Standard 5: Middle Grades Professional Roles

Middle grades teacher candidates understand the complexity of teaching young adolescents
and engage in practices and behaviors that develop their competence as professionals and
leaders in the field of middle grades education within a global community.
Artifact: Professional Profile
Topic/Title: Meeting Ms. Nesbit
Medium: Newsletter
Technology Used: Publisher
Standard Five expresses a sincere commitment to the family and community of students:
Establishes respectful, productive, and collaborative relationships with family and community
members that improve student learning and well-being including effective communication and
advocacy. I have been maintaining productive relationships with the adults who interact with
my students, and this artifact served as a jumping point which would begin a relationship of
collaboration as community, family, and I would work to serve individual students potential
success. This profile also allowed family members to involve themselves at their convenience
with their childs instructor by accessing the contact information listed within the profile. This
artifact was also used as an introductory for my cooperating instructor and other team members.
It was my sincere hope to integrate myself with the school community smoothly and effectively.
This artifact assisted in accomplishing that goal.

Artifact: Professional Roles

Topic/Title: Voluntary Professional Roles of Student Teaching
Medium: Written Summary
Technology Used: Microsoft Word
My spirt of professionalism was fostered and rewarded by interacting with students
outside of the classroom and adopting my professional persona inside and out of the instructional
classroom. Candidates deemed proficient in Standard Five are expected to, serve as a role

model through engaging in professional responsibilities such as serving as an advisor, serving on

committees and in parent, community and professional organizations and acts as a positive role
model for youth in interactions, affiliations, and negotiations with others beyond the classroom.
I was able to accomplish this expectation through my sponsorship of a social club for the school.
I was able to be a positive role model for students in a nonacademic setting while promoting the
relevancy of English Language Arts within multiple aspects of life, including leisure. I was also
able to chaperone students on fieldtrips where I demonstrated a respectful, productive, and
collaborative relationships with family and community members that improve student learning.
Through my field trip to the Jewish Community Center I was able to model respective and
engaging behavior while interacting on a community site. I was also able to collaborate with
community members at the Jewish Community Center as they welcomed their center to our
students in order to further develop their learning.

Artifact: Professional Development Plan

Topic/Title: Professional Development Plan
Medium: TK20
Technology Used: TK20
My Professional Development Plan Logs interactions I had while working on an
interdisciplinary team, a grade wide professional learning committee, and school wide
departmental group. During team meetings I was able to demonstrate successful member[ship]
of an interdisciplinary team and with colleagues throughout the building such as administrators
and the support staff to ensure a positive total learning environment. I was able to accomplish
this goal by collaborating with instructors of all core subjects, our grade wide E.C. teacher and
linguistic specialists as we designed team wide programs. When we would plan team wide events

our administrator would also collaborate with us as we developed plans that would ensure
student safety while prompting development of their moral and social skills.
There is also evidence of a collaborative relationship at the departmental level where we
would analyze our schools individual EOG scores in our subject area. By doing so I have
demonstrated the use of relevant data and information gathered from school accountability
systems including state mandated assessments. We then to analyze our individual scores, and
since I had not produced any test results for the school, I was able to work with my cooperating
instructor to establish fluency in this process.