Element Va: Teachers analyze student learning.
Element Vb: Teachers link professional growth to their professional goals.
Element Vc: Teachers function effectively in a complex, dynamic environment.
I used data to inform my instruction and to be aware of what scaffolds I need to put into place. I use the data from mClass/NKT/AMC to determine effective interventions and to form groups based on students' needs.
I actively participated in PLTs and collaborative planning to unpack student work and analyze what students have learned and what skills we should focus on next. I also collaborated with my grade level team to unpack an unit assessment to determine what language functions we should focus on, what we should integrate into our guided reading groups or math groups, how we can celebrate their work with families, and created rubrics to effectively grade using standards based grading.
I analyzed student data from AMC to determine interventions that best meet students' needs using strategies learned from NKT/CLP/AMC training. I also administered the NKT to students. I was also able to better understand what CLP students were at using information learned from Dr. Faulkner and from the CLP training.
After attending Letterland training, I implemented new review games that I learned about, such as "quick dash" and "guess who." I also have students read words like a train, airplane, and helicopter to help with fluency. Attending Letterland training helped me to better understand the scope of phonics instruction in kindergarten. Additionally, the k-2 foundations training supported me in reflecting upon how effective Letterland is taught within my classroom. After the foundations training, I have made an effort to explicitly teach segmenting as a skill that helps students to encode words and blending as a skill that helps students to decode words.
After attending a PD concerning effective math practice instruction, I collaborated with the kindergarten team to implement the 3 act step lesson plan. In this lesson format, students are required to observe what they notice about the problem, think of wonders concerning the problem, and activate in the 4c's to solve a problem.
Throughout the year, I have reflected on new ways to implement instruction that would work best for my students. I have changed various methods, such as how stations operate in my classroom, morning work, sight word instruction, and math instruction. I have also gone through two coaching cycles with my mentor that focused on implementing a turn and talk with students and guided reading in my classroom. This process has required me to reflect upon my own instructional practices.
To provide differentiation, I have stations that cater to the different needs of my students. I also implemented flexible grouping within my guided reading block. I rearranged my seating chart in such a way that certain students could sit at a higher desk, students that need support are next to leaders in the classroom that can serve as teachers, or sit independently to reduce distractions. Flexible sitting is available for those that have the "wiggles" as a way to better promote focus during carpet time.
To help with student learning, I have met with parents and provided strategies for students to practice at home so students can further their learning at home with their families.
I utilized different lesson plan formats to implement instruction, such as the gradual release of responsibility model and the 3 act lesson that require students to make observations and engage in real life applicable problem solving.