Ultimately, this became my favorite artifact of the master’s program because it required me to analyze why I make certain pedagogical choices and solidify them into a concrete foundation for my practice. This philosophy now serves as the lens through which I view my students and all that they bring to the classroom. Reflecting on my teaching career, I see how my practice has evolved toward greater empathy and care, which directly benefits my students’ learning. Looking ahead, I plan to revisit and revise my philosophy regularly, incorporate student and peer feedback, and continue to seek out perspectives that challenge and expand my own. These steps will help me further develop my capacity to think critically and reflectively as an educator.

Competency 4(b): Identify the relationship of discipline to the broader field of education

Artifact: Instruction Assessment Project - Part III

For Competency 4, part (b), I have chosen the Instruction Assessment Project – Part III from EDCI 559. In this culminating paper, I analyzed the planning, delivery, and outcomes of the earth science lesson I developed

during the course. The lesson’s goal was to appropriately challenge both English-only and multilingual students while engaging them in all four language domains—listening, speaking, reading, and writing. Achieving this required balancing increased language demands with a level of rigor that kept all learners within their Zone of Proximal Development. By frontloading new concepts and vocabulary and carefully pacing the release of additional information, I was able to prevent frustration and sustain engagement throughout the lesson. This deliberate scaffolding is a skill I have worked hard to refine in my teaching career. Early on, I learned that maintaining “productive struggle” helps students remain in the space where true learning occurs. Reflecting on both the lesson and my analysis, I recognize the need to continually adapt; today’s learners differ from those of a decade ago, and change will only continue. Moving forward, I will stay engaged with professional organizations and pursue ongoing learning opportunities to ensure that my instruction evolves to meet the needs of the students I will encounter in the years ahead.

Competency 4(c): Critically evaluate theory and practice

Artifact: Annotated Bibliography

For Competency “Think Critically and Reflectively,” part (c), I selected my Annotated Bibliography from EDCI 520-02. In this assignment, I analyzed and critiqued an article through the lens of theory, relevance to the topic, and usefulness to the reader. Beyond summarizing the article, I evaluated its recommendations, validity, and the potential biases of the author. The article’s focus – the school shutdowns during the COVID-19 pandemic – resonated deeply with me as a teacher who experienced the realities of teaching before, during, and after the pandemic. This reflection moved beyond an academic exercise; it became a personal debrief and an honest accounting of what worked, what needs improvement, and the hurdles that must be addressed for any future school closures. By critically examining both the article and my own experiences, I strengthened my ability to analyze complex educational issues. Looking back at the lessons of the past equips me to anticipate challenges and respond thoughtfully to those that may arise in my future teaching career.

Competency 4(a): Develop a personal vision of inclusive educational practice

Artifact: Multicultural Teaching Philosophy

For the competency “Think Critically and Reflectively” part (a), the artifact I have chosen is my Multicultural Teaching Philosophy paper completed in EDCI 585. In this paper, I articulate my guiding principles related to teaching and examine the beliefs that shape my practice. Writing this paper was both challenging and rewarding. It was difficult to put into words the reasons behind my teaching values and to be vulnerable to critique, but the process deepened my understanding of myself as an educator.