Standard+10

Home Page - Standard I - Standard II - Standard III - Standard IV - Standard V - Standard VI - Standard VII - Standard VIII - Standard IX - Standard X **__Standard 10 __** //The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. //
 * Teachers are connected with others teachers and the community. **

Evidence:

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;">Developed as part of EDT 655, this grant proposal for the NEA Student Achievement Grant demonstrates how working with the community can improve the education of our students. This particular grant proposal was written to try to obtain Mimio Interactive Clickers to get immediate formative assessments from our students in math class. While the grant was not awarded, it did provide a valuable experience in learning how to interact with grantors and what is expected of the grant writers. <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;"> The grant writing process is intensive and time consuming, but for those that put in the effort, it is very rewarding. If awarded your grant, you are setting up your students to succeed a little more than their peers because of your hard work and effort. Even if you are not awarded the grant, there is a great sense of accomplishment that comes over you because you know you are fighting for the benefit of your kids. Those acts do not go unnoticed by your colleagues and the administration. <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;"> Writing a grant did not have much of an impact on my teaching. It did give me a few ideas that I have tried to incorporate, and it gave me valuable insight into how grants work. Since my grant was not awarded, this did not impact my students, nor did it impact our curriculum. The interactive clickers were to gauge the classes understanding of a topic quickly. We have other methods that we use in our lessons that accomplish this goal. They might be more time consuming, but they still get the job done. Nevertheless, writing a grant was still a valuable experience. **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">KSD **


 * <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">10.K.1 The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;">Schools only have so much money to spend, therefore, asking the larger community for support is often an avenue explored by many teachers to help supplement their classroom resources and to help our students learn more efficiently. Applying for grants is one way to accomplish this goal.


 * <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">10.S.6 The teacher acts as an advocate for students. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">Students need advocates on multiple levels and in many different capacities. Making sure they have the best resources during the course of their education is one way in which I can advocate for them.


 * <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">10.D.3 The teacher is willing to consult with other professionals regarding the education and well being of his/her students. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">Writing grants is not a process that is easily done by one person. There were multiple times where I asked questions to my colleagues for ideas of how we could best use this resource. Many of those conversations led to ideas that were put into the grant.