Teachers Demonstrate Leadership

Element Ia: Teachers lead in their classrooms

Element Ib: Teachers demonstrate leadership in the school.

Element Ic: Teachers lead in the teaching profession.

Element Id: Teachers advocate for schools and students.

Element Ie: Teachers demonstrate high ethical standards.

Element 1a: Teachers Lead in the Classroom

Instruction:

• I utilized NKT/AMC data and mClass data to determine the best interventions to best benefit students' needs. I also used this and data from progress monitoring to update my guided reading groups when necessary.

• I make students aware of the goals they are working towards. Students are aware that everything we work on is a step closer towards them moving on to first grade. I explain to them that I am able to teach them because I tried my best in kindergarten until I graduated high school and then got to go to NC State University to become their teacher. I also share my experiences with them so they can become excited about receiving a higher education.

Element 1b: Leadership in the School

• Actively participates in weekly PLT's and collaborative planning.

• Member of the MTAC Committee

• Member of the Family Engagement Committee (Event Manager for the International Festival)

School Improvement

A2.04 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.

• Actively participates in weekly PLT's and collaborative planning.

• Active participant in creating rubrics and unpacking math/EL assessments.

• Integrates the 4C's whenever applicable during instruction.

A2.05 ALL teachers develop weekly lesson plans based on aligned units of instruction

• Active participant in filling out the "stars and steps" during EL collaborative planning.

• Completed necessary reading of lessons prior to collaborative planning and made note of what scaffolds may need to be put in place, how a math lesson can be enriched, and how the 4C's can be integrated

• Helped fill out the weekly planning documents for math

• Completed assigned EL lesson in the kindergarten EL powerpoint and made note of materials needed and necessary scaffolds to put into place

A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

• Analyzed mClass data during PLTs and the pattern of skills sheet to determine the necessary literacy interventions to best meet students' needs

• Analyzed NKT data and AMC data to determine necessary math interventions to best meet students' needs

• Provide literacy and math interventions to students during the intervention block

E1.06 The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).

• Aided in coordinating presenters for the International Festival as an event planner

• Participated in the Family Day of Learning and spent time with students while their parents were in informational sessions regarding their child's academics

• Participated in both goal setting sessions to go over mClass data and set literacy goals with parents

• Invited parents to eat with students during our Thanksgiving Feast. Students performed "Five Little Turkeys." The play was filmed and posted on ClassDojo so families that could not attend the feast could see the play.

• Pictures of students' work, activities throughout the school day, field trip pictures, etc. are posted on Class Dojo and tweeted out so families can stay involved in their child's learning

• Sent out BigUniverse login information and taught parents how to access books on their child's reading level. Once a child moved up a level, I let the families know so students can continue to practice reading on the appropriate reading level at home.

• Messages concerning classroom activities, conferences, and important forms were sent out to parents via ClassDojo. Personal messages concerning academics and behavior were also sent out to families via ClassDojo and the students' red daily folders.

• Parents were invited to our Module 3 Trees Are Alive celebration. Students read their "Sugar Maple Tree" booklets and shared their informational collages. I also invited older siblings and some of our 4th grade reading buddies to celebrate with us.

Element 1c: Teachers Lead the Profession

• Attended Letterland training

• Attended K-2 Foundational Skills

• Participated in 3-1 Device Integration Online Course

• Attended CLP/NKT/AMC Training

• Watched Resilience with the staff

• Attended EL training

• Working on becoming a Certified Google Educator

Element 1d: Teachers Advocate for Students

I have collaborated and worked with the school psychologist, school counselors, the school's social worker, administration, and the intervention team to brainstorm and implement new ways that would best benefit a student that needs support in social/emotional skills. I have also reached out to Ms. Rowland on PBIS to come up with ways to best benefit another student that needed support in controlling their impulsivity. Ms. Rowland also came to my classroom to help implement "cooling down" strategies for those that needed support in controlling their anger. These strategies stayed at "Olaf's Chill Spot," my classroom's calm down/emotion regulator spot. Lastly, I also reached out to the school's occupational therapist for strategies to help students that need extra support in holding a writing utensil or letter/shape formation.

Element 1e: Teachers Uphold Ethical Standards

I. Commitment to the Student

• I keep students safe at all times by providing supervision throughout the school day, including stations, whole group instruction, independent work, and recess time. I also make sure students are knowledgeable about how they can stay safe at school and keep other safe by following our classroom promises, using kind hands and feet, and using kind words. I am also knowledgeable of emergency/crisis procedures should an emergency arise within the classroom or school.

• I assign grades based on data or student performance that is shown in class.

• I discipline students fairly and justly. I use Class Dojo and students' red daily folder to communicate any important messages concerning behavior to parents. I utilize Class Dojo as a positive reinforcement classroom management tool.

II. Commitment to the School and School System

• I acknowledge the diverse views that my students bring and their diverse backgrounds. I respect families' wishes when it comes to religion, culture, and language. I communicate with families through ClassDojo, which offers a way to translate messages to another language. I also stay informed on the holidays my students celebrate to ensure that I include those celebrations in my classroom as well.

• I collaborate in a respectful manner with my grade level team, administration, the intervention team, and the instructional coaches on how to best benefit students' needs. If I disagree, I will speak out in a respectful way.

III. Commitment to the Profession

• I continue to attend professional development to improve my pedagogy.