1. JAMECHIA PRATER Future Position: 9 th Grade Academic & Career Development Teacher/Counselor -Prepare students to begin thinking and actively pursuing passions and exploring interests that support the development of 21 st century skills, inclusive to professional, and academic preparation. Students will focus on developing and improving skills that will help them excel in their pursuit of academic and professional goals. Birthdate: October 8 th, 1988 (26 yrs. of age) Gadsden, Alabama Native Graduated from Drake University with BA in Law, Politics, & Society in 2011 Masters of Education-Ashford University & Point Loma Nazarene 2016 Employed with Ashford University as a Military Counselor 2011-Present Air Force Reservist Several hobbies: Surfing, Hiking, Photography, Missionary Work (Uganda, Egypt, Nubia, Sudan), and Outreach Ministry with youth Very introspective and love “reflection-time”

2. EDUCATION PHILOSOPHY Expectation -Present & Impart Passion through communication, role modeling behavior, personal development, and learning. Values -Safe Learning Environment, Individualized Learning and Growth, -personal advancement, growth, excellence, commitment, compassion, courage, giving, positive impacts, and involvement, amongst many others. Method - It is very much the influence of differe nce on one's attitudes, beliefs, and ultimately approaches to teaching th at will matter (Newman, 2013). -Role Model character, integrity, honesty, and fairness. -Descriptive Feedback, Self-Reflection & Exploration time

3. CLASSROOM MANAGEMENT PLAN GOALS - Students accept personal responsibility for their academic and professional success with an awareness that they aren’t just a part of the school system. -Progress from Teach Centered to Student Centered by implementing Love & Logic Classroom Model RULES & EXPECTATIONS- R.espect E.xpect, S.peak up, P.osition, E.xcellence, C.haracter, T.ime ROLES - As an Educator offer guidance, counsel, facilitation, and teacher-leader (Suleiman & Moore, 1996). Technology & Classroom Arrangement

4. DIFFERENT SCHOOL MODELS Model that curriculum and mission is entirely focused on their teachers facilitating and inspiring student learning and creativity by promoting student learning using technological tools (ISTE, 2008). Incorporate more professional and academic preparation for their students 21 ST CENTURY SKILLS ACHIEVED: Effective communication, Personal, social, and civic responsibility. Professional & Career Management Global education explore, analyze and effectively interact with global affairs and cultures. Project-based learning, team work, attentive listening, negotiation and conflict resolution College-preparatory day school (Blended/Hybrid) Public Schools- Private Schools Alternative Schools –Charter Schools, Magnet Schools, Innovation Schools Homeschooling

5. EFFECTIVE LESSON PLANNING & DESIGN Students role in learning process is interactive & guidance to effective lesson planning Backwards design focuses on learning outcomes and standards as well as assessments that will display the meeting of those standards (Childre, 2009). Backwards Design is a three-stage process of lesson planning that begins with the end in mind (Newman, 2013). It begins with defining what teachers want students to learn. Once the end (the learning outcome) has been identified, the next stage focuses on developing a plan to assess when the outcome has been met. The final stage relates to planning the learning activities in which students will engage What are the most important elements of effective lesson design? goals, objectives, assessments, and learning experiences Research, Good Learning Objectives connection among planning, instruction, assessment, student experiences, and learning “The ideal is to challenge your students with higher-level learning objectives, questions, and assessments, as well asprepare them for the growing amount of higher-level questions and problems provided in testing situations” ( Newman, 2013, sect. 9.4). pitfalls? Focusing more on developing learning activities than on identifying what the learning outcomes should be for the class Rushing and organizing lessons solely to cover the text book and looking to keep the student’s engaged but not for them to have meaningful and purposeful learned lessons.

6. ASSESSMENTS MATTERS Roles of assessment-. Assessment can be used in order to see where improvements are needed as well as where it has exceeded. Formally, it can be used to determine direction as well as production in regards to school improvement and in measuring educational quality inside and outside of the classroom (Newman, 2013). Assessment requires a more immediate role in directing how the teaching and learning takes place in the classroom. It should also have one of the most significant roles in binding the student and teacher throughout the students learning and engagement (Newman, 2013). Assessment for learning or formative assessment is extremely valuable in assisting students with their academic achievement and learning. Unlike the practices of formative assessment, summative assessment is had mostly after to measure the learning that has already occurred. This is also what is considered as an assessment “of” learning (Newman, 2013 ) As Rick Wormeli proclaims “Can kids learn without grades? Yes! Can they learn without formative assessment? No!” (Stenhousepublishers, 2010).

7. PROFESSIONAL LEARNING COMMUNITIES Examples of Organizations Learning Forward-mission is to advance effectiveness of educations ACSD- provides current research and innovations in professional learning ISTE (INTERNATIONAL SOICETY FOR TECHNOLOGY IN EDUCATION- Focuses on improving learning and teaching with effecting use of technology Teachers are most effective when they continue to engage in learning, and be creators of knowledge Teacher inquiry method improves professional practice and meeting needs of students growth and learning Educators must connect, support, and work with others in order to continue growing and benefiting their student body most effectively as well as contentment with the profession

8. REFERENCES International Society for Technology in Education. (2008). ISTE Standards Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Suleiman, M., & Moore, R. (1996). Teachers' Roles Revisited: Beyond Classroom Management. Xenos, A. J. (2012). A Point System Approach to Secondary Classroom Management. Clearing House, 85(6), 248-253. doi:10.1080/00098655.2012.709548 Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward Design. Teaching Exceptional Children, 41(5), 6-14.