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.
When putting together a display it is imperative to collaborate with all the beings involved; students, colleagues, teachers, schools, and facilities. Understanding that there are several powers at play and all need to be respected and included is key to a successful experience. Showcasing students' work needs to be enjoyable and relatable experience for them. Letting them know what and how it will be hanged, or better yet, have them set up the display. It shows leadership from the teacher gives students pride in their art and class/school. As for working with colleagues there is opportunity to learn from one another, and to see a different professional point of view. Either putting on an art opening event or simply hanging a hallway bulletin board presentation require direction and cooperation.
Graffius notes .pdfWhile at Poland Community School, I strived to instill the Positive Behavior Interventions and Supports (PBIS) . The system has been cemented into Poland Community's culture. It is very specific in its methods of identification and support of positive behaviors in the classroom. My mentor took regular notes on daily actions regarding how I was getting the hang of it. (10A-F,T)
Collaborated with my mentor, Jen Paisley, to create this virtual classroom, and contributed to a common culture at Hall-Dale High School for learners' expectations. (10O)
While working with LWAS, MECA, the staff at 380 Cumberland, my cohort Jon Rudnicki, the Rowe School, the students and their families, I have developed skills in collaborative interaction. (10N)
2.1.10. Performance – Indicators:
A teacher…
10A. Takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
10B. Works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
10C. Engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
10D. Works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
10E. Works with school colleagues to build ongoing connections with community resources to enhance student learning and well being.
10F. Engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
10G. Uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.
10H. Uses and generates meaningful research on education issues and policies.
10I. Seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
10J. Seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
10K. Takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.
2.1.10. Essential Knowledge – Indicators:
A teacher…
10L. Understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
10M. Understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
10N. Knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
10O. Knows how to contribute to a common culture that supports high expectations for student learning.
2.1.10. Critical Dispositions – Indicators:
A teacher…
10P. Actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
10Q. Respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
10R. Takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
10S. Takes responsibility for contributing to and advancing the profession.
10T. Embraces the challenge of continuous improvement and change.
Having Jon as my co-teacher was a treat. he showed me how a steady hand can ease the class, and brought brilliant ideas to the lessons. (
