Communication:

Developing to performing when it comes to people outside my district. I have come so far with communicating my passion for teaching. This year when I taught at the MBI summer institute I prepared and presentations for other math teachers. I have developed engaging activities to use in a high school class and I enjoyed teaching and sharing my passions with others like me. I still would say I am developing within most of my own department. I have shared the importance of student centered goals in instruction, and I have shown them my data. I have shared and communicated my year end surveys to try and show others that I am not trying to be a know-it-all. I have proof from students that my methods help students learn.

https://docs.google.com/spreadsheets/d/1Dir1HKocDF_SnQ59YX6MxrLAHXVdVS2K3CTCM9-TpNc/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1ESozel-7SLgPoyUH8AgImibt2Y25dkI__FTN0i5G_Qw/edit?usp=sharing

Personal Effectiveness

Developing I have developed a great relationship with my former mentees. I have utilized my knowledge of my strengths and who I am as a leader to further my goals within the department members I can . I have overcome a very uncomfortable math meetings to actually working with the department on my peer tutoring program. I now understand myself better to know that not everyone is like me and they all are not as passionate about teaching and student success as I am, but we all want the same thing most of the time. I am considered a leader by the counselors and my administration. They look to me when implementing new class M105 Contemporary Math for Dual credit and ask me to teach that class, because they know I believe in that student that isn't the best at math can still learn math and go to college.

(see emails )

https://docs.google.com/document/d/1NdYPHNbk1vHvVRIM6FuZ1EMZ4WZh4hNntkm0AdbUEn8/edit?usp=sharing

I think my biggest growth has come with adjusting my behavior and practices to build credibility and trust. I am going to one of my colleagues professional development to gain trust because I know this person is an Algebra 2 teacher and I will need their help implementing the peer tutoring plan. I am giving so that he knows I respect his passions and in return maybe he will respect my passions when it is time to implement the Tutoring. (see email )

https://docs.google.com/document/d/1gDF7Kxz4BsUMpVoigeLfoxYY-dGydJVO_S9zstpMWfU/edit?usp=sharing

Collaborate Purposefully

Developing to performing I have a great deal of growth in this competency. I am always participating in self-education but now I have really concentrated on self-reflection and self-improvement. I know I have my biases and I know that I struggle with teachers that stand and deliver and every time you walk by their classroom they are the only person in the class that is doing math (them at the board talking at students making them take notes). My personal feelings about their teaching styles has effected the way I collaborate. I always thought my way was the best way and I did not respect their methods because I did not like teaching that way. This cause animosity between me and those colleagues. So I had to change my attitude towards their teaching styles. I am determined to implement this peer tutoring plan to help students overcome obstacles that their teacher may not know. The bottom line is everyone is not me and that is okay. I have offered support to these teachers. I have and will continue to open my door for them to observe my teaching techniques and hope that they will take the invitation. I know I cannot make them teach this way but I can offer them to observe. Last year I had a great surprise, I was doing one of my activities I call the chip game and one of these colleagues was outside my door watching. They did not come in but they were listening and watching. Small victories have helped my to create and support regular opportunities for me to show my variety of ways to teach to our students.

Coaching and Mentoring

Performing. I am a coach I have always been a coach. I have coached sports for the last 20 years and I am a coach in the math classroom so why not try and coach my colleagues and mentor. I have been a mentor for the last two years and the relationships I have with both of these math teachers is amazing. I have talked to both of these individuals about joining the TLI fellowship next year. They are amazing teachers and they look to me as a leader. Even though I am no longer their mentor, I am building a community for us, an environment of learning and sharing among us to better our teaching skills. Last year J and I made a point to meet once a week if it was during lunch or after school because we were teaching the same class and he had never taught this class before. This was us meeting outside of PLC time because sometimes we felt our PLC time got overrun by other members so we wanted to have our time to collaborate. He asked me many times for guidance in how I taught a certain standard. I would always show him my methods but then I would empower him to show me what he was doing in his classroom. From our talks I will say I learned just as much from him as he did from me and this year we presented together at the Summer Institute. I really am working with the teachers that want to better themselves. I have shared my year end surveys with them and shared the surveys with them so they can use them in their classroom. I have talked to them about joining in this peer mentoring program and in August we will have a meeting to get the ball rolling. I am just trying to provide formal coaching and mentoring to those that would like it and in return I have learned so much from them.

https://docs.google.com/document/d/11m21ZUGgG12ykEgO9AwE5He4Bp382IJiXjf3qXke1kc/edit?usp=sharing