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Goal
Goal
CSTP 1.1. Using knowledge of students to engage them in learning (Level: Integrating)
Uses data from multiple sources to make adjustments to instruction and meet individual identified learning needs. Actively utili
Evidence
Evidence
Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Create thematic units that reflect students interest areas
Have students students apply content to their own lived experiences
Reflection: Fall 2020 was probably one of the hardest semesters I've experienced teaching due to the Coronavirus Pandemic paired together with onboarding to a new District virtually. It was difficult to gather information about students that i had never met in person or even seen what they looked like. While creating the Racism Essay assignment i wanted to tap into what my students were interested in and include their lived experiences.
Reflection: Fall 2020 was probably one of the hardest semesters I've experienced teaching due to the Coronavirus Pandemic paired together with onboarding to a new District virtually. It was difficult to gather information about students that i had never met in person or even seen what they looked like. While creating the Racism Essay assignment i wanted to tap into what my students were interested in and include their lived experiences.
Goals
Goals
3.3 Organizing curriculum to facilitate student understanding of the subject matter
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
Evidence
Evidence
4.3 Exploring
Begins to plan curriculum units that include a series of connected lessons and are linked to long-term planning to support student learning.
Create an assessment for current ELA unit to assess student learning and reading comprehension for assigned articles.
Build a cross curricular thematic unit, to bridge Math and ELA to cater to students interests about Life Skills ( taxes, personal finance, high school expectations)
I’m starting to develop thematic units based on students’ interests utilizing the Achieve 3000 articles.Current thematic Unit “ Getting Prepared for the Real World, Transitioning to High School and Beyond”
Reflection: I noticed there was a lot of unrest and lack of motivation amongst my 8th graders in their 3rd semester of Distance Learning. they were largely disagreeable and questioning the reasoning behind why they had to learn certain curriculum. I was repeatedly asked why they were not taught how to do taxes in school. Tax season was upon is and a lot of the students had their parents asking them for help in navigating the fling of taxes. their recent immigrant parents were unfamiliar with the process and hoped the school had some insight that would be helpful. as a response to the students questions about how school was getting them ready for the real world. i created the life plan project where they would have to research a career as well as hope much they would need to earn to live in their dream house and pay all the property taxes.
Reflection: I noticed there was a lot of unrest and lack of motivation amongst my 8th graders in their 3rd semester of Distance Learning. they were largely disagreeable and questioning the reasoning behind why they had to learn certain curriculum. I was repeatedly asked why they were not taught how to do taxes in school. Tax season was upon is and a lot of the students had their parents asking them for help in navigating the fling of taxes. their recent immigrant parents were unfamiliar with the process and hoped the school had some insight that would be helpful. as a response to the students questions about how school was getting them ready for the real world. i created the life plan project where they would have to research a career as well as hope much they would need to earn to live in their dream house and pay all the property taxes.
CSTP 3.3 Applying
Uses knowledge of curriculum and student readiness to organize and adjust the curriculum to ensure student understanding.
Shift to more classwork and less homework.Provide students with more opportunities to describe their thinking about mathematical processes.
Boost Math Achievement on Standardized tests to 10% scoring Meets/Exceeds grade Level Standards
Due to the distance learning model Math coursework is designed for an in person settings with printable worksheets and exams. I’ve had to redesign the CPM curriculum to make it accessible to students during distance learning. As necessary I’ve used Peardeck to adapt my Math lessons to be interactive for students during the distance learning model.At times I need to frontload vocabulary and review the previous lesson to ensure and check for understanding.https://docs.google.com/presentation/d/1NMit0bAUYd3tYoA5NanZsjW74gSy8utrSl6y7lInII4/edit?usp=sharing.
Goal
Goal
1.3 Connecting subject matter to meaningful, real-life contexts*
Integrates connections to meaningful, real-life contexts in planning subject matter instruction and is responsive during instruction to engage students in relating to subject matter (integrating)
Evidence
Evidence
Integrates connections to meaningful, real-life contexts in planning subject matter instruction and is responsive during instruction to engage students in relating to subject matter (integrating)
Engage students in circles/ morning meeting to identify student interests, lives, experiences, and historiesIncorporating relevant texts
Review existing curricula to identify culturally responsive content
Reflect on receptiveness to readings
Conduct formal assessments to identify students’ academic learning needs
Over the last 2 school years I've taught a vastly different age group of students. from 7/8th graders that were 13-14 years old during the 202-21 School year to 1st graders that were 5-7 years old in the 2021-22 School year. Creating age appropriate and accessible Ethnic Studies lessons for varied age groups has been testing for me. Based on the positive responses and reactions from my students, I feel like I was able to meet my goals.
Goal
Goal
Standard 6: Developing as a Professional Educator
6.3 Collaborating with colleagues and the broader Attends staff, grade level, department, and other required meetings and collaborations. Consults with colleagues to consider how best to support teacher and student learning.
Evidence
Evidence
Applying: Collaborates with colleagues to improve student learning and reflect on teaching practice at the classroom level. Interacts with members of the broader professional community to access resources that support teacher effectiveness and student learning.
Present sample lessons at K-2 PLC/ PDsFacilitate Grade Level PLCs around ARC implementation
REFLECTION: During the 2021-22 School Year I greatly improved as a Professional Educator. At the start of induction I found this CSTP to be the most difficult to attain information for, as I wondered how I would be able to contribute to the understanding and professional growth of my coworkers. Well this school year we received a new Language Arts program without any training as how to implement the curriculum. i took it upon myself to spend tome on the curriculum website to familiarize myself with the elements and data entry methods independently. Initially, I spent about 6 hours of my own time after school working with them website. I ended up becoming the expert on data entry and record keeping for student reading progress.
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