Running Head: GROWTH ASSESSMENT 1

Growth Assessment

Holly N. Crafton

Azusa Pacific University

EDUC 526

Dr. Kathleen Bacer

March 8, 2017
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Growth Assessment

I began the Teaching Credential Program at Azusa Pacific Universitys High Desert

Campus in Summer of 2015. I began teaching with a one year Staff Permit in August of 2015. I

was able to earn my Primary Teaching Credential in July of 2016. The following chart details the

classes I have completed with Azusa Pacific University while striving to complete my Masters

in Education: Digital Teaching and Learning.

Course Course Name Term Professor Key Learnings

Number Completed
EDUC Teaching and Summer Dr. Jessica Imago Dei means that all human beings
504 Cultural Diversity 2015 Cannaday are created in the image of God and
need to be treated that way regardless
of their culture, religion, or
socioeconomic status. As an educator, I
need to treat all students equally and
partner with students families to
encourage academic growth.
TESP 506 Educational Fall I 2015 Catherine In this introductory course for teaching,
Foundations (K- Hahs I learned how to create a positive
12) Brinkley classroom environment, classroom
management skills, my personal
teaching style, and how to support
English Language Learners (ELLs).
TESP 516 Methods of Fall I 2015 Dr. Barbara The five critical skills for students to
Teaching Reading Flory learn how to read are phonemic
and Writing (K- awareness, phonics, fluency,
12) vocabulary, and text comprehension.
This class focused on strategies to
teach these five critical skills to
students.
TEP 566A Field Experience I Fall I 2015 Elesa Trisler I learned that routines are crucial for
classroom management and
differentiation is necessary for
instruction.
TEP 526 Methods of Fall II 2015 Dr. Barbara Students learn mathematics best when
Teaching Flory they are able to use realia and
Mathematics (K- manipulatives. Literature can be a tool
12) to create enjoyable math lessons and
activities. Learning patterns assists with
more in-depth math concepts.
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TESP 556 Methods of Fall II 2015 Catherine As teachers, we need to reduce an EL

Teaching English Hahs students effective filters so they are
Language Learners Brinkley able to learn. EL students need visual
(K-12) aids, collaborative work, realia,
connections to their primary language,
and many other strategies as they are
learning English and core concepts
simultaneously.
TEP 566B Field Experience II Fall II 2015 Elesa Trisler In my field experience, I learned that I
needed to differentiate instruction for
EL students and pre-teach vocabulary
for all of my students.
TEP 536 Methods of Spring I Wayne Science should not be neglected to
Teaching Science 2016 Bacer Ed.D. make time for Reading, Writing, and
(K-8) Arithmetic. Science is part of the
standards and students enjoy hands-on
learning experiences. I also learned that
the best classroom management is good
teaching; students do not have behavior
problems when they are engaged in
learning.
TEP 586 Student Teaching Spring I Dr. Barbara In this class, I learned to be a more
Seminar (K-8) 2016 Flory effective teacher by creating a
Teaching Philosophy, Discipline letter,
attending professional development
activities, and communicating with my
students families about current topics.
TEP 576A Clinical Practice I Spring I Catherine Through my student teaching
2016 Hahs experience, I learned that students need
Brinkley to be able to explore learning. Direct
teaching is necessary at times, but
students need to be given time to
explore concepts and work
collaboratively.
TEP 546 Methods of Spring II Dr. Barbara Art is extremely beneficial to student
Integrating the 2016 Flory learning. Art should be displayed in the
Humanities (K-8) classroom and students should be given
opportunities to express themselves
through art. Many museums offer
virtual walkthroughs which can be
viewed in the classroom.
TEP 576B Clinical Practice II Spring II Catherine In the second half of my student
2016 Hahs teaching, I learned that I needed to
Brinkley reduce transition time. A huge portion
of learning time was wasted due to long
transitions. I have changed my
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classroom management to improve

transition times.
EDUC Advanced Spring II Dr. Jessica Students learning styles and emotional
572 Educational 2016 Cannaday needs should be considered when
Psychology planning lessons. Bullying in a huge
problem in schools and teachers need
to create a safe learning environment in
order for students to learn.
EDUC Essentials in Fall I 2016 Dr. Technology is commonly used in
511 Learning & Kathleen todays classroom. Students need to be
Technology Bacer taught about copyright laws and online
safety. Websites like Kiddle and
Symbaloo allow teachers to create a
safe way for students to use the
internet.
EDTC Special Topics in Fall I 2016 Dr. Jennifer Howard Garner stated there are eight
527 Educational Courduff learning intelligences. Teachers need to
Technology develop lessons that incorporate
multiple learning styles so all students
have an equal opportunity to learn.
EDTC Emerging Trends Fall II 2016 James Technology is always changing. TED
515 in Technology Brown talks and other videos make it possible
to learn new trends with technology in
Education to implement in the
classroom. Teachers must continue
their professional development so they
can improve as teachers and
incorporate the latest technology in the
classroom.
EDTC Digital Fall II 2016 Joe Websites are fairly easy to create and
517 Communications Bruzzese maintain. Websites, Twitter, Blogs, and
online tutorials allow students and
families to engage in learning.
EDUC Capstone Spring I Dr. Educators must reflect on their teaching
526 Experience in 2017 Kathleen practices, taking note of improvements
Learning & Bacer that have already been made and
Technology improvements which can continue to be
made. A website can be used to create
an ePortfolio so employers or students
families can explore a teachers
educational background.
Personal Growth

I found throughout this program that I was running an endurance race, just as I have run

half-marathons in the past. Hebrews 12:1-2 (ESV, 2016) states: Therefore, since we are
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surrounded by so great a cloud of witnesses, let us also lay aside every weight, and sin which

clings so closely, and let us run with endurance the race that is set before us, looking to Jesus (p.

1008). I needed to fully rely on God and look to his plan throughout the program. I needed to

create a routine so I could balance work, school, and personal activities. I also needed to gain

confidence and persevere through many obstacles. Now that I am completing the race, I am able

to reflect on my personal growth.

God has been present in my life since I was a child. My dependence on him has grown

daily throughout my adult life. I have needed to trust him significantly over the last two years as

he has moved me to a new location away from my friends and family. He has provided career

opportunities and a support system I never thought was possible. He has a better plan for my life

than I could create for myself and I have learned throughout this program that I can have faith in

that plan. I now trust Gods leadership in my life completely. I know that he will give me the

strength needed to complete the tasks he places before me.

To complete these tasks, I have needed to become more organized. I have already found

in the past that I need a schedule to successfully complete goals. My schedule had to be modified

extensively to successfully complete this program and not neglect any area of my life. Not only

was I completing the Masters Program with APU, I was also a first year teacher. I needed a way

to balance my personal life, fitness goals, classroom planning, classes, and homework. I reduced

my personal commitments and went so far as meal prepping on the weekend so I would continue

my healthy lifestyle despite attending classes at night.

Even though my schedule changed dramatically, I found myself excited to wake up in the

morning. I no longer dreaded to go to work in my gray cubical every morning, but found new

color in life. I get to spend my day with young children who have a fascination for the world
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around them. My first year of teaching was incredibly challenging and rewarding. I knew from

previous experiences that I was resilient, I now found that I had developed grit. I have

confidence that I can overcome any obstacle in my life. If I set my mind to a goal, I will achieve

it through hard work.

This hard work paired with my faith in Gods plan has caused me to gain confidence. I

am no longer a timid individual who is fearful to face change. I can modify my schedule and

organize my life to complete any task set before more. This is a skill necessary for my personal

and professional life.

Professional Growth

My professional growth has been dramatic over the last two years. Since graduating with

a BA in Liberal Studies in December of 2008, I have maintained a clerical career. This career

was not rewarding, but allowed me to support myself. My new career as an educator has changed

my outlook on life. I actually want to go to work every day and am fulfilled by my work. This

program has taught me the skills necessary to manage a classroom, as well as demonstrating how

to be an ethical and caring educator. My first year teaching was turbulent, but I have grown to

manage an organized, calm classroom.

Due to my clerical experience, I was able to begin working with the school district in the

Student Services Department. I learned how Special Education worked and all the paperwork

that was involved. I interviewed for a teaching position with the same school district and began

teaching a full day Kindergarten class. I needed to plan lessons, create procedures, discipline

students, and interact professionally with coworkers and parents, along with many other tasks I

had never experienced before. My first year teaching was a sink or swim experience. As I
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completed the credential program, I learned how to manage my class and effectively plan

instruction.

The credential program at APU taught me to plan units with the end in mind. Lessons

need to be designed for students to meet the standards and around the needs of individual

students. Howard Gardner found there are eight learning intelligences with different strengths

and weaknesses (McKenzie, 2005). Units need to incorporate activities for all of the learning

intelligences so all students have an equal opportunity to learn and be differentiated based on

students needs. When students receive differentiated instruction, they are less likely to become a

behavior problem. Ultimately, all students need to be treated like they are equal and made in the

image of God.

My biggest accomplishment during this program has been my status at work. Beginning

my first year teaching with only the EDUC 504 class under my belt was extremely challenging. I

did not qualify for a mentor and was unable to observe other classes, as I was already teaching.

While I knew organizational and technical skills from my clerical career, I was not prepared to

manage a classroom of twenty-one five year olds. My students were physical, disrespectful, and

simply out of control. By the time I learned classroom management skills, it was too late. My

students knew I was not consistent. I was told my contract would not be renewed the following

year if something did not change. Over the summer, I began reading Teaching with Love &

Logic: Taking Control of the Classroom by Fay and Funk and learned that Great educators are

experimenters (1995, p. 8). I made a plan of how I wanted my class to be run, knowing that

each student and situation may call for a unique solution. I started my second year teaching with

strict rules and procedures. According to Wong and Wong (2014), Students perform better

when they know what the teacher expects them to do (p. 9). My students know what is expected
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of them at all times. Now, my principle has stated that she uses me as a good example for

someone who takes direction and is willing to make changes. I am no longer regarded as the

teacher with the out of control class.

This program has taught me how to how to be an effective teacher. Students need

structure and routines. They require me to be consistent and fair. I need to design instruction

around the standards, with the end in mind, and taking into account the individual needs of my

students. I need to be caring to my students and treat them all like they are made in the image of

God. I am now a confident teacher striving to find ways to improve my craft.

Technical Growth

Before beginning this program, I was against extensive use of technology in the

classroom. My views have changed. Technology is a tool which can facilitate new experiences

for students. Apps also allow teachers to stay connected with students families and share

learning experiences. Technology can enhance learning and build excitement for students.

Although I have not implemented the flipped classroom model at this time, I am

considering implementing it in the future. Instead of students practicing the wrong way to

perform a skill for homework, they watch videos at home to begin learning about a concept. In

the classroom, students are able to work collaboratively, complete hands-on activities, and ask

questions about what they did not understand. I learned how to create videos during the program

which I can share with my students. In class, students can use games on Apps and the Kinect to

continue practicing their skills.

Beyond video tutorials, students can access a range of museums and virtual experiences

online. Since I work at a school with a high percentage of low socioeconomic status students, it

is wonderful to have these resources at my fingertips. If one of my students does not know what
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an animal looks like, for example, we are able to look up photos and videos so the students can

understand the concept. We could also potentially meet with another class to read stories or talk

about our culture with Google Hangouts. When learning about careers, we could have a Google

Hangout with individuals from various careers in their workplace.

One of the most important tools that I learned in this program was how to make a

website. My class website allows my students families to stay connected. They can view the

current homework, newsletters, contact information, and classroom needs. Parents can also stay

connected through the Class Dojo and Remind Apps which allow me to send and receive text

messages, post pictures of class events, and track students behavior.

Overall, technology deepens learning. I am now embracing how students can learn at

home through videos I create. They can learn through games, visit museums, or meet with other

individuals online. I enjoy staying connected with families and being available at any time of the

day. I will continue to expand my knowledge of technology and learn ways to utilize it

effectively in the classroom.

Life Long Learning Plan

Since completing my Preliminary Teaching Credential in July of 2016, I have attended

the Daily 5 Conference and the Greg Tang Conference. These conferences were extremely

helpful in determining new strategies to use in my classroom. I plan to continue to attend

conferences in the future to continue my professional development.

Collaboration is crucial. I directly collaborate with my grade level teachers both on my

site and throughout the district. I attend the Professional Development trainings the District

offers whenever possible. This is a great way to both learn strategies, and develop relationships

with other teachers. Twitter and Teaching Blogs allow teachers around the world to collaborate. I
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have already created a Twitter as part of this program and plan to collaborate with other teachers

to gain new insights.

Ted Talks and YouTube videos make it easy to observe other classrooms and learn how

to implement strategies it in my classroom. Websites like Edutopia offer a range of videos and

articles to further professional development. I plan to read educational books so I can continue to

become a better teacher. Through this program, I was also challenged to participate in a Massive

Open Online Course, or MOOC. These free classes offered online from universities all over the

world would allow me to continue to grow as a professional.

Currently, I am completing Induction to clear my credential. A variety of resources and

websites are provided for each cycle of the program. With these resources, along with MOOCs,

Educational magazines, websites, and blogs, I believe I can continue to grow as an educator. I do

not want to fall into a routine of teaching, pushing the same cookie cutter lessons on my students

year after year. I strive to read the latest research and strategies in order implement the best

strategies to meet the unique need of each student in my class.

Conclusion

The Master of Arts in Education: Learning and Technology Program at Azusa Pacific

University has taught me how to be an effective teacher. I have learning teaching strategies for

core learning, as well as ways to incorporate technology to enhance learning. I have learned

classroom management skills to maximize learning time and create a safe, welcoming learning

environment. I have developed grit to preserve through all difficulties. I have learned

compassion for my students and how to teach them all equally with Gods love. And most

importantly, I have developed a total dependence and trust on God. This dependence allows me

to follow Gods plan and become the best educator I can possibly be.
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References

Fay, J. & Funk, D. (1995). Teaching with Love & Logic: Taking Control of the Classroom.

Golden, CO: The Love and Logic Press Inc.

McKenzie, W. (2005). Multiple Intelligences and Instructional Technology (2nd ed.). Eugene,

OR: International Society for Technology in Education.

The Holy Bible, English Standard Version: Journaling Bible (2001). Wheaton, IL: Crossway.

Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O.F. (2014). THE Classroom

Management Book. Mountain View, CA: Harry K. Wong Publications, Inc.