home

Final Suzanne Falk ELMP-6666 c//) Setting Instructional Outcomes// o Value/sequence/alignment o Clarity o Balance o Suitability for diverse learners
 * DOMAIN 1: Planning and Preparation - Basic**

I have high expectations for myself and my students. At times, however, I don't explain or clarify exactly what I expect from my students and this leads to frustration on both our parts. I end up having to explain step-by-step directions more than once after students either have done the assignment wrong, or haven't done it at all. Occurrences like this take away valuable teaching time. I also have difficulty with differentiating instruction. I can come up with good ideas, but have trouble with execution. I believe having this skill will help with classroom management because the children will not feel frustrated and then act out.

In order to become proficient in this area, I can go to professional development workshops. I believe, however, that observing an effective colleague would be more helpful. My principal would be able to suggest the best teacher to observe. In order for me understand exactly what is going on during her class, I would first meet with the teacher. After watching my colleague, I would invite her to observe me and provide feedback.

//b) Using Questioning and Discussion Techniques// o Quality of questions o Discussion techniques o Student participation
 * DOMAIN 3: Instruction - Basic**

The questions I ask my students are basic. I would like to learn how to use Socratic questioning, which is asking the questions that will provoke thought and reflection. Socratic questioning will hit the high levels of Blooms Taxonomy, and help my students to become good at thinking and problem solving as well as participate more. Another techniaque to use is Think Pair Share. Think Pair Share is presenting a class with a high level question, and having students think about the question individually. After awhile, the students will talk with a partner about the question and then each group will report out. I would then have the class respond to further engage all students. Finally, I know I don't allow for wait time. Wait time is important so that each student has a chance to share especially the quiet ones.

In order for me to use these techniques, I really have to watch and conference with a teacher who is good at implementing these techniques. I can also attend workshop and read books, but like some children, I learn better from my colleagues whom I trust.

//b) Establishing a Culture for Learning// o Importance of content o Expectations for learning/behavior o Student pride in work
 * The Classroom Environment - Proficient**

From the very beginning, I establish a culture of learning in my expectations. As the year goes on, I instill the importance of the students to have pride in their work. Establishing a culture for learning is not an easy task. My classroom is set up so that students are comfortable and feel at ease to share their thoughts on any subject. My classroom has various centers and is set up so they can feel physically and mentally comfortable. My library has three comfortable chairs and a throw rug. My students love to go there for reading. The rest of the room has various places where my students can feel safe. I encourage making mistakes and emphasize learning from them. When students feel comfortable, they tend to be alert and readily participate in their learning.

When my students walk into my room they have a routine. The routine is on the board and in plain sight for them. The routine chart has the name of the task and the amount of time the students are to spend completing each task. The first task is always a journal entry. This leaves me the time to take attendance and then start teaching.

The expecations for learning/behavior are set up at the beginning of the year. The key for this to work is follow-through. When I tell my students they will have consequences for bad behavior I make sure to follow through. If I don't, the students get the message that they are free to act anyway they want without consequence. The same thing applies when it comes to due dates for work. Basically it is all about follow-through.

When my students complete work even if it is not the best, it is still proudly displayed on the bulletin board. I also have students reflect on chosen work and explain why they selected it, what they learned from it, and how they can improve. Students really enjoy reading their work on the board and writing reflections. This helps them feel a sense of pride thus encouraging them to do their best.

//e) Growing and Developing Professionally// o Enhancement of content knowledge/pedagogical skill o Service to the profession
 * Domain 4: Professional Responsibilities - Distinguished**

I am constantly reflecting on my practice and trying to figure out what is best for children. I attend in-service training provided by the district but also find outside programs to attend that will enhance instruction. About three years ago I finished my MA in Professional Development. I was able to use that degree in my classroom and run professional development of my own. Last year, I provided an in-service for using the Smart Board with great success and became one of the point people.

When I am asked to go beyond my comfort zone professionally I do it. About 5 years ago, I was given a program called L.E.A.D.S (Literacy is Essential for Adolescent Development and Success) to pilot in my school and did really well with it. The program is project based, thus giving teachers new ways to assess children's learning other than having them take a test. It also gives the teachers a way to collaborate across the curriculum, because it involves all of the components of Science, Math, History, and of course Language Arts. It has been a great success, and I have remained the point person. It is very important to me to grow as a professional. Sharing my ideas with my colleagues is one of the ways I believe I grow. The work I have started in this program I am putting into place in my classroom, and engaging students. I also share with my colleagues what I have learned, and they use the ideas.

Even though I reflect on my practice daily, going through the domains was difficult. Although I found this to be invaluable. The only way for me to be able to assess a teacher as a Principal, is if I can assess myself. Even when I become the principal, I will constantly assess myself. For now I keep a journal and when something works, I try it again. When it doesn't, I scrap it. The journal helps me figure these quandaries, and helps me to grow as a professional.

.

= =