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Standard #10 Collaboration:
Standard #10 Collaboration:
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Meeting this standard means that the teacher is seeking the leadership role, by taking responsibility for students' learning, and collaborating with families, colleagues, other school professionals, and community members to make sure that all students are growing as learners as well as advancing their profession.
10 (t) Embraces the challenge of continuous improvement and change
Description
This was where I reached out to another professional in the building and asked if there was a time where I could come and observe her teach during a part of her day. I chose to go during the morning meeting because it was a time where I was free and could give my full attention to her teaching. I walked around her classroom for potential set up ideas and took notes during the observation as well as images to document.
Rationale
This artifact is an example of how I met this indicator because I went to observe another teacher's classroom during instructional time to see and learn from her. This was a challenge to me to find a time as well find the courage to approach another teacher and ask to observe them. I did this so I could learn more about her teaching style and how I could add her powerful strategies into my teaching style. I am working on these observations to challenge me to continue growing, improve, and any changes I would make to my style of teaching to make it stronger. I did this by taking notes on key things that stuck out to me through her instruction as well as images of how her classroom is set up and how she sets up for each activity. I referred back to the notes and reviewed the differences between my style and hers. I will use my notes to improve and change by having more movement in my classroom. She had her students “shake out the sillies” and had built in movement breaks through her lesson. This is something I will change about my style in the future. I have plans to observe other teachers throughout the second half of the school year to challenge my growth so I don't become too comfortable in my own ways and I have multiple resources and strategies gained through recording and observing other educators.
10 (b) Works with other school professionals to plan and jointly facilitate learning on how to meet the diverse needs of learners.
Description
This meeting was our third meeting of the year where we focused on emergent readers and read as well as watched a video on it. The meetings each month are led by a different educator in the school. There is also a point in the meeting where the teacher will take the rest of us around their classroom and show us helpful tools and resources they have gathered. There is a time when the teachers all collaborate and communicate about questions, thoughts, or comments.
Rationale
This artifact is a strong example of how I met this indicator. Here I was a part of a professional development meeting that has been occurring throughout the entire year to this point. We are focusing on a new chapter per month from the book “The Next Step Forward in Guided Reading'' written by Jan Richardson. This book focuses on different approaches that can be used in your classroom. We have been using it for a chance to collaborate with the other teachers in the school. With a different teacher leading each meeting off at the start of the month this has given me a chance to work with other professionals in my school and get ideas from them that have helped me plan my instruction in my classroom. We are all jointly facilitating learning in these meetings. We are doing this by allowing a chance for conversation between the educator leading the meeting as well as other teachers we may not see often. We are getting a tour around their classrooms to see new ways of facilitating learning in our classrooms. These meetings include both grades pre-k and kindergarten. This is helpful because we can work together and facilitate learning. If there is a student who may be struggling there is a chance to communicate with that student's past teacher and see what work for them then. This will allow for diverse needs to be met because I am working to understand what works and what doesn't for my specific students as individuals.
All of these images I gathered from around the room of the teacher who was hosting the meeting for this month. I found strong classroom management strategies that would be easy to implement. I also found a calming technique chart that lists ideas of how students can calm their body. In my classroom, we have a location that students can use to calm themselves down but it is not used very often. I thought this paper would be a strong introduction to this space.
Untitled.movThis is a video that was presented to us during the meeting. This video is to provide a a a visual promoting Cross-Checking. This video was taken for Scholastics' "The Next Step Forward in Guided Reading."
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