of knowledge and
rules to being a teacher who interacts with the curriculum and the students by designing active
learning tasks and more authentic types of assessment. As part of this process, I must consider
the distinctive ways each student truly knows about their world. Multiple intelligences, learning
styles and learning preferences must be considered. I now strive to make my curriculum flexible
enough to meet the unique needs of all learners thus making it more student-driven.
Page 5 of 7
Appendix 25.04
updated 1/9/2009
We are now teaching in a standards-based environment where both students and teachers are
being held accountable. Given that students come to school having different knowledge levels
resulting from diverse experiences, backgrounds and culture, I must consider all these factors so
new information can be presented in a meaningful way to each student. One method to achieve
this is to encourage the students to “think outside the lines.” In modeling this, I can engage the
students and extend their thinking. The challenge is to promote the students’ abilities so they can
continue to learn and to build their understandings.
As new technology-supported approaches to teaching and learning become part of the tools I have
available, some challenges arise. These include partnering with students to create effective
teaching and learning strategies and assessing the value of certain technologies and integrating
them. When technology is used in ways that the students perceive as interesting or related to
personal goals, the student is totally involved in the activity and directs attention to achieving the
personal goal. In partnering with the students, greater student engagement in learning can be
realized.
To enhance my role as motivator when using technology, I must interact with all students to get
to know them better. This would give me the opportunity to identify and understand each
student’s unique needs, interests and goals so I can then relate learning content and activities.
Students can be challenged to invest effort and energy in taking personal responsibility and to be
actively involved in their learning. The students would also be provided with opportunities to
exercise personal control and choice over the types of learning activities and ways of
demonstrating personal mastery. Interacting with the students creates a safe, trusting and
supportive atmosphere.
Here are some elements I will be cultivating as I continue to grow as a teacher.
Think Outside of the Classroom – I will strive to leap outside of the classroom walls and take my
students with me. As much as possible, I will try to make classroom experiences exciting and
memorable for the students. My lessons would be so much more enjoyable for both my students
and me if they get to live and experience the material in full, living color, rather than from behind
dreary, predictable desks. By giving the students a real world application for the knowledge they
gain, I can take learning to the next level.
Creativity in Lesson Presentation – I will be dedicated to the credo: “Learning - whatever it
takes.” I must recognize that bored students do not learn as well as actively engaged learners do
so I must be willing to do anything necessary to help students understand the material at hand and
catch the fever for knowledge. I should enthusiastically show the students how to love the process
of learning. Students enjoy a hands-on, practical approach to learning, ensuring that many of
these exciting lessons will be remembered for a lifetime.
A Willingness to be Myself with the Students – I will welcome the very human aspect of
teaching. I should not be afraid to look silly and I should do anything that helps make learning
fun and drive the academic message home. Additionally, I will love the students for the
individuals that they are, capitalizing on the energy of youth, not trying to squander it for the sake
of classroom calm. I will invest time, trust and unrestrained energy in students’ lives, which will
pay off at test time and even when class is over.
Students Love to Enter My Classroom – All of the above reasons should combine with my
personality so that the students cannot wait to come to class. Smiles and enthusiasm will
Page 6 of 7
Appendix 25.04
updated 1/9/2009
permeate the students’ attitudes, regardless of race, class, region or interests. I will make even the
most inaccessible subjects come alive in my classroom.
Overall, it would be well worth my energy to have exciting hands-on activities to drive a concept
home rather than to spend time having the students read a dry textbook. I can follow my instincts
to be myself with my students, which can really pay off in enthusiasm for learning.
As I progressed through all Terms of CalStateTEACH, I found myself continuing to grow as a
teacher. Everything I have done brings me to the point of being an innovating teacher. Looking at
and reflecting on my professional development goals, where I’ve been and where I want to be,
will quickly propel me to be a distinguished teacher. As I have reflected on myself and on my
students, I can honestly say we have all done, and will continue to do, an outstanding job!
Page 7 of 7
Appendix 25.04
updated 1/9/2009