Competency 2: Create Knowledge
Competency 2(a)
Competency 2(b)
Competency 2(c)
Competency 2: Create Knowledge
Competency 2(a): Demonstrate ability to describe common research methods in discipline
Artifact: Educational Trends Analysis Part 2
For the competency “Create Knowledge” part (a), I selected my paper Educational Trends Analysis Part 2 from EDCI 520-03 as my artifact. This paper builds on my earlier Educational Trends Analysis and focuses on the historical and contemporary case for Social Emotional Learning (SEL). I examined perspectives from influential thinkers such as Plato, John Dewey, Lev Vygotsky, and James Comer, and then analyzed several meta-analyses addressing the empirical, theoretical, and policy literature on SEL to evaluate its overall efficacy.
As a strong advocate for SEL education, I found great value in exploring its origins, justifications, and proven benefits. With ten years of classroom teaching experience, I have witnessed firsthand the critical role SEL plays in supporting students’ well-being and academic growth. This need has become even more urgent in the aftermath of the COVID-19 pandemic, which left over ten million children worldwide grieving the loss of a parent or caregiver—a true “global tsunami of loss.”
In my paper’s Author’s Note, I shared that SEL is a subject I could write volumes about, far beyond the five pages allotted. Professionally, I have already integrated numerous SEL practices into my teaching and continue to collaborate with school mental health professionals to ensure my students’ social and emotional needs are met. Moving forward, I remain committed to advocating for SEL as an essential component of education.
Competency 2(b): Demonstrate ability to read and evaluate research related to discipline
Artifact: Educational Improvement Project
For the competency “Create Knowledge” part (b), I selected the Educational Improvement Project from EDCI 520-04. This group project required us to identify an area in education in need of improvement, review the empirical and theoretical literature, and create a practical deliverable to help address the issue. My group examined nineteen research articles to determine best practices for effective instructional strategies, which we then compiled into a website for educators. The site allowed teachers to explore evidence-based practices, review the supporting research, and take initial steps toward enhancing their own teaching. This project deepened my understanding of instructional practices and strengthened my own pedagogy. More importantly, it laid the foundation for the New Teacher Mentoring Program I developed and launched at my school this year. Seeing new teachers
grow into confident and competent educators as an outgrowth of this work has been especially rewarding. Moving forward, I recognize the importance of continuously engaging with new research to ensure that my mentoring program remains dynamic and responsive to the evolving needs of education.
Competency 2(c): Apply research findings to the solution of common problems in discipline
Artifact: Classroom Interaction and Literacy Assessment
For the competency “Create Knowledge” part (c), I chose my Classroom Interaction and Literacy Assessment from EDCI 530. In this assignment, I administered a reading and writing assessment to a multilingual learner in my class, analyzed the results, identified areas for improvement, and provided instructional recommendations to support the student’s ongoing English language development. While this was an informal assessment, it gave me valuable insight into the student’s abilities and needs.
Because the student was from my own classroom, I was able to immediately implement many of my recommendations. As a result, the student continued to make steady progress in English language development. This experience provided a rare, full view of the instruction–assessment–reflection cycle, allowing me to evaluate my teaching and adjust it in real time. In the future, I hope to develop a streamlined process to assess all of my English learners, gather actionable data more efficiently, and use that information to guide instruction in meaningful ways.