Activities
Ryan is an active member of:
ACDA
American Choral Directors Association 
|
NAfME
National Association for Music Education 
TDF Theatre Development Fund |
Connections to INTASC Standards
_STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
KEY INDICATORS
The Candidate:
1.1 demonstrates an understanding of the central concepts of his or her discipline.
1.2 uses explanations and representations that link curriculum to prior learning.
1.3 evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
1.4 engages students in interpreting ideas from a variety of perspectives.
1.5 uses interdisciplinary approaches to teaching and learning.
1.6 uses methods of inquiry that are central to the discipline.
Ways in which I meet Standard 1:
Completed Music Content Knowledge-Praxis Exam, Résumé (Bachelors and Masters degrees), Lesson Plans (connecting to prior learning, connecting learning to student's experiences), Teaching Videos (Kinesthetic warm ups, referring to previous lesson content), Academic Work (Interdisciplinary knowledge), Practical Documents (Text translations- Interdisciplinary Language Skills).
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
KEY INDICATORS
The Candidate:
2.1 evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.
2.2 creates relevance for students by linking with their prior experiences.
2.3 provides opportunities for students to assume responsibility for and be actively engaged in their learning.
2.4 encourages student reflection on prior knowledge and its connection to new information.
2.5 accesses student thinking as a basis for instructional activities through group/individual interaction and written work (listening, encouraging discussion, eliciting samples of student thinking orally and in writing).
Ways in which I meet Standard 2:
Résumé (Course work in educational psychology, critical pedagogy, philosophy, etc.), Philosophy of Teaching (Focus on human elements of teaching, honoring students needs and experiences, caring for student's individual development), Academic Work (Assessment portfolio)
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
KEY INDICATORS
The Candidate:
3.1 designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.
3.2 selects approaches that provide opportunities for different performance modes.
3.3 accesses appropriate services or resources to meet exceptional learning needs when needed.
3.4 adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work, tasks assigned, communication and response modes).
3.5 uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments.
3.5 creates a learning community that respects individual differences.
Ways in which I meet Standard 3:
Philosophy of Teaching (Focus on Bernice McCarthy's 4MAT system of varying learning types, honoring and adapting to individual needs of students), Résumé (course work in educational psychology), Academic Work (Assessment portfolio, Positive Conflict in Education paper discusses individuality vs. communal goals)
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
KEY INDICATORS
The Candidate:
4.1 selects and uses multiple teaching and learning strategies (a variety of presentations/ explanations) to encourage students in critical thinking and problem solving.
4.2 encourages students to assume responsibility for identifying and using learning resources.
4.3 assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs.
Ways in which I meet Standard 4:
Philosophy of Teaching (Focus on Bernice McCarthy's 4MAT system of varying learning types, belief in differentiated instruction and honoring individual needs), Résumé (course work in educational psychology, critical pedagogy, assessment, music in special education, practicum experiences), Teaching videos (kinesthetic exercises, discussion, student input, varying roles in the instructional process)
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
KEY INDICATORS
The Candidate:
5.1 encourages clear procedures and expectations that ensure students assume responsibility for themselves and others, work collaboratively and independently, and engage in purposeful learning activities.
5.2 engages students by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them.
5.3 organizes, allocates, and manages time, space and activities in a way that is conducive to learning.
5.4 organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.
5.5 analyzes classroom environment and interactions and makes adjustments to enhance social relationships, student motivation/engagement and productive work.
Ways in which I meet Standard 5:
Teaching Videos (fun and connection with students leading to motivation, examples of classroom management, pacing and organization), Lesson Plans (organization, pacing, and motivation considered in all plans), Philosophy of Teaching (connection to students to encourage motivation and interest is central to my philosophy of teaching)
STANDARD 6: COMMUNICATION AND TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
KEY INDICATORS
The Candidate:
6.1 models effective communication strategies in conveying ideas and information and when asking questions (e.g., monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues both given and received).
6.2 provides support for learner expression in speaking, writing, and other media.
6.3 demonstrates that communication is sensitive to gender and cultural differences (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of the responsiveness to different modes of communication and participation.
6.4 uses a variety of media communication tools to enrich learning opportunities.
Ways in which I meet Standard 6:
Teaching Videos (restating ideas, confirming student understanding, use of technology to record videos, time for student input), Academic Work (Assessment Portfolio provides support for learner expression in speaking, writing, and other media; Positive Conflict paper discusses individual differences), Philosophy of Teaching (sensitivity to individual needs including gender and culture differences), Student teaching experience incorporated a variety of media including assignments involving Youtube, email, online learning,Résumé (work as a teachers assistant for Online Learning environments)
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
KEY INDICATORS
The Candidate:
7.1 plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.
7.2 develops plans that are appropriate for curriculum goals and are based on effective instruction.
7.3 adjusts plans to respond to unanticipated sources of input and/or student needs.
7.4 develops short and long-range plans.
Ways in which I meet Standard 7:
Lesson Plans (planning to address multiple objectives, varying learning styles, long and short range goals), Academic Work (Assessment Portfolio aims toward curriculum goals), Teaching Videos (aiming for effective instruction, adjustment to unanticipated sources of input), Philosophy of Teaching (Bernice McCarthy's 4MAT system to appeal to diverse learners, focus on individual needs)
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
KEY INDICATORS
The Candidate:
8.1 selects, constructs, and uses assessment strategies appropriate to the learning outcomes.
8.2 uses a variety of informal and formal strategies to inform choices about student progress and to adjust instruction (e.g., standardized test data, peer and student self-assessment, informal assessments such as observation, surveys, interviews, student work, performance tasks, portfolio, and teacher made tests).
8.3 uses assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
8.4 evaluates the effects of class activities on individuals and on groups through observation of classroom interaction, questioning and analysis of student work.
8.5 maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly.
8.6 solicits information about students’ experiences, learning behavior, needs, and progress from parents, other colleagues, and students.
Ways in which I meet Standard 8:
Academic Work (Assessment Portfolio demonstrates commitment to each point of Standard 8), Philosophy of Teaching (Dedication to observing and being in tune with students needs, formative assessment happening through observation), Lesson Plans (checking in with students, observing, working through pieces based on what students need and based on what I hear in the learning process)
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.
KEY INDICATORS
The Candidate:
9.1 uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
9.2 uses professional literature, colleagues, and other resources to support self-development as a learner and as a teacher.
9.3 consults with professional colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences, and seeking and giving feedback.
Ways in which I meet Standard 9:
Teaching Videos (Recording to observe myself, reflective practice to improve performance, frequent questioning of what students need from me to succeed), Student teaching experience (Frequent discussions with students about my progress, what I can do better. Suggestions, comments, and concerns always welcome from students; received excellent feedback from students. Journal kept during student teaching to keep track of my personal progress), Activities (active member of a number of professional organizations, professional development)
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
KEY INDICATORS
The Candidate:
10.1 participates in collegial activities designed to make the entire school a productive learning environment.
10.2 links with counselors, teachers of other classes and activities within the school, professionals in community agencies, and others in the community to support students’ learning and well- being.
10.3 seeks to establish cooperative partnerships with parents/guardians to support student learning.
10.4 advocates for students.
Ways in which I meet Standard 10:
Philosophy of Teaching (large focus on human connections and interactions to build personal relationships, focus on connecting to students expands to the large school community), Teaching Videos (Connection to students as individuals builds relationships to support students' learning and well-being), Student teaching (practicum experience provided a number of opportunities to be involved with the school community including parents, guidance counselors, administrators, security guards, and volunteers)
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
KEY INDICATORS
The Candidate:
1.1 demonstrates an understanding of the central concepts of his or her discipline.
1.2 uses explanations and representations that link curriculum to prior learning.
1.3 evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
1.4 engages students in interpreting ideas from a variety of perspectives.
1.5 uses interdisciplinary approaches to teaching and learning.
1.6 uses methods of inquiry that are central to the discipline.
Ways in which I meet Standard 1:
Completed Music Content Knowledge-Praxis Exam, Résumé (Bachelors and Masters degrees), Lesson Plans (connecting to prior learning, connecting learning to student's experiences), Teaching Videos (Kinesthetic warm ups, referring to previous lesson content), Academic Work (Interdisciplinary knowledge), Practical Documents (Text translations- Interdisciplinary Language Skills).
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
KEY INDICATORS
The Candidate:
2.1 evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.
2.2 creates relevance for students by linking with their prior experiences.
2.3 provides opportunities for students to assume responsibility for and be actively engaged in their learning.
2.4 encourages student reflection on prior knowledge and its connection to new information.
2.5 accesses student thinking as a basis for instructional activities through group/individual interaction and written work (listening, encouraging discussion, eliciting samples of student thinking orally and in writing).
Ways in which I meet Standard 2:
Résumé (Course work in educational psychology, critical pedagogy, philosophy, etc.), Philosophy of Teaching (Focus on human elements of teaching, honoring students needs and experiences, caring for student's individual development), Academic Work (Assessment portfolio)
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
KEY INDICATORS
The Candidate:
3.1 designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.
3.2 selects approaches that provide opportunities for different performance modes.
3.3 accesses appropriate services or resources to meet exceptional learning needs when needed.
3.4 adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work, tasks assigned, communication and response modes).
3.5 uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments.
3.5 creates a learning community that respects individual differences.
Ways in which I meet Standard 3:
Philosophy of Teaching (Focus on Bernice McCarthy's 4MAT system of varying learning types, honoring and adapting to individual needs of students), Résumé (course work in educational psychology), Academic Work (Assessment portfolio, Positive Conflict in Education paper discusses individuality vs. communal goals)
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
KEY INDICATORS
The Candidate:
4.1 selects and uses multiple teaching and learning strategies (a variety of presentations/ explanations) to encourage students in critical thinking and problem solving.
4.2 encourages students to assume responsibility for identifying and using learning resources.
4.3 assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs.
Ways in which I meet Standard 4:
Philosophy of Teaching (Focus on Bernice McCarthy's 4MAT system of varying learning types, belief in differentiated instruction and honoring individual needs), Résumé (course work in educational psychology, critical pedagogy, assessment, music in special education, practicum experiences), Teaching videos (kinesthetic exercises, discussion, student input, varying roles in the instructional process)
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
KEY INDICATORS
The Candidate:
5.1 encourages clear procedures and expectations that ensure students assume responsibility for themselves and others, work collaboratively and independently, and engage in purposeful learning activities.
5.2 engages students by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them.
5.3 organizes, allocates, and manages time, space and activities in a way that is conducive to learning.
5.4 organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.
5.5 analyzes classroom environment and interactions and makes adjustments to enhance social relationships, student motivation/engagement and productive work.
Ways in which I meet Standard 5:
Teaching Videos (fun and connection with students leading to motivation, examples of classroom management, pacing and organization), Lesson Plans (organization, pacing, and motivation considered in all plans), Philosophy of Teaching (connection to students to encourage motivation and interest is central to my philosophy of teaching)
STANDARD 6: COMMUNICATION AND TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
KEY INDICATORS
The Candidate:
6.1 models effective communication strategies in conveying ideas and information and when asking questions (e.g., monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues both given and received).
6.2 provides support for learner expression in speaking, writing, and other media.
6.3 demonstrates that communication is sensitive to gender and cultural differences (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of the responsiveness to different modes of communication and participation.
6.4 uses a variety of media communication tools to enrich learning opportunities.
Ways in which I meet Standard 6:
Teaching Videos (restating ideas, confirming student understanding, use of technology to record videos, time for student input), Academic Work (Assessment Portfolio provides support for learner expression in speaking, writing, and other media; Positive Conflict paper discusses individual differences), Philosophy of Teaching (sensitivity to individual needs including gender and culture differences), Student teaching experience incorporated a variety of media including assignments involving Youtube, email, online learning,Résumé (work as a teachers assistant for Online Learning environments)
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
KEY INDICATORS
The Candidate:
7.1 plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.
7.2 develops plans that are appropriate for curriculum goals and are based on effective instruction.
7.3 adjusts plans to respond to unanticipated sources of input and/or student needs.
7.4 develops short and long-range plans.
Ways in which I meet Standard 7:
Lesson Plans (planning to address multiple objectives, varying learning styles, long and short range goals), Academic Work (Assessment Portfolio aims toward curriculum goals), Teaching Videos (aiming for effective instruction, adjustment to unanticipated sources of input), Philosophy of Teaching (Bernice McCarthy's 4MAT system to appeal to diverse learners, focus on individual needs)
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
KEY INDICATORS
The Candidate:
8.1 selects, constructs, and uses assessment strategies appropriate to the learning outcomes.
8.2 uses a variety of informal and formal strategies to inform choices about student progress and to adjust instruction (e.g., standardized test data, peer and student self-assessment, informal assessments such as observation, surveys, interviews, student work, performance tasks, portfolio, and teacher made tests).
8.3 uses assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
8.4 evaluates the effects of class activities on individuals and on groups through observation of classroom interaction, questioning and analysis of student work.
8.5 maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly.
8.6 solicits information about students’ experiences, learning behavior, needs, and progress from parents, other colleagues, and students.
Ways in which I meet Standard 8:
Academic Work (Assessment Portfolio demonstrates commitment to each point of Standard 8), Philosophy of Teaching (Dedication to observing and being in tune with students needs, formative assessment happening through observation), Lesson Plans (checking in with students, observing, working through pieces based on what students need and based on what I hear in the learning process)
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.
KEY INDICATORS
The Candidate:
9.1 uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
9.2 uses professional literature, colleagues, and other resources to support self-development as a learner and as a teacher.
9.3 consults with professional colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences, and seeking and giving feedback.
Ways in which I meet Standard 9:
Teaching Videos (Recording to observe myself, reflective practice to improve performance, frequent questioning of what students need from me to succeed), Student teaching experience (Frequent discussions with students about my progress, what I can do better. Suggestions, comments, and concerns always welcome from students; received excellent feedback from students. Journal kept during student teaching to keep track of my personal progress), Activities (active member of a number of professional organizations, professional development)
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
KEY INDICATORS
The Candidate:
10.1 participates in collegial activities designed to make the entire school a productive learning environment.
10.2 links with counselors, teachers of other classes and activities within the school, professionals in community agencies, and others in the community to support students’ learning and well- being.
10.3 seeks to establish cooperative partnerships with parents/guardians to support student learning.
10.4 advocates for students.
Ways in which I meet Standard 10:
Philosophy of Teaching (large focus on human connections and interactions to build personal relationships, focus on connecting to students expands to the large school community), Teaching Videos (Connection to students as individuals builds relationships to support students' learning and well-being), Student teaching (practicum experience provided a number of opportunities to be involved with the school community including parents, guidance counselors, administrators, security guards, and volunteers)