IA Teaching Standard 1
DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS.
The teacher:
a. Provides evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student learning.
g. Communicates with students, families, colleagues, and communities effectively and accurately.
A. Provides Evidence of Student Learning to Students, Families, and Staff
G. Communicates with students, families, colleagues, and communities effectively and accurately.
The screenshot to the right is an example of one of the ways which I provide evidence of student learning to my students, their families, and other staff members, such as resource teachers. Adding comments to JMC is an effective way to communicate the same information to all parties, making sure we are all on the same page. In addition, I communicate regularly with students and their families through email and a newsletter I call "'Talking Points," which encourages families to talk with their children about what they are doing and learning in English class.
Student learning is our number one goal. And now student thinking and learning (as well as adults) are different than they used to be when we were growing up. The internet and all technology have not only changed the everyday lives of how we live, they have changed how our brains actually work. So in order to improve student learning, we need to instruct in a way consistent with their brains. Thus, we need to use technology, fast-paced lessons, quick changes, and group work. Instructional change, student engagement, and use of technology are all goals of our schools today.
B. Implements strategies supporting student, building, and district goals
F. Participates in and contributes to a school culture that focuses on improved student learning.
I continually work to met these goals through the daily use of my websites and other technologies (iPad, Web apps, software, and cell phones) to both instruct and interact with and between my students. Not only have I developed a website for each of my classes and use it daily with students, but prior to our 1-to-1 computer program, I worked to achieve a grant from the Atlantic School Foundation to purchase a classroom set of Chromebooks so that I could assure for my students daily access to our online classroom. In addition, I also use my website (in tandem with email and JMC) to communicate with my students' parents strengthen communication between the school, the students, and the families.
I also continually work to support my colleagues in meeting district and personal goals in the improvement and development of their individual teaching skills. During my time as ELL coordinator, I designed and delivered monthly ESL professional development and provided ongoing development of our AtlanticESL wiki. I have also served on our high school AIW leadership team, currently serve as a mentor, and continually work with my English department CLT to design curriculum, problem solve for students at risk, and support colleagues with curricular and technological needs.
C. Uses Student Performance Data to Guide Decision Making
To the right is a document entitled "I-ELDA Results." This is a data chart diagramming the language proficiency of each of our 4th though 12th grade ELLs. I provided this information to each sheltered instruction teacher, penciling in for them each individual student their last year's results so that the teachers could see the level of progress made in each language domain from last year to this year, as well as see the general trends of our ELL population. I reviewed this information with each teacher, emphasizing for them what differentiation and modifications or scaffolding they would need to keep in mind in order to help their ELLs develop in both language and content. The visual of the data results, coupled with the clear-cut recommendations for necessary strategies, offers the sheltered content teachers concrete suggestions and information for most effectively instructing their ELLs. It also serves as a good discussion starter for teacher reflection and lesson designing when the sheltered instruction teachers and ESL teacher discuss ELL strategies. In addition, this information is reviewed with both the student and the families so that all involved can be on the same page when making decisions about the student's education.
D. Accepts & Demonstrates Responsibility for Creating a Classroom Culture that Supports the Learning of Every Student
E. Creating an Environment of Mutual Respect, Rapport, and Fairness
One of my most important foundations of not only teaching - but life in general - is respect. As an educator, this is most evident in my daily challenge to my students and their parents. I continually challenge kids to respect both others and themselves as learners, engaging fully in whatever learning the day offers. I then communicate this learning to their families through an email newsletter I call "Talking Points." The intent of this newsletter is to give families a few talking points to help improve the conversations between not only the families and the school, but also between the families and their children, resulting in a partnership that will truly help our children succeed.
