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Teacher Artifact Community Exhibit Guide

Teachers are asked to document their teaching practice and share it with others in their professional community. They can choose from several options to focus on, such as connecting their core beliefs to classroom practices, planning instruction and assessing results, or connecting their classroom to parents and the community. The process involves reviewing models of other teacher artifacts, providing context about their school/class/students, collecting classroom materials like student work and videos, organizing and explaining the artifacts, and using research to inform the selections. Teachers will be assessed on thoroughly including all parts, providing specific context and details, choosing relevant artifacts, connecting everything together, and drawing personal conclusions about teaching and learning.

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67 views2 pages

Teacher Artifact Community Exhibit Guide

Teachers are asked to document their teaching practice and share it with others in their professional community. They can choose from several options to focus on, such as connecting their core beliefs to classroom practices, planning instruction and assessing results, or connecting their classroom to parents and the community. The process involves reviewing models of other teacher artifacts, providing context about their school/class/students, collecting classroom materials like student work and videos, organizing and explaining the artifacts, and using research to inform the selections. Teachers will be assessed on thoroughly including all parts, providing specific context and details, choosing relevant artifacts, connecting everything together, and drawing personal conclusions about teaching and learning.

Uploaded by

sherrymi
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Sherry TE801-09

TRACE – Teacher Artifact Community Exhibit


Description
Teachers, as part of a professional community, share and evaluate
their work with others. In this assignment, you will use various modes
to document your practice, showing others why, how, and what you do.
For instance, you might begin with a core belief, a preferred practice, or
an interesting problem, and show how it plays out in your classroom
using interviews, video of interactions with students, and student work
samples. This may also help you prepare your professional portfolio.

Options/Possible questions
Option 1 – From belief to practice
How are your beliefs about teaching reflected in your work with students, in-class and out?

Option 2 – From plan to product


How do you meet standards, adapt instruction to particular students, and assess the results?

Option 3 – From classroom to community


How do you connect your classroom teaching to parents, colleagues, and the community?

Option 4 – From expectations to implementation


How do you set up and maintain routines in a classroom community?

Option 5 – Your choice


What is something that grabs your attention which you’d like to understand
better?

Process
1. Look at models
Websites like Carnegie’s Gallery of Teaching, NBPTS, and Apple’s Learning
Interchange showcase teachers tracing their work along the lines above.

2. Provide context
Set the scene by describing your school, your class, your students, and yourself: what
will a reader need to know in order to understand what you do and why?

3. Collect classroom artifacts


Get in the habit of saving handouts and student work, as well as documenting your
practice with photos and video; save lots and choose the most interesting ones.

4. Organize and explain for an audience


Why did you choose these artifacts? In what order do they make sense? What
evidence do they provide for some point about your teaching?

5. Use professional sources to inform selections and explanations of artifacts


What sources inspired or constrained your beliefs/plans/routines/interactions with
students?
Sherry TE801-09
Assessment
4.0 All parts of the project are included and on time.
Many telling details provided about context (e.g., school, students, standards,
curriculum, etc.) and teacher (e.g., intentions, beliefs, routines).
Several, varied, relevant artifacts illustrated by specific, thorough explanations
are clearly connected to the background info and to each other
in order to draw challenging, personal conclusions about teaching and learning.

3.0 All parts of the project are included and on time.


Many general or few specific details provided about context (e.g., school, students,
standards, curriculum, etc.) and teacher (e.g., intentions, beliefs, routines).
Several relevant artifacts illustrated by specific explanations
are connected to the background info and to each other
in order to draw personal conclusions about teaching and learning.

2.0 All parts of the project are included and on time.


Details provided about context (e.g., school, students, standards, curriculum, etc.)
and teacher (e.g., intentions, beliefs, routines).
Relevant artifacts illustrated by explanations
are connected to the background info and to each other
in order to draw conclusions about teaching and learning.

1.0 All parts of the project are included and on time.


More details needed about context (e.g., school, students, standards, curriculum,
etc.) and/or teacher (e.g., intentions, beliefs, routines).
Artifacts seem unrelated to the topic or need further explanation,
seem disconnected from the background info and/or each other,
and allow limited conclusions about teaching and learning.

Criteria/Points 4.0 3.0 2.0 1.0


Thoroughness
Specificity
Relevance
Connectivity
Personal challenge

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