Component I: Classroom Teaching
Task A-1:
Teaching and Learning Context
|
||
Complete once prior to Cycle 1 observations to
describe your teaching and learning context. If the teaching environment
changes significantly, e.g., new school, change in classroom placement
configuration, change in grade or
courses taught, you will need to complete this form again.
|
||
Intern Name: Chelsey
Salyers Bray
Date: Wednesday 25th, 2015
|
||
Content Areas:
Mathematics
|
Grade Level(s):
4th
|
Daily average number of students taught
24 per class/ 3 classes
|
School Instructional
Goals
Analyze major school instructional goals, and
briefly describe your anticipated contribution. Work with your resource teacher,
colleagues, principal, or other school personnel to help identify these
goals.
Program Review
Highland Elementary is 98% white with .4%
Hispanic, .4% Asian, .4% Native Hawaiian or other Pacific Islander. There are
237 male and 229 female with 256 students free lunch and 27 reduced.
21 regular education teachers, 6 special Ed
teachers, 1 physical education, 1 part-time music, 1 part-time art, and a
part time Library teacher. Most of the classrooms have 24-28 students. There
currently are three iMac labs (24) in each lab with most classrooms having a
mix of 5 computers consisting of iMacs and PCs. There is one Mindopad shared
among all classrooms. Each class has 24 clickers, document cameras, airliner
and large screen TV.
(Multiple sources of data
should include faculty meeting notes, Comprehensive School Improvement Plan,
School-Based Decision Making Council minutes, continuous assessment data,
content literacy plans, and other sources of data e.g., Program Review
process being developed.)
|
||
Resources/Assistance
Develop (conduct) an inventory of available resources and
assistance. (Possible examples: technology, parent involvement, supplies, and
human resources available to you.)
In a regular day, Mrs. Rowe teaches math to 65 fourth
grade students at Highland Elementary.
During the scheduled time of my lesson she does not students with
IEP's or 504's so differentiated instruction is not required. I will have 22 students in this class. We have flexible grouping of students and
you will be presenting your lesson to the students we consider on level.
22 Students: 12 boys, 10 girls
Describe how you will utilize resources to implement
school and instructional goals.
In some way, technology is incorporated daily into their
classroom. Most of the students have access to internet in the home setting.
She does have 5 students who have limited access out of the classroom. (These
students are given hard copies of their homework for the night and
instructional work for their lessons the following day. This lesson is design
to incorporate educational videos and exercise that use technology and the
internet. This is so the students can develop a sense of comfort when using
technology and to understand its importance. Her students are very familiar
with the program Edmodo. Videos can be uploaded to Edmodo (social networking
site for students and teachers.)
|
||
Critical Student
Characteristics or Attributes
Flexible grouping is promoted where students are afforded
the opportunity to move into different groups based on their understanding of
skills being taught. One grouping is below level and requires smaller group
size, more hands on activities, and more one to one with teacher. On level
group is taught utilizing textbook and less hands on one to one with the
teacher. The above level group is able to retain information quickly with
more student based learning.
This class of twenty-two students struggle with some
concepts and requires more hands on activities. They work well in small
groups making sure to include all group members. I have no IEP’s or 504’s in
this class.
During the scheduled time for my lesson there were not any
students who have diverse needs. The school as a whole has a very same
portion of students who have cultural and language differences. There were no
students during this schedule time who need special assistance. However, the
teacher did say that as whole her students were on target. Very few, if any
were exceeding targets and there were some who were below target.
One student
struggling to meet lesson objectives or targets:
One student meeting
lesson objectives or targets:
One student
exceeding lesson objectives or targets:
|
||
Your committee
members will review and evaluate your performance on this task using Standard
1: The teacher demonstrates applied content knowledge and Standard 2: The
teacher designs and plans instruction.
|
||
Component
I: Classroom Teaching
|
||
Task
A-2: Lesson Plan
|
||
Intern Name: Chelsey
Bray Date:
2/25/14 Cycle:
# of Students: 22 Age/Grade
Level: 8/4th Content Area: Mathematics
Unit Title: Fractions Lesson
Title: Introducing Fraction Basics: Emphasis on Vocabulary
|
||
Lesson Alignment to Unit
Respond to the
following items:
a) Identify essential questions and/or unit
objective(s) addressed by this lesson.
b) Connect the objectives to the state
curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or
Kentucky Core Academic Standards.
CCSS.Math.Content.4.NF.A.1
Explain why a
fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.
c) Describe students’ prior knowledge or focus
of the previous learning.
Students have
previously completed the following Common Core Standards Unit:
CCSS.Math.Content.4.NBT.A.1
Recognize that in
a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and division.
CCSS.Math.Content.4.NBT.B.4
Fluently add and
subtract multi-digit whole numbers using the standard algorithm.
CCSS.Math.Content.4.NBT.B.5
Multiply a whole
number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties
of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
CCSS.Math.Content.4.NBT.B.6
Find whole-number
quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
d) Describe summative assessment(s) for this
particular unit and how lessons in this unit contribute to the summative
assessment.
Develop Understanding
of Fractions as Numbers:
The summative assessment for this unit will consist of two interactive
worksheets where the students must correctly identify and define unit
vocabulary, identify equal parts, equivalent fractions, numbers as a whole,
half, third, and fourth, and ultimately compare two fractions with the same
numerator or the same denominator by reasoning about their size. The
summative assessment will also assess the student’s ability to recognize the
parts of a fraction, what they mean, how they are applied, and to express
them in terms of numbers on a number line. Lastly, they will have to explain
how they decided on their particular answer, using their vocabulary learned,
and explaining
e) Describe
the characteristics of your students identified
in Task A-1 who will require differentiated instruction to meet their
diverse needs impacting instructional
planning in this lesson of the unit.
No student will require differentiated instruction.
f)
Pre-Assessment: Describe your analysis of pre-assessment
data used in developing lesson objectives/learning targets (Describe how you
will trigger prior knowledge):
“List five ways you and your family use fractions.”
Assessing tool: Sticky
notes placed on parking lot poster or using stickynote.com board
Based on Common Core Standards students must be able to identity
fractions as numbers. For this reason, students must be able to properly
identify the numbers using the vocabulary they have learned to help them identify
proper placement. In the previous unit, students have learned value and
properties of operations and arithmetic. To trigger prior knowledge, I can
assess the student’s through five arithmetic problems to see who is
struggling. This can be done using a software program on the whiteboard that
will allow me to see what each particular student chose, but will not give
away to the class who the students are.
The students are
very familiar with the technology tool of Plickers. Their teacher uses this
on a regular basis as an assessment tool. Plickers a free technology
assessment tools that allows the teacher to record the answers of the
students by using their phone or iPad. This tool then records the answers of
each student and then teacher can put them on the whiteboard for the class to
see or keep them on record for herself to see and assess.
|
||
Assessment
|
Instructional
Strategy/Activity
|
|
|
What is a unit?
How did "Equal Parts" explain fractions in a way
you could understand?
How does your family use fractions in their daily lives?
Use your blog or interactive notebook.
|
Assessment
description:
This video will introduce terms such as fraction,
numerator, and denominator.
These questions are based on the content covered in this
unit and are on target with Common Core
Assessment
Accommodations:
How are fractions used in your daily life? How does you
utilize fractions in your daily life?
Using stickynotes.com
|
Strategy/Activity:
After completion of the short film, students will write what they have
learned using the objective questions. We will then as a group review what we
have learned. I will use this time to walk among the groups and get in
individual questions and comments.
Activity
Adaptations: Use of a power point presentation will be used throughout
the lesson. This is just for the purposes of showing the students where we
are in our lesson. It serves an outline.
Media/technologies/resources:
|
Objective/target:
What is a numerators?
What is a denominator?
What is a Fraction Bar?
What number is "never under?" Which number is
"down"?
Write your answer on a sticky note and place it on the
Parking lot. Sign your name to the back.
|
Assessment
description: The next objective will include an instructional tool as
well. Students will watch a clip that helps them understand the terms
numerator, denominator, and fraction bar.
Assessment
Accommodations:
Use Plickers.
Students will be give 5 questions composed of terminology
and examples to evaluate their knowledge.
|
Strategy/Activity:
After we have discussed our vocabulary terms, we will then apply them through
practice using the assistance of our PowerPoint. Students will be shown a
series of examples. We will practice in small groups and class discussions.
Students will perform group and individual work to test
their knowledge of the lesson. As a whole they will participate in an online
activity.
Activity
Adaptations:
Media/technologies/resources:
“Fractions are Parts”
|
 
Objective/target:
Applied Practice
Tenmarks: (Students are familiar with this program)
Students use technology to practice skills. You can select a standard to
test.
|
||
Procedures: Describe the
sequence of strategies and activities you will use to engage students and
accomplish your objectives. Within this sequence, describe how the
differentiated strategies will meet individual student needs and diverse
learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
Objective 1:
What is a
unit?
How
does your family use fractions in their daily lives?
Objective 2:
What
is a denominator? What is a Fraction
Bar?
Objective 3:
|
||
Component I: Classroom Teaching
|
Task C: Lesson Analysis
and Reflection
|
Intern Name: Chelsey Salyers Bray Date: 2-25-15
Cycle:
|
To ensure that your lesson analysis and reflection inform
instruction, this task must be completed no
later than two days after each observed lesson.
|
I thought the vocabulary was very effective. Students were
familiar with being introduced to vocabulary and with the use of technology.
They used their interactive notebooks to for the purpose of learning
vocabulary. I also liked the use of the video. I had collaborate with the
teacher throughout the week and she had help me come up with some better idea
than I had initially had planned in my lesson.
I liked the overall structure of my lesson. I would like
to use Prezi next time instead of traditional PowerPoint. It was hard for
them to focus on Power Point, it’s not as fancy as Prezi so they were
confused about what was going on or happening. Prezi also has a lot more
tricks and tools that can help keep their focus on just one task at a time.
I would also like to change their seating. The students
were seated in individual seats. However, if I did it again, I would put them
in groups based on their flexible grouping levels so they can collaborate and
learn from one another.
|
2. For each lesson objective/learning target,
sort the student performance into three categories
a) Below
criteria 7___# of students
b) Meeting
criteria 13 ___# of students
c) Exceeding
criteria _2__ # of students
|
3. For each category, describe the students’
strengths and learning needs.
a) Below
criteria
These students has a hard time understanding the
vocabulary of the lesson; therefore, they had difficulty learning what a
numerator, denominator, and fraction were. It would have helped if I had used
a book to introduce the lesson so that they could have used context clues to
understand what the text was saying. The videos did help some; however, we
were not in the computer lab so we used the TV. Maybe had we been in the
computer lab, they could have focused more efficiently.
b) Meeting
criteria
The students did well with the vocabulary terms as well as
the objective questions that went with the clips. These students also seem to
have an understanding of what fractions were based on how well they responded
to the pre-assessment questions: “List five ways you and your family use
fractions.” Overall, this group was on target. Many were just shy of
exceeding criteria.
c) Exceeding
criteria
These students learned very quickly and required little if
any, help from me. The students were able to stay focused and on target. They
had no trouble understanding how fractions were used in their daily lives.
These students should be pushed to a higher-level of thinking because they evaluated
the text and lesson on a deeper level.
|
4. Reflect on the following:
a)
How effective was your instruction based on analysis
of student performance indentified in number 2 above?
Overall, the students were on
target. Those that struggled had a difficult time with the pre-assessment.
There was a limited amount of time to answer this questions. Maybe if they
had been allotted more time they would have been able to make the
correlation. Those on target and above criteria worked efficiently on the Tenmarks
assessment. You could see that the all children were comfortable with the
technology being used during this lesson.
b)
What new professional learning and resources could
help you increase your instructional effectiveness?
I would like to use Prezi, rather than Power point. I know
this may seem “knit-picky”; however, I could tell some of the student’s had
difficulty focusing. With Prezi, I can focus in on just the objectives or
just the example, rather than having one large screen with numerous objectives
on it. With Power Point I would have to make tons of slides for just one
lesson that may have one example. The power point would see to last forever.
However, with the digital effects of Prezi (and with the feedback I received
from Mrs. Rowe), the students are likely to be more involved when they see a
power point designed like a space ship, rather than traditional slides from a
power point presentation.
c)
Describe patterns in student performance. How will these patterns be used in planning
and instruction
The students did very well with technology. They worked
effectively with Plickers and sticky notes. They were engaged in assessments
and were more likely to respond to these methods rather than with a
standardized test or worksheet.
|
5. For each category of students, how will you
differentiate instruction?
a) Below
criteria
I will monitor these students more closely and make sure
they have a solid vocabulary base to work with. I will be more likely to give
more assessments periodically and in different formats. I will also
collaborate before and see what level each child is on that way I can give
them work on their level.
b) Meeting
criteria
For these students I would continue to push them so that
they can become above-level. I would constantly have to challenge them to
rise above. I could give them on level work but then push them to show me how
it relates to real life situations or have them think out of the box to
encourage critical thinking skills. I would also push them to expand their
vocabulary. They did a good job with the initial vocabulary for this lesson;
however, I would encourage them to do some researching on their own to see
other ways fractions are used in their daily lives.
c) Exceeding
criteria
For this category of students I would continue to push to
think more critically and too relate events to real life situations. I would continue to challenge them to a
higher level of thinking. I would like to see them relate their vocabulary to
other lessons or other situations we continue to encounter throughout this
unit.
|
6. Describe how you communicate continuous
progress with students and parents/caregivers (other than school grade
reporting).
I can make myself available through email and phone every
day. Infinite campus is also available for parents and students to stay in
touch with their child’s grades and events going on in the school. On a more
personal note, Edmodo is available for my parents and their children to look
at daily. Tenmarks has a parent portal and students have opportunities to
check their “Report Card” using this program. These programs are also used
for homework and parents can assist their children at home. Also, I can be
connected as an administrator and my kids can message me and we can work
through problems together. Also, gradebook reports are generated weekly.
|
STANDARDS
|
EXAMPLES
OF STANDARDS
|
From your classroom observations,
type your examples of the classroom teacher’s attainment of the standards.
Add the teacher’s name to each example provided. Their contact information
will be documented through your online field experience submission.
You are to use this one form for all
the teachers you observe. Just put the teacher’s name next to the example as
in “Std 1.1 Reynolds then presented a PPT on the Revolutionary War in which
she provided concepts about the reasons for the conflict.”
A minimum of 10 of these standards in Part 1 must have detailed examples provided. |
|
STANDARD 1: THE TEACHER DEMONSTRATES
APPLIED CONTENT KNOWLEDGE -
|
|
1.1
Communicates concepts, processes, and knowledge.
|
Mrs. Rowe
is an effective communicator who provides clear instruction to her students.
She went through the process step by step.
|
1.2
Connects content to life experiences of student.
|
Mrs. Rowe
teacher Math all day to 4th graders. One example she used that
related to real life was asking her kids to show her how they make snow
cream. She was introducing a lesson on fractions to prepare the students for
the lesson I would give later. She asked the students to write out the portions
of the ingredients they would need.
|
1.3
Demonstrates instructional strategies that are appropriate for content and
contribute to student learning.
|
Mrs. Rowe
uses flexible grouping. Flexible grouping is where students are afforded the
opportunity to move into different groups based on their understanding of
skills being taught.
|
1.4 Guides
students to understand content from various perspectives.
|
Mrs. Rowe
was constantly involved. She walked around class, was connected to Tenmarks
as well as Edmodo and monitored the student’s blogs as well.
|
1.5
Identifies and addresses students’ misconceptions of content.
|
Mrs. Rowe
uses books a lot of the time to introduce concepts to the class. For
fractions, would example was using Full House: An Invitation to Fractions by
Ann Dayle Dodds. She explained the author’s purpose for writing the book and
how it related to the lesson for that day. She also frequently stopped to see
if there was any confusion or if someone had a question.
|
STANDARD 3: THE TEACHER CREATES
|
|
3.1
Communicates high expectations.
|
At the
beginning of every class, Mrs. Rowe would introduce the day’s topic,
objectives, and expectations.
|
3.2
Establishes a positive learning environment.
|
Mrs. Rowe
has a great relationship with her students. She is fun, yet serious when she
needs to be.
|
3.3 Values
and supports student diversity and addresses individual needs.
|
All the
children worked together in small groups periodically throughout the lesson.
No one dominated the lesson and Mrs. Rowe was a constant presence in the
room.
|
3.4
Fosters mutual respect between teacher and students and among students.
|
Students
worked in small groups and pairs based on their flexible grouping. All the
students worked well together and were on target. There was a sense of
respect in the classroom. They knew Mrs. Rowe was in charge.
|
3.5
Provides a safe environment for learning.
|
Mrs. Rowe’s
classroom was open and safe. You could see that the children would come to
her for help if need be and they were comfortable talking to her and one
another.
|
STANDARD 4: THE TEACHER IMPLEMENTS
|
|
4.1 Uses a
variety of instructional strategies that align with learning objectives and
actively engage students.
|
Mrs.
Rowe’s classroom is activity in technology. She uses a variety of strategies
to get her student’s minds thinking and get them involved. They use student
blog and interactive journals to record notes and vocabulary. She uses
Plickers and sticky notes as a form of assessment and she also used Tenmarks
to evaluate where they are in their lesson.
|
4.2
Implements instruction based on diverse student needs and assessment data.
|
|
4.3 Uses
time effectively.
|
Flexible
grouping is where students are afforded the opportunity to move into
different groups based on their understanding of skills being taught. One
grouping is below level and requires smaller group size, more hands on
activities, and more one to one with teacher. On level group is taught
utilizing textbook and less hands on one to one with the teacher. The above
level group is able to retain information quickly with more student based
learning. Therefore because of this students need more to work through their
assignments. They did work effectively and in a timely manner.
|
4.4 Uses
space and materials effectively.
|
Each
student had his or her own space. The classroom has 12 individual desk for
independent work and four tables for small group activities. I have three iPad, 5 Macs and will soon be
receiving my Chromebook mobile lab.
|
4.5
Implements and manages instruction in ways that facilitate higher order
thinking.
|
|
STANDARD 5: THE TEACHER ASSESSES
|
|
5.1 Uses
pre-assessments.
|
Mrs. Rowe
asses the student’s knowledge by asking them to find a recipe on snow cream
and then describe to her how fractions is used. She also asked them to tell
her how they use fractions in their daily lives.
|
5.2 Uses
formative assessments.
|
Mrs. Rowe
used Tenmarks to assess where her students were throughout the lesson. She
would stop, give them 3-5 questions to assess their knowledge. She also used
Plickers.
|
5.3 Uses
summative assessments.
|
Mrs. Rowe
used Tenmarks to assess where her students were throughout the lesson. She
would stop, give them 3-5 questions to assess their knowledge. She also used
Plickers.
|
5.4
Describes, analyzes, and evaluates student performance data.
|
Mrs. Rowe
has this on record through Edmodo, Tenmarks, and Plickers. At any time she
can look at a student’s performance data
|
5.5
Communicates learning results to students and parents.
|
Both
students and their parents can see their child’s grade and performance in her
classroom through Tenmarks, Edmodo, and Infinite Campus (this is a program
used county wide.)
|
5.6 Allows
opportunity for student self-assessment.
|
She can
assign student’s homework through Edmodo and Tenmarks that can be done at
home on their own computer. She only has 5 students who do not have access to
a computer. She gives those students hardcopies.
|
STANDARD 6: THE TEACHER DEMONSTRATES
THE IMPLEMENTATION OF TECHNOLOGY -
|
|
6.1 Uses
available technology to design and plan instruction.
|
She uses
Edmodo daily as well as Tenmarks, Plickers, and Stickynotes.com weekly. She
is a very big advocate for technology so her students are very comfortable
with interactive tools for learning.
|
6.2 Uses
available technology to implement instruction that facilitates student
learning.
|
She uses
Edmodo daily as well as Tenmarks, Plickers, and Stickynotes.com weekly. She
is a very big advocate for technology so her students are very comfortable
with interactive tools for learning.
|
6.3
Integrates student use of available technology into instruction.
|
She uses
Edmodo daily as well as Tenmarks, Plickers, and Stickynotes.com weekly. She
is a very big advocate for technology so her students are very comfortable
with interactive tools for learning.
|
6.4 Uses available
technology to assess and communicate student learning.
|
Aside from
what is in her classroom, her students get an hour a day for lab. She uses
this time to allow them to do their homework or she does her lesson on Edmodo
for that time period.
|
6.5
Demonstrates ethical and legal use of technology.
|
Mrs. Rowe
was on target with Common Core Standards and the school follows ethical and
legal guidelines, as does Mrs. Rowe.
|
From your conversation, type your
examples of the classroom teacher’s attainment of the standards below. Add
the teacher’s name to each example provided. Their contact information will
be documented through your online field experience submission.
You are to use this one form for all the teachers you observe. Just put the teacher’s name next to the example as in “Std 2.1 Reynolds stated that she meets regularly with her team to align the learning objectives with the standards in her English 10 class.” A minimum of half of these standards in Part 2 must have detailed examples provided: These 20 spaces will require you to RECOGNIZE no fewer than 10 of these standards from your talking with the classroom teachers you observed. |
|
STANDARDS
|
EXAMPLES OF STANDARDS
|
STANDARD 2: THE TEACHER DESIGNS
|
Mrs. LaTonya Rowe, 4th
Grade Mathematics
|
2.1
Develops significant objectives aligned with standards.
|
Mrs. Rowe
gives clear objectives daily. She uses daily lesson plans that correspond
with her unit plans.
|
2.2 Uses
contextual data to design instruction relevant to students.
|
She can
collect data through the programs that she uses to design instruction relevant
to her student’s needs,
|
2.3 Plans
assessments to guide instruction and measure learning objectives.
|
Her
assessments are taken directly from what her students are working on. It
follows curriculum and unit lesson. Her assessments include only what has
been covered in class.
|
2.4 Plans
instructional strategies and activities that address learning objectives for
all students.
|
Because
her students are in flexible grouping, she takes into account the fact that
they all learn different and at different rates. She will not move on until
every child in on target.
|
2.5 Plans
instructional strategies and activities that facilitate multiple levels of
learning.
|
Her
students work in small groups or pairs based on their flexible grouping
levels.
|
STANDARD 7: REFLECTS ON
|
|
7.1 Uses
data to reflect on and evaluate student learning.
|
Based on
the data she receives from Edmodo, Tenmarks, and class assessments, she is
able to go back and see where her students have struggled. She uses these
tools to see where she needs to go back and reteach.
|
7.2 Uses
data to reflect on and evaluate instructional practice.
|
She uses
data to reflect on where her students are, where they have been, and where they
need to be. She has a better understanding also on how to adjust her flexible
grouping. She can also use this to see what students may need extra work or
more instruction to understand the concepts being taught.
|
7.3 Uses
data to reflect on and identify areas for professional growth.
|
|
STANDARD 8: COLLABORATES WITH
COLLEAGUES/PARENTS/OTHERS --
|
Edmodo and
Tenmarks are two programs she uses to collaborate with parents and their
children. She also makes herself available through email and phone. She also
invites parents into her classroom. She gives weekly reports as well.
|
8.1
Identifies opportunities to engage in collaborations that enhance student
learning.
|
|
8.2
Identifies and engages in collaborations that enhance the standards-based
unit development.
|
She is in
a team of three colleagues who make up a pod. They collaborate on student
performance across the board. They also plan events together for team
building as well as incorporating other subjects into their lessons.
|
8.3
Reflects on the purpose and impact of the collaborative activities.
|
|
8.4
Explains how the collaboration to enhance student learning has been
implemented.
|
County
wide collaboration is used for subjects and grades. Mrs. Rowe has frequent
collaborate with all 3rd grade math teachers. They use a site
called CIITS. Every math teacher load his or her weekly lesson onto this
site. However, they agree as a whole on a unit lesson. The unit lessons are
centered on Common Core Standards for 4th grade mathematics.
|
STANDARD 9: EVALUATES TEACHING
|
|
9.1 Self
assesses performance relative to Kentucky’s Teacher Standards.
|
She has a
personal and professional growth plan she said she tries to evaluate monthly
|
9.2
Identifies priorities for professional development based on data from
self-assessment, student performance and feedback from colleagues.
|
|
9.3
Designs a professional growth plan that addresses identified priorities.
|
|
9.4 Shows
evidence of professional growth and reflection on the identified priority
areas and impact on instructional effectiveness and student learning.
|
Just this
week, Mrs. Rowe spoke at a KCTE Conference on technology. She is passionate
about technology in the classroom. She was awarded the CEDAR Teacher of the
Year and PBS Digital Innovator. She also received the Walking Classroom
Grant, CEDAR Grant, ARI Grant and a Mobile Lab. It is evident that she is passionate about
learning as well as professional development.
|
STANDARD 10: PROVIDES LEADERSHIP
WITHIN SCHOOL/COMMUNITY/PROFESSION
|
|
10.1
Identifies leadership opportunities that enhance student learning and/or
professional environment of the school.
|
|
10.2
Develops a plan for engaging in leadership activities.
|
Just this week,
Mrs. Rowe spoke at a KCTE Conference on technology. She is passionate about
technology in the classroom. She was awarded the CEDAR Teacher of the Year
and PBS Digital Innovator. She also received the Walking Classroom Grant,
CEDAR Grant, ARI Grant and a Mobile Lab.
It is evident that she is passionate about learning as well as
professional development.
|
10.3
Implements a plan for engaging in leadership activities.
|
|
10.4
Analyzes data to evaluate the results of planned and executed leadership efforts.
|
|
