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4e Growing and Developing Professionally

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4e Growing and Developing Professionally

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I attended the Lyden Innovative Teaching and Learning 3 day workshop this summer. At this conference I learned how to do digital Socratic seminars, use google maps for timelines, as well as how to use we video. I was able to use we video in my 9th grade classroom as well as present to my colleagues at Westmont.

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4e Growing and Developing Professionally

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4e Growing and Developing Professionally

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I prepared and presented at the district-wide professional development day.  I prepared and presented on WeVideo and how teachers can use it in the classroom.  I connected the use of the video to the new common core LITERACY skill: CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

This is a very difficult skill to incorporate into traditional classrooms, so what I learned from this presentation was a great way to use this technology as well as our 1 to 1 capabilities with the 9th graders.

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4d Participating in the Professional Community  

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4d Participating in the Professional Community  

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Designing, co-creating, and leading the SAT PREP class after school at WESTMONT

Teaching this after school class helped me collaborate with faculty outside my content area. This also let me plan instruction with the college readiness class and make sure that our instructional strategies were cogent. Furthermore, I was able to report back results and successful strategies of this class with my department members to help prepare students for the SAT.

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I used Class Dojo web based technology to assess speaking and listening skills.

What I learned from this is that student's responded to visually seeing quantitative evidence of their participation. Moreover, I was able to assign points based on the quality and function of the response. For example, a response might be worth 1 point, but a response with textual evidence is worth 3. Therefore, students were incentivezed to provide higher evidence and higher order responses.

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Using No Red Ink this year as a 9th grade team allowed us to differentiate with the Language Strand for all 9th graders. Students first took a pre-test to determine prior knowledge and then we were able to assign differentiated lessons based on need. This allowed us to set mastery at 80% for specific skill strands instead of teaching only 2-3 skills to the whole class that may or may not need that skill - each student worked toward mastery for 2-3 skill strands that he or she needed remediation in. This instructional activity was a first for me as I have never used No Red Ink. Students enjoyed visually seeing their progress in this program and engagement was higher because each student needed to process and work through difficult material.

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Each month, or the beginning of each unit, I send a detailed email to all parents on skyward about class goals and material we will be working on. I've found that doing this often opens up the door for parents to participate in their child's studies. Oftentimes parents want to help and talk about schoolwork with adolescents, but don't know where to start.

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For my AP English class I recorded scores and growth for each of the 3 question areas. From this record keeping I was able to monitor student progress and adjust instruction to meet learning gaps.

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Completed GCN training so I can be better prepared for situations in the school community.

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Units in all grades involved individualized "choice and voice" in assessments. For example, students were able to choose their independent reading novels in my English 9 and 12 classes, whereas, in my AP LIT classes they had the AP reading classes, but also they had choice from that list. Every two weeks at at minimum students conferenced with me on their independent reading choices. This allowed me not only to evaluate their fluency, comprehension, and speed, but also make personal connections about their likes and dislikes. I was able to have students connect the literature to events in their own lives increasing our connection to each other in the classroom.

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I used Mastery Connect to design skill based assessments for targeted areas of need. I used SAT stem questions and created new assessments to use after re-teaching that area of need. What I learned was that 85% of students would pass with mastery or near mastery on the 2nd attempt, but another 15% needed additional one on one, not whole group instruction to achieve mastery.

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1a.  Demonstrating Knowledge of Content and Pedagogy

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1a.  Demonstrating Knowledge of Content and Pedagogy

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I developed a curricular map each of my three classes. These curricular maps align with the English department goals. These scope and sequence plans require an enormous amount of knowledge of the Common Core Standards, as well as how to vertically align them across grades 9 - 12. From the creation and adjustment of these maps I was able to ensure that all CCS were addressed and have a plan to re-teach standards the students struggled with. These maps will also provide the school with institutional knowledge to pass on if I am teaching a different subject next school year.

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4a Reflecting on Teaching and 4d Participating in a Professional Community

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4a Reflecting on Teaching and 4d Participating in a Professional Community

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Each Tuesday my two other new colleagues Becky Nolte and Laura Wachowski met and worked on developing our practice in a new environment. Each Tuesday we worked on our professional portfolio, learned mastery connect, and reflected on our previous week's lessons. From the experience I was able to have a safe space to discuss my week's successes and challenges. My colleagues helped me evaluate ways to meet student challenges and adapt my lessons and assessments to meet specific needs.

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Over the summer the English department met for over seven hours to create and align curriculum. From this experience I was able to go into the school year with clear learning targets, defined assessments, and vertical alignment with my peers.