iLP REFLECTION

Disposition A. The educator understands the central concepts, tools of inquiry, and structures of the discipline(s) and can create learning experiences based on best practices that make these aspects of subject matter meaningful for students.

a) The educator realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. She or he seeks to keep abreast of new ideas and understanding in the field; b) The educator appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower; c) The educator has enthusiasm for the discipline(s) and sees connections to everyday life; d) The educator is committed to continuous learning and engages in professional discourse about subject matter knowledge and students’ learning; e) The educator values both long-term and short-term planning. The educator believes that plans must always be open to adjustment and revision based on students’ needs and changing circumstances. The educator values planning as a collegial activity.

The educator frequently demonstrates content knowledge and strategic instructional planning.

Disposition B. The educator understands how students learn and develop and can provide a variety of learning opportunities adapted to diverse learners that support all students’ intellectual, social, and personal development.

a) The educator appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to helping them develop self confidence and competence; b The educator is disposed to use students’ strengths as a basis for growth and their errors as an opportunity for learning; c) The educator believes that all students can learn at high levels and persists in helping all students achieve success; d) The educator appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence"; e) The educator respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests; f) The educator is sensitive to community and cultural norms. The educator makes students feel valued for their potential as people and helps them learn to value each other.

The educator consistently provides learning tasks that appeal to a variety of learning styles and the diverse needs of all learners.

Disposition C. The educator understands and uses a variety of strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

a) The educator values the development of students’ critical thinking, independent problem solving, and performance capabilities; b) The educator values flexibility and reciprocity in the learning process based on students’ responses, ideas, and needs; c) The educator values current research and best practices related to problem solving and critical thinking.

The educator frequently plans learning tasks that require students’ to problem solve and utilize critical thinking skills to complete complex tasks.

Disposition D. The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

a) The educator takes responsibility for establishing a positive climate in the learning environment and participates in maintaining such a climate in the school as a whole; b) The educator understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom; c) The educator values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning; d) The educator recognizes the value of intrinsic motivation to students’ lifelong growth and learning; e) The educator is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.

The educator consistently incorporates learning tasks that encourage and motivate students’ to perform skills sets at the individual and group level.

Disposition E. The educator uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.

a) The educator recognizes the power of language for fostering self-expression, identity development, and learning; b) The educator values many ways in which people seek to communicate and encourages many modes of communication; c) The educator is a thoughtful and responsive listener; d) The educator appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students.

The educator consistently utilizes verbal, nonverbal, and media communication to foster active interaction, inquiry and collaboration with students’ and their peers.

Disposition F. The educator understands and uses formal and informal strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

a) The educator values ongoing assessment as essential to the learning process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning; b) The educator is committed to using assessment to identify student strengths and promote student growth to foster positive social change.

The educator frequently uses assessment strategies for formal and informal evaluations of students’ performance.

Disposition G. The educator is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to promote positive social change and grow professionally.

a) The educator values critical thinking and self-directed learning as habits of mind; b) The educator is committed to reflection, assessment, and learning as an ongoing process; c) The educator is willing to give and receive help; d) The educator is committed to seeking out, developing, and continually refining practices that address the individual needs of students; e) The educator recognizes his or her professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

The educator frequently engages in reflexive practices and engages in practices to become proficient in their craft.

Disposition H. The educator fosters relationships with colleagues, parents, and community agencies to support students’ learning and well-being.

a) The educator values and appreciates the importance of all aspects of a student’s experiences; b) The educator is concerned about all aspects of a student’s well-being (cognitive, emotional, social, and physical) and is alert to signs of difficulties; c) The educator is willing to consult with other adults regarding the education and well-being of his or her students; d) The educator respects the privacy of students and confidentiality of information; e) The educator is willing to work with other professionals to improve the overall learning environment for students.

The educator consistently fosters professional relationships with colleagues, parents and the community to support students’ academic success.

AECT Standard 1: DESIGN - Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

“Design is the process of specifying conditions for learning” (Seels & Richey, 1994, p. 30). The domain of design includes four sub-domains of theory and practice:

1.1 Instructional Systems Design (ISD) - “Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction” (Seels & Richey, 1994, p. 31);

1.2 Message Design - “Message design involves planning for the manipulation of the physical form of the message” (Seels & Richey, 1994, p. 31);

1.3 Instructional Strategies - “Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels & Richey, 1994, p. 31);

1.4 Learner Characteristics - “Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process” (Seels & Richey, 1994, p. 32).

The candidate needs improvement in demonstrating the knowledge, skills, and dispositions to design conditions for learning.

Standard 2: DEVELOPMENT - Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies - “Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes” (Seels & Richey, 1994, p. 37);

2.2 Audiovisual Technologies - “Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels & Richey, 1994, p. 38);

2.3 Computer-Based Technologies - “Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources” (Seels & Richey, 1994, p. 39);

2.4 Integrated Technologies - “Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40).

The candidate frequently demonstrates the knowledge, skills, and dispositions to develop instructional materials.

Standard 3: UTILIZATION - Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Media Utilization - “Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46);

3.2 Diffusion of Innovations - “Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels & Richey, 1994, p. 46);

3.3 Implementation and Institutionalization - “Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization” (Seels & Richey, 1994, p. 47);

3.4 Policies and Regulations - “Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels & Richey, 1994, p. 47).

The candidate frequently demonstrates the knowledge, skills, and dispositions to use processes and resources for learning.

Standard 4: MANAGEMENT - Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

4.1 Project Management - “Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50);

4.2 Resource Management - “Resource management involves planning, monitoring, and controlling resource support systems and services” (Seels & Richey, 1994, p. 51);

4.3 Delivery System Management - “Delivery system management involves planning, monitoring, and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner” (Seels & Richey, 1994, p. 51);

4.4 Information Management - “Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning” (Seels & Richey, 1994, p. 51).

The candidate frequently demonstrates knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology.

Standard 5: EVALUATION - Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis - “Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56);

5.2 Criterion-Referenced Measurement - “Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content” (Seels & Richey, 1994, p. 56);

5.3 Formative and Summative Evaluation - “Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels & Richey, 1994, p. 57);

5.4 Long-Range Planning - “Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future” (Certo et al., 1990, p. 168).

The candidate frequently demonstrates knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning.