The Conceptual Framework at the College of William & Mary is the basis for all students in the School of Education. The Framework requires that all graduates demonstrate four characteristics. These characteristics are: Content Expert, Reflective Practitioner, Effective Collaborator, and Educational Leader. My development in all four of these areas will be explored through the following reflection.

Content Expert
Content expertise is the first facet of the conceptual framework that contributes to the success of a teacher. To be able to transfer knowledge to students, one must have a firm understanding of the content to be taught. However, knowing the content is not enough. The successful teacher must know how to transfer that knowledge to the students in his or her charge. In other words, pedagogical knowledge is necessary, as well. Through my methods courses, practica and student teaching experiences, I believe that I learned a lot about how to promote student learning. For example, in my mathematics methods course, we discussed the need to make math concepts concrete for students, in order to set a foundation for future abstract thinking. Using this knowledge, I developed and implemented an introductory lesson on the measurement model of division for 3rd graders , which can be viewed by clicking on the following link(introductory lesson.pdf). During my career, I hope to add to my content expertise, especially through the other strands of the conceptual framework.

Reflective Practitioner
Reflection is an integral skill for an effective teacher. Not every lesson plan that a teacher creates will work well in their classroom, no matter how well it is written, or how many contingencies a teacher plans for. Even if a lesson went extremely well, reflection is important, as there may be one specific part of the lesson that may need improvement. It may be that you would teach that lesson the same way next year. The effective teacher has the ability to reflect on what he/she taught, how the class responded, what they would do to improve their lesson, or think about if the lesson needs to be changed at all. This should be done on an ongoing basis. While working in the classroom, I reflected on every lesson that I taught. In middle school, I taught the same lesson for 4 periods. During each period, I was able to think about what was going well, and what needed to be fixed. As I thought about what needed to be improved, I was able to quickly think about how to make the lesson more effective for the next class. I also thought about my lessons when I started to plan the next day's lesson, so that I remember to add those effective elements to the lesson. As I become a more proficient teacher, this is a practice in which I continue to engage.

Effective Collaborator
Being able to work well with colleagues is very important to my professional success, and the success of my students. For example, I may need to collaborate with a special education teacher to ensure that students in my class are gaining the most from the curriculum. I may decide to work with a center teacher when they can help bring a deeper understanding of a topic that I am teaching. During my student teaching experiences, I worked with the reading specialist to choose books and create reading lesson plans to target certain reading skills for my students. I was also able to work with the media specialist to find books and videos that would enhance my unit on simple machines. No matter what, I will need to work with my colleagues in my career, and I welcome the opportunity.

Educational Leader
Being an educational leader entails assuming leadership roles in education, and having a positive impact on education and society. When I began my teacher preparation program, I believed that you had to be an administrator or have some type of title to be a leader. However, through my courses, practica and student teaching experiences, I learned that I can be an educational leader even at this point in my career. Sharing current research or a lesson plan that may be helpful to your team is an example of being an educational leader. Even sharing a lesson plan idea with a colleague is part of being an educational leader. Small gestures such as these may have an immeasurable impact on future generations of students and teachers.

Through my coursework and classroom experiences at William & Mary, I believe that I will be able to engage in all four strands of the Conceptual Framework on a regular basis in my future teaching career. Incorporating content knowledge, reflection, collaboration, and leadership in all aspects of my teaching will enable me to reach my highest potential as an educator.