Review
When I started the process of creating a portfolio, I was overwhelmed by the amount of work it would take to complete. However, once I completed one domain, I realized I had the examples - I just needed to find them. Creating this portfolio allowed me to see areas of teaching that were easy for me and areas that I have to focus on to ensure I am completing tasks appropriately. I see my professional portfolio as a "fluid document" that I will add to and change as I discover new ways to reach students.
As I progressed through the domains, I realized this would be a good tool for any teacher to complete, even at the proficient level of evaluation. The portfolio could be used in place of an observation, thereby allowing more differentiation across the spectrum of the evaluative process. At the beginning of the year, teachers choosing this portfolio option need to be provided a clear, concise format and expectations for the portfolio. Throughout the year, instructional coaches need to work closely with these teachers to ensure they are completing the portfolio, as prescribed. The goal would be to complete one domain per quarter in whatever order the teacher chooses. Completing one domain at a time encourages teachers to think about the specific domain and collect the samples required for each heading. Teachers would proceed with completing the sample collection of the domain each quarter until all domains are complete. If additional samples are discovered to be an appropriate addition for a previous domain, they could be added at any time. I strongly encourage administrators to make the professional portfolio an option for teachers at the proficient level. This will give the teacher a new perspective of their teaching using the Danielson model. |
Reflections
This domain seems to be the most intuitive for me, however, I really learned a great deal about how I plan and areas I definitely need to improve in my planning. While I know my content and I know my pedagogy, I feel I could stretch myself more to join the two areas better in planning and presenting lessons. My thinking outside the proverbial box going into the 2017-18 school year brought me to the creation of "Escape Rooms" to increase engagement -both as individual and group activities. I found places to try and incorporate both versions and had more success with the individual escape rooms. Students responded likewise, reporting the individual escape rooms were more "rewarding" to them. I love being able to pull specimens off my shelves and share with students the organism (or remains) which is being studied; many students have never seen the ocean. I've discovered that my objectives are standards aligned, but not always describing what is actually occurring in a lesson. Moving forward, I hope to develop more engaging activities and ensure my objectives are reflecting the lesson being taught.
Had you asked me eight years ago, "what do you think of cyber education for middle school students?" I would likely have replied that it's not appropriate. And, as I finished my dissertation on middle school education during my first year as a cyber educator, I still had my doubts that middle school was a good fit for online learning. Now, if you asked me, "is the cyber classroom for ALL students?" I would say, yes, but only if they have intrinsic motivation or a strong extrinsic support system. As I reviewed this domain, I discovered how much my students have taught me about teaching middle school over the last six years. The biggest challenge is engaging the middle school cyber student.
I have found that having a greater variety of arrows in your quiver is essential to engage online students. I use a multitude of computer based tools to engage students, however, I find it important to still bring the real-world examples to the classroom with the use of a webcam. For example, many of our students have never been to the ocean. When we study invertebrates and discuss the various mollusks, students do not know what a clam or a scallop LOOKS LIKE (they might know what they taste like). I love being able to turn behind my desk, pull out a tub and share specimens I have collected. With clear expectations established from the start and reinforced, engaged students forget about misbehaving and learn the content presented.
I have found that having a greater variety of arrows in your quiver is essential to engage online students. I use a multitude of computer based tools to engage students, however, I find it important to still bring the real-world examples to the classroom with the use of a webcam. For example, many of our students have never been to the ocean. When we study invertebrates and discuss the various mollusks, students do not know what a clam or a scallop LOOKS LIKE (they might know what they taste like). I love being able to turn behind my desk, pull out a tub and share specimens I have collected. With clear expectations established from the start and reinforced, engaged students forget about misbehaving and learn the content presented.
Through the process of creating this portfolio, I have realized my greatest strengths are order and organization. I helped create a pacing guide that is aligned to the state standards for the entire 7th grade science team and modified the pacing guide for the foundations level students to ensure they were being provided an on grade level curriculum. I establish and communicate expectations and regulations with ease. Data is collected and reviewed daily through instructional exit tickets, and many forms of differentiated activities are incorporated to meet the needs of students. I have a consistent structure to my course in the online school which allows me to give clear, consistent, and immediate feedback.
I have also noticed that I do not always say what I mean. I have pulled the objectives from the pacing guide for my lessons, but I have discovered those objectives do not often reflect the exact means by which I am getting to the content during a particular lesson. I need to re-write my lesson objectives to reflect what students really are doing during a lesson.
I have also noticed that I do not always say what I mean. I have pulled the objectives from the pacing guide for my lessons, but I have discovered those objectives do not often reflect the exact means by which I am getting to the content during a particular lesson. I need to re-write my lesson objectives to reflect what students really are doing during a lesson.
I am a firm believer that if I am bored with my lesson, so are my students. I am constantly working to improve activities to ensure students are engaged and learning concepts correctly. I like to know what my students think - not just content background knowledge, but what did we do in class that was "fun" or not so much. Google forms have made collecting such information easy to do and evaluate for improving instruction.
Working on a foundations team where 83% of my student have IEPs, I have to keep meticulous records. Using a Google sheet to collect attendance and work completion data simultaneously has proven to be a great aide in relaying information to special education case managers. Again this year, I incorporated a writing component to the grade. This is hugely beneficial when ascertaining a student's growth in academic progress. Using consistent expectations on the writing submission each week allows me to see if they are gaining any ground in their writing ability.
Communicating in the cyber world is not always easy. Some of the best advice I got my first year was, smile while you type an email. If you are not smiling, you need to wait to write that email until you can smile. At times, this sage advice is difficult to remember. Being a professional means you need to be sure you are communicating fairly, clearly, and with a smile. This is especially important when you are advocating for your students in emails or in meetings.
I think one of my most rewarding professional accomplishments this year was presenting at our August Professional Development. For the better part of the last four years, I've had the great pleasure to work on a team of teachers who can finish each others' sentences. We presented our professional team philosophy and many conference attendees thanked us for sharing.
Working on a foundations team where 83% of my student have IEPs, I have to keep meticulous records. Using a Google sheet to collect attendance and work completion data simultaneously has proven to be a great aide in relaying information to special education case managers. Again this year, I incorporated a writing component to the grade. This is hugely beneficial when ascertaining a student's growth in academic progress. Using consistent expectations on the writing submission each week allows me to see if they are gaining any ground in their writing ability.
Communicating in the cyber world is not always easy. Some of the best advice I got my first year was, smile while you type an email. If you are not smiling, you need to wait to write that email until you can smile. At times, this sage advice is difficult to remember. Being a professional means you need to be sure you are communicating fairly, clearly, and with a smile. This is especially important when you are advocating for your students in emails or in meetings.
I think one of my most rewarding professional accomplishments this year was presenting at our August Professional Development. For the better part of the last four years, I've had the great pleasure to work on a team of teachers who can finish each others' sentences. We presented our professional team philosophy and many conference attendees thanked us for sharing.