ISLLC+Standard+2

==ISLLC Standard Two: //An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.//== ISLLC Standards

//Name of Artifact: Motivation to Learn Paper Date: February 11, 2009 Course: EDU 615 – Motivational Theory and Classroom Management//

//**Rationale:**// The artifact presented has been included to demonstrate my competency with creating a personalized and motivating learning environment for students and my ability to promote a culture of collaboration, trust, learning, and high expectations. The Motivation to Learn paper has therefore been included as an artifact for ISLLC standard two. To summarize the content of this paper, it is imperative that teachers understand the factors that influence student motivation to learn. In order to create life-long learners we must encourage our students to challenge themselves and provide them with strategies that will enable them to make appropriate academic choices. //**Reflection:**// I have learned that it can be very overwhelming to attempt all of different motivational strategies in the classroom setting considering the other responsibilities educators face on a daily basis. After reviewing information regarding cognitive theories of motivation, I believe that an achievable a goal for teachers might be to implement one strategy that is conducive to their classroom structure and that they believe will enhance student motivation. The last page of the artifact presented is a letter that an educator can send home to students and their families; the letter expresses the classroom strategies that will be used to help students become actively engaged in their learning and be motivated to do their personal best. In the future I hope to post and update this letter on my classroom website so that students understand that my goal is to provide them with a supportive learning environment where they challenge themselves and are motivated to do their best. It would be imperative to review this document often and seek feedback from students and colleagues to ensure that the motivational strategies in place will sustain a school culture that is conducive to student learning and staff professional growth.

//Name of Artifact: Compacting Powerpoint// //Date//: //December 2008// //Course: EDU 610 - Differentiation Theory and Strategies//

//**Rationale:**// The purpose of this presentation is to share my experience with “Compacting” as a method for differentiating instruction. I was searching for a way to enrich the learning experience for all my students, no matter their readiness level. This artifact defines compacting and provides steps and suggestions for implementing this strategy in the classroom. I have also provided my energy sources unit throughout which compacting was used. I have included this presentation under ISLLC standard two as it demonstrates my ability to create a culture of high expectations and a personalized and motivating learning environment for students. //**Reflection:**// When the curriculum is "compacted", the lessons and activities are designed to match each student's readiness level. Although all students are learning the content as described by state learning goals, each student is learning at their own pace and completing work that challenges them academically. This presentation and accompanying lesson plans demonstrates my growing competence with meeting the needs of all learners. In the future I will continue to compact more units of study within the curriculum that I teach.