E1 – Exemplify professionally-informed, growth-centered practice.
Teacher-candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
I will be open and accepting of feedback from many sources, including students and staff. I will use this feedback to clarify and improve my teaching and attitude within the classroom. I will reflect and self evaluate my strengths and areas of growth.
The evidence presented is the Draft Professional Growth Plan summary sheet, detailing the areas I have identified for improvement.
This evidence meets HOPE standard E1 because it demonstrates that I have reflected and evaluated the areas that I can improve on measured by the Danielson Evaluation rubric. This summary page shows that I have chosen 4 rubrics that I can and need to grow stronger in.
Through this experience of writing a draft professional growth plan, I learned to articulate my self-evaluation and how to rate myself on a rubric that will likely be used by future employers. Also, I had a hard time narrowing the rubrics down to just four that I need to improve on because I feel like I can and should improve on ALL of the rubrics.
The implication on student learning is that I, as their instructor, am being conscious and reflective about ways to improve my instruction and further improve student learning.
In the future I will not only self evaluate, but share and discuss my self evaluation in a collaborative setting. Seeking out the feedback of coworkers and administrators will allow me to gain information about my teaching performance and ways to improve instruction that I way not otherwise see on my own.
P3 – Practice standards-based assessment.
Teacher-candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
I will use a variety of assessment formats to assess the understanding of the students. I will be influenced by the results of these assessments to improve student understanding of the standards.
The artifact presented is an individualized assessment. The results of this assessment were used as data to make formative decisions about the instruction for this student. This is the worksheet presented to the student.
The use and presentation of this assessment meets standard P3 because it is a standards-based assessment to the student’s addition skill and concept understanding. The assessment collects relevant data points to the student’s individualized education plan and is used formatively to track the student’s progress.
Through this experience I learned how to design a comprehensive assessment that not only tested knowledge that was directly taught, but also knowledge that should have been developed through an understanding of the concept.
The student received individualized and direct instruction in a needed skills area. Also, I think that it is extremely important to include students in the assessment process and feedback. I like to ask my students to self-assess because it allows me to determine whether the student had a good self-understanding of when they are succeeding. It also allows me to give the student direct progress information.
In the future, I can better meet this standard by having a more consistent plan for checking and tracking data. If I use this assessment consistently and with longevity, then I will be able to identify the rate of progress needed for the student to meet their IEP goals.
H4 – Honor family/community involvement in the learning process.
Teacher-candidates inform, involve, and collaborate with families/neighborhoods, and communities in each student’s educational process, including using information about student cultural identity, achievement and performance.
I will cultivate and maintain a steady and informative relationship with the family/neighborhood of the student and use their knowledge to develop the best classroom system for the student. I will keep the family informed of student progress and issues. I will, to the best of my ability, incorporate the cultural identity of the student in the learning process.
The evidence provided for this standard is an IEP goal from a students IEP; the name and other identifying information has been omitted.
[By 05/22/2014, when given a list of sight words, the student will identify words, improving from 20 sight words to 60 automatic sight words – as measured by classroom data collection systems.]
This is evidence from a process that involves parents in a team of decision makers to build academic goals pertaining to the domains for which a student qualifies. By writing this IEP and goal and being a part of an IEP team, I have demonstrated the involvement of family and other instructional staff in a the planning and goals for each student’s learning.
By writing and being a part of an IEP team I learned the level of insight that a parent can provide about their student. This insight was vital in creating the most accurate picture of a students skill, performance, and expected growth for the next IEP year through collaboration.
Increasing my effectiveness in this area would include taking the information gathered from parents and other staff to create goals, and putting it into my instructional design for that student; using the information to be culturally sensitive.
H5 – Honor student potential for roles in the greater society.
Teacher-candidates prepare students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.
I will encourage and challenge students to be global thinkers and continuing learners. I will provide them with the knowledge of personal and global consequences and motivate them to take part in and be aware of a diverse society.
The evidence provided for this standard is the classroom jobs chart used in my classroom.
This chart of classroom jobs demonstrates the way in which my students potential for roles in greater society is honored. Students are responsible for doing their job respectfully and safely. If they do not do there job, they lose it just like they would when they get older. This teaches them to be good employees in the future.
By setting up and honoring these classroom jobs, I have learned to acknowledge my students’ contribution and importance in keeping the classroom running smoothly.
These classroom jobs are the very beginning learning opportunities for students to understand the necessity for being responsible for certain tasks or jobs. It helps the students to learn that they need to be responsible for their job to help the entire classroom. They learn that if it’s there job to hold the door open for the rest of the class, that needs to be done responsibly and respectfully.
In the future, student responsibility increases and expands to domains that are outside of the classroom. By teaching students to do a job now, it prepares them to do jobs in the future. I can grow in this standard by linking student learning to real life experiences that they do or will eventually encounter, essential to their functioning in society.
H3 – Honor the classroom/school community as a milieu for learning.
Teacher-candidates implement classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.
I will create a classroom environment that protects the innocence of students and promotes a healthy communal environment. The curriculum will be presented in a manner in which teamwork, responsibility, and accountability are at the forefront of the learning process and each student will be expected to contribute to the maintenance of an accepting and understanding community of learners within the classroom and school.
The evidence presented for this standard are the 3 school wide rules: 1. Be safe 2. Be respectful 3. Be responsible.
By outlining and displaying these rules that are consistent for all students, it builds a community that expects cooperation and a school or classroom centered community as required by the standard. These three rules are used within a School-wide Positive Behavior Intervention Support system that uses proactive practices and focuses on rewarding good behaviors rather than punishing bad ones.
These rules are posted in my classroom and are evidence that instruction and expectations in my classroom require my students work and play well with others in my classroom and in the school at large. By reviewing these rules often and having them available to visually reference, students learn the importance of these rules and also receive constant feedback of the expectation of being a part of the community within a school and classroom.
Future steps to increase the effectiveness of these rules to build a community, would be to have my students identify ways in which they could demonstrate or uphold these rules. This would be a more proactive approach. I can improve in HOPE standard H3 relating these school rules to the community of my classroom.
H2 – Honor student access to content material.
Teacher-candidates use multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
This standard states that I will use multiple strategies to adapt and modify points of access for students to reach the curriculum. This includes ELL and students receiving special education services.
The evidence presented for this standard is two separate worksheets given to two different students in one class, one being adapted from another for a particular student to access and show knowledge of content.
The evidence demonstrates how a lesson activity was adapted to meet a students needs. The differentiation also demonstrates how objectives for two separate students differ to accommodate learning level and expectations. One worksheet requires identification, while the other requires matching.
One worksheet requires the student to identify items, while the other worksheet asks the student to match items. The different objectives are that for the first worksheet, the student must recall information, while the second worksheet accomplishes the objective of students matching picture to word. These are different skills required of different learners that are at different levels.
In the future I would use this worksheet as a pre- and post-assessment for the objectives for each student. I would also give both worksheets to bothe student levels to assess for splinter skills.
H1 – Honor student diversity and development.
Teacher-candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
I will honor student diversity in the classroom by shaping the curriculum to focus on the learning needs and cultural backgrounds of my students. It is important to engage the students in topics relevant to their own lives, such as their culture, and use those references to create a form of learning that will increase student learning and development. This curriculum will be appropriate for the age of the students.
The evidence presented for this standard is a rational and reflection of a lesson plan for instruction built on the book Each Kindness.
The evidence outlines a lesson that is culturally responsive to the needs and make-up of my students. The make-up of students in this class are from a general education class and a moderate/severe special education classroom. The lesson involves a story that depicts a girl that is unkind to a new girl at school because she is different. This is applicable to my population of students because some of the students in my class, receiving special services, talk differently, walk differently, and learn differently.
Within the context of this diversity, the lesson highlights the importance of being kind and sticking up for those that are different. By acting out a community coming together in spite and in celebration of differences, the students learn to accept and be kind to one another. By discussing the story as a class it build a community that is united in the understanding and perspective the each kindness matters.
In the future, this lesson could be improved by applying the central message of being kind, not only to people with special needs, but also to people of other culture, religion, race, and class from ourselves. I like the idea of this lesson and the way in which it transcends but also teaches kindness in diversity. However, I would love to tackle this same concept with different age groups, using different age-appropriate curricula to teach the same concept.