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Title: Letter to Incoming Freshmen Date: 9-30-13 Artifact Description: My artifact for this experience is a letter written to incoming

freshmen boys at Platteville High School inviting them to participate in the boys soccer program. I was hired as the programs head coach in June of 2012, a position I am still in as of the writing of this reflection. One of my responsibilities as head coach was outreach to and recruitment of incoming freshmen. This letter was sent to all incoming freshmen boys who were eligible for the program. Alignment: Wisconsin Teacher Standard Alignment This experience best aligns with standard six of the Wisconsin Teacher Development and Licensure Standards which states: The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Written communication, a form of nonverbal communication, is pervasive in the teaching profession. Proficiency in written communication is essential for any teacher, and any written communication by a teacher must convey its message with clarity and professionalism. This letter was, in many cases, the first form of communication many people would receive from the soccer program - it was a first impression, and the impression it made would have an impact on the way the soccer program was perceived. In addition to making a good first impression, the letter was intended to concisely describe the program, warmly invite incoming freshmen boys to participate, and initiate contact with any potential participants. The letter was successful on each front and is an accurate showcase of my abilities in written communication. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment This experience best aligns with KSD4.c. which states: The candidate is able to provide frequent, sensitive and appropriate information to parents and students about students positive and negative progress within the instructional program and successfully engages families in the educational process when appropriate. While this letter was primarily intended for incoming freshmen boys, it was also intended for the boys families. In fact, most of the communication facilitated by this letter was with parents. It was an effective method of establishing communication with families of the incoming freshmen and engaging them in the soccer program. Secondary Alignments: KSD3.a.: Communicates clearly and accurately KSD4.f.: Shows professionalism

Reflection: What I learned about teaching/learning: There are many parts of an effective written communication, and the omission of any of these parts (grammar, for example, or clarity) negatively impacts the communications quality.

Ensuring that all of the necessary parts are present is a process, and sometimes a process that requires great diligence. In writing this letter I learned about the process of written communication. I didnt send out the first draft I wrote. I edited and re-edited to make sure I was doing things like using correct grammar and clearly conveying my intended message, ensuring that the final product was worthy to be presented to the recipients. What I learned about myself as prospective educator: I learned that I need to establish lines of communication. Reaching out to incoming freshman and their parents facilitated many exchanges of necessary information. Many of the parents had questions or concerns but didnt know where to go or who to ask. The communication I established lead to the resolution of many of these questions and concerns. Establishing lines of communication with students and their parents is a great way for me to facilitate the exchange of important information that can be put to many uses.

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