Developing Pedagogies in Theory and Practice

Chapter 1 Introduction,

Chapter 2 Theoretical Frameworks,

Chapter 3 Theory to Practice( THIS PAPER WILL ONLY NEEDS TO WRITE 2 chapters),

and Goals for the Classroom & Professional Growth Plan.

Together these elements draft a portrait of a moment in the professional development of a teacher.

The purpose of the second chapter, Theoretical Frameworks, is to reflect on beliefs about and the practice of teaching and to link these commitments to issues of equity and social justice. Over the last three quarters candidates have had multiple opportunities to read about and discuss theory, simulate and observe practice, and apply knowledge and skills; bit-by-bit developing a working professional set of pedagogical practices from which to build a professional frame. The goal of this chapter is for the candidate to articulate the main theoretical pillars that support these pedagogical choices.

The purpose of the third chapter, Theory to Practice, is to explore what the theories / frameworks explored in chapter 2 look like in the classroom through analysis of internship experiences and through learning from at least one expert or practitioner. In this chapter the candidate will build on the work from the previous chapter and ground these concepts with examples from internships, classroom mentors, and other classroom-based experiences. This can include examples of a particular theory working well, not working well or an example of a context in which that pedagogical stance would have benefitted students. (for this chapter, I am a Vietnamese Bilingual Paraeducator at the White Center Heights Elementary School. My could do my internship as I worked, so you can write anything in a classroom- my students are bilingual and they are bi-literate in English and Vietnamese)

The fourth chapter, while reflective in nature, focuses on the next steps in the candidate’s development, mainly student teaching. The focus of this chapter is an exploration of the goals that emerge for the candidate that are grounded in the theoretical framework explored throughout. Through the PGP, students will also explore their strengths and needs of teaching practice, and to set three main goals to accomplish during student teaching. The WA state Professional Growth Form found on the Professional Educator Standards Board (PESB) website for program completion will guide this process.

Lastly, the first chapter, the introduction, will introduce the main theme that threads the chapters together, outlining the goals and processes that will be examined in this project.

Directions: See below for details about each chapter. All page number estimates are just that — estimates. For some writers these page estimates have been critical to making progress, which is why they are included here.

Given that we are living and learning during a pandemic, timing may shift for each of you. For instance, getting into classrooms right now is proving impossible, so you might accelerate your Capstone research and writing during this quarter to leave room for internship learning over the summer. You might also need more time processing big questions like this Capstone asks of you. Either way, please be in dialogue with the instructor for how your work is going throughout these two quarter. You are always welcome to turn in any portion of your Capstone early for feedback (which you will receive within one week).

Chapter 1 – Introduction: 2-3 pages

1. Develop a thesis, claim or focus for your commitments as an educator.
2. Identify the two to three main elements that support your thesis or claim (theory/research)

• Connect that focus / those elements to issues of equity and social justice

1. Support the main elements with examples from your knowledge, research, internships, previous work
2. Outline how information in the following chapters will support your claim / focus
3. Concluding paragraph(s) that restate thesis/claim and transition reader into next chapter.

Chapter 2 – Theoretical Frameworks: 8 pages- (there is a Capstone Template in the attachement, please see and follow instruction)

I want to focus on how to teach ELL students (English Language Learner)- mentioning their conitive ability in learning in both languages, and their social emotional (new to the country, feeling left out, shy, cultural schock, etc)

1. Thesis/claim answers the questions: “What drives your pedagogy?” and “How does this connect to equity and social justice?” This section is not about assessment data, but rather the theory that supports your pedagogical choices, and how these choices support learners (i.e. students).
2. Identify theory and research that support your pedagogical choices

• Choose at least 2 theories/ frameworks and at least 3 resources for each theory (So in total of 6 resources)that have influenced your teaching. For each one, name them, giving thorough background information. (The list of theory/ theorist is attached in the files. Please pick and choose those that are applicable)

1. Describe each theory in detail, using multiple sources (rule of thumb — at least three resources per theory). Make sure sources are reputable. Use print sources whenever possible. Do not use commercialized websites as sources.
2. Keep everything factual and CITE your evidence.  You are reporting on theories and prior research in this chapter.
3. Concluding paragraph(s) that restate thesis/claim and transition reader into next chapter.

Chapter 3 – Theory to Practice: 5 pages

1. Consideration of your area of focus / theoretical framework should be answered through the lens of your internship practice, lessons or observations and at least one conversation with an expert or practitioner in your field. You might:
   1. Include narrative data, where appropriate, from candidate and K-8 student work samples, experience, and observation.
   2. Discuss and explain how the theory has impacted/guided/changed/influenced etc. how you teach/behave/think/respond etc. in a classroom.
   3. Give examples explaining how you or someone you observed implemented or used the theory in a teaching situation.
2. Use subheadings to separate the theory sections.

• Concluding paragraph(s) that restate thesis/claim and transition reader into next chapter. Summarize your experience with these two theories and how you might expand your use of these in the future (as a transition to the next and final chapter).

Chapter 4 – Professional Growth Plan: Complete WA State PGP template for program completers: 2 – 5 pages (not including the template)

1. Given your first two chapters, what are your goals for your classroom? What do you hope to accomplish? How do you plan to use the theoretical framework / examples you write about in your own classroom?
2. PGP Narrative: This section is a narrative, expanded rationale for your professional growth plan, and should include links among theory to practice, positive impact on student learning, and the goals specific to the completed PGP. End this chapter (and the full capstone) with a final, overall conclusion.

• Completed WA State PGP template.

Final Paper Elements: Use provided word template which includes

• Cover sheet
• Header
• Page numbers
• Chapter headings and subheadings
• Reference page
• Appendices as appropriate (your PGP template for instance)

Presentations

We will organize your capstone foci into panels and you will co-present with 2 or 3 colleagues. This will take place during week 8 of the summer quarter. We will meet during week 5 to plan for these presentations. Note that presentations are attended by family, friends, faculty, staff, and current and future students of the program.