Running Head: GROWTH ASSESSMENT 1

Growth Assessment

Justine Farinelli

Azusa Pacific University

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Growth Assessment

History of Coursework

Table 1

History of Coursework

Professor/
Course Term/Yr Instructor Key Learnings
 Classroom management plan
Spring Dr. Hahs Brinkley
TESP 501  Pedagogical models
2018 Dr. Richardson
 Standards based teaching
Spring Dr. Hahs Brinkley  Learning styles
TESP 502
2018 Dr. Richardson  Science of the brain
 Resource portfolio
Spring
EDUC 540 Dr. Suffern  Technology in the classroom
2018
 Personal learning goals
 Universal Design for Learning
Spring Dr. Richardson
TESP 511  Culture and diversity in the classroom
2018 Dr. Cannaday
 Pedagogical models
 Reading instruction
Spring
TESP 521 Dr. Hahs Brinkley  RICA case study and study folder
2018
 Phonemic awareness
 Educational Philosophers
Summer
TESP 503 Dr. Hahs Brinkley  Strengths Quest (strength finder)
2018
 Historical synthesis
 School climate and collaboration
Summer
TESP 504 Dr. Richardson  Goal setting
2018
 Moral imperative
 Different types of assessments (diagnostic,
Fall
TESP 512 Dr. Cannaday formative, summative)
2018
 Backwards design lesson and unit planning
 Social Media (Facebook groups, twitter
Fall
EDUC 546 Dr. Bruzzese chats)
2018
 Website building for signature assignment
 Hyperdocs
Fall
EDUC 547 Dr. Effinger  GSuite and its features
2018
 Screen casting
Fall  Interactive notebooks
TEP 522 Dr. Hahs Brinkley
2018  Math assessment research
TEP 523 Fall Dr. Dumas  5E Lesson planning
2019  Next Generation Science Standards (NGSS)
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 Physical education integration

 Emerging trends in technology
Fall
EDUC 548 Dr. Brown  Cybersecurity and data privacy
2019
 Project based learning
Fall
TEP 524 Dr. Freeman  In progress
2019
Fall
EDUC 549 Dr. Courduff  In progress
2019

Personal Growth

When I look back to the start of my program in January 2018, I have been stretched and

pulled in many different ways. I started the program a few weeks after finishing my

undergraduate degree while working at Starbucks. Now I am teaching in my own classroom as

an intern! While I am very proud of how far I have come in the past two years, there are many

moments that serve as a learning piece in my journey. I was immediately able to apply

information taught in classes regarding learning styles and strengths. As I was able to identify my

strengths, I was able to find ways for me to let them shine not only in my schoolwork, but in my

personal life and relationships. I found that I began to value friendships and relationships with

others who were also goal driven like myself, which was a new concept for me. I went straight to

California State University, San Bernardino (CSUSB), from high school and formed friendships

along the way. After graduating and beginning my career, I realized that my path was becoming a

reality at a much faster pace than some of my peers. This was a new obstacle in my life, but I

think it really shaped me into who I am still becoming.

Within my first year of teaching, I worked at two different charter schools in two

different positions. I spent the majority of the school year as an independent studies teacher for

middle and high school students and I thoroughly enjoyed working with this age group. I always
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thought that this was going to be the most difficult age group to work with, but I believe that we

were able to learn so much from each other. I was able to relate to them and their interest, given

the little age gap I had between my students. I read a quote about teaching with empathy and I

believe that it really shaped some of my interactions with my students. “Empathy is seeing with

the eyes of another, listening with the ears of another and feeling with the heart of another”

(Gregory, 2018, para.1). One of the most important things I learned from this group of students,

is that they are becoming adults and really trying to define their lifestyle. This shaped the way

that I will continue to view any group of students I may have at any age level. I want to

recognize and support their choices, just as I wish my family and peers do for me.

Professional Growth

Since the start of my time here at Azusa Pacific University (APU), my professional life

has only just begun. Like mentioned before, I started out the program working part-time at a

local Starbucks. I had never worked at a school or in a classroom, and the only experience I had

in the classroom was from observations in some undergraduate courses. I began substitute

teaching and thoroughly enjoyed going into different classrooms. Not only was I able to connect

with different students, but I was also able to gather ideas and tricks that I may want to bring into

my classroom. After substitute teaching for only three months, I was hired to teach in my own

classroom on an intern credential. As I prepared for my new journey, I was so excited to finally

be making connections with my students. I did endless hours of reading articles and blogs in

order to feel successful and prepared for the start of my career.

Being a person who puts all of my energy into the task in front of me, I was beginning to

feel anxious and overwhelmed about making time for everything that I would need to get done in

my classroom and with my own schooling. Reading the following piece of advice has really
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helped me remember that it is okay if I do not get everything done perfectly the first time. “The

most important thing to remember is to be flexible. Planning is important, but a teacher needs to

be able to quickly modify plans when new situations arise. Also, it’s important to give all you

can to your job, but you need to take care of yourself mentally and physically as well” (Swiatek,

n.d., para.3).

While my first teaching position was not the most ideal, I learned a lot about myself and

had a greater understanding of the educator I wanted to be for all of my future students. After a

year full of ups and downs, I am now teaching in a district that values their teachers and students

equally. My class of first graders never lets me forget that learning does not have to be so serious

all of the time. Working with six-year old’s has given me a new perspective on education and has

shaped the way that I want to run my classroom. We get silly and have fun with their learning

every day, but the most important thing is that they are beginning to love learning which makes

being an educator even more rewarding.

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Technical Growth

I have always been considered advanced in my knowledge of technology. Although I do

not remember using it for much other than Mavis Beacon’s Typing program in school, I was

always able to navigate a computer’s many features and software. Throughout my time at

California State University San Bernardino (CSUSB), I had no idea just how many different

resources there were to incorporate technology in the classroom. Now, I could not imagine going

through an entire school day without using technology in some form with my students. While my

grade level is not yet one-to-one with chromebooks yet, I have enjoyed creating collections of

resources and ideas that I hope to soon use in my classroom.

Over various courses in my master’s program here at APU, I have had the chance to dive

deeper into the International Society for Technology in Education (ISTE) standards and digital

citizenship. While kids may think that they are just using computers to have fun, there are so

many ways that we can prepare them for a future in our technological society. The ISTE standard

that always spoke to me the most is from the Digital Citizen strand; “2a. Students cultivate and

manage their digital identity and reputation and are aware of the permanence of their actions in

the digital world (International Society for Technology in Education, 2016, para. 2).” Our

students will more than likely be required to have some type of experience in technology for just

about any job in their future. As we provide them with that experience in the classroom, we are

able to shape digital citizens that value the incorporation of technology in the world. Many of my

first graders have some experience using technology, whether it be for YouTube or the ever-

popular game Fortnite. I now have the resources that I need to teach them strategies and tools to

protect themselves and practice digital citizenship in everything they do online.

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Life Long Learning Plan

 Learn how to manage and organize my time more efficiently

 Learn how to French braid my own hair

 Learn how to chance the oil in my car

 Learn more about the gradual release of responsibly model

Conclusion

Although my time at APU has only lasted two years, I know that I have been given

opportunities and knowledge that I will use for a very long time in my career. I had to take some

sharp turns and even backtrack down some paths throughout my program, but each path I took

taught me valuable lessons. I have grown into a professional educator with so many ideas and

resources that I hope to introduce to many classes of eager to learn students throughout my years

as a teacher.
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References

Gregory, A. (2018, April 8). Empathy Exercises: Two Strategies to Help You Connect with

Others. Retrieved from https://www.symmetrycounseling.com/psychologist-

chicago/empathy-exercises-two-strategies-to-help-you-connect-with-others/.

ISTE Standards for Students. (2016). Retrieved from https://www.iste.org/standards/for-students.

Swiateck, P. (n.d.). What I Wish I Had Known. Retrieved from https://www.neamb.com/work-

life/what-i-wish-i-had-known.