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My philosophy of teaching has changed

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original and revised Teaching Philosophy and discussion of similarities and differences

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Students are more engaged through group work and creative projects

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My students are able to tap into their creative side by a variety of tasks. A few examples of this would be during writing when students are given a choice of a topic to write about and create a magazine article. Some students chose to interview teachers or administrators and write their article based on the interview. This was a great way to get students involved in the school and work at their own piece to create a piece of writing.

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I have turned my classroom from teacher driven to student driven

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In my 4th grade ICS math class, my co-teacher and I take a "flipped" classroom approach. Students are working together to use a four step plan to solve math problems. After investigating and solving they will work together to make a video tutorial explaining the four step plan to problem solving. This lesson is very student driven with monitoring and guidance from teachers. “A powerful tool to use with students of all ages is collaborative working groups.” (ASCD, n.d.)

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Students take ownership over their learning

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My students are given a weekly rotation chart. They are in charge of making sure they complete each rotation and get it signed off by an adult. During this time they are responsible for selecting their own leveled books and completing the activities.  “Differentiation is what we do to enable more students to meet their state’s standards or province’s goals. It is the way in which we respond to learning differences as students engage in daily activities in our classroom.” (Heacox, 2009, pp 6).

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My Contributions to My School and Community Claim

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My Contributions to My School and Community Claim

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I am a teacher leader that contributes to my department PLC’s

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My Contributions to My School and Community Support

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My Contributions to My School and Community Support

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As the special Education liaison for my school, I meet with our department twice a month to discuss any issues that arise. As the liaison I also meet with administration and child study team to discuss issues even deeper and report back to the department I try to be as positive and helpful as possible when working with new teachers, or any teachers in our PLC and throughout the school. Zander and Zander (2000) stated, “I am now able to use the possibility that my every act can affect the world to communicate with people in such a way so that a wave of inspiration and happiness can flow throughout the world.”

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My Contributions to the Education Profession Claim

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My Contributions to the Education Profession Claim

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I was a member of the curriculum committee for English Language Arts for our district

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My Contributions to the Education Profession Support

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My Contributions to the Education Profession Support

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E-mail correspondence between myself and Curriculum Supervisor for my school district. This was an important committee to serve on, I feel as though my coursework in Marygrove prepared me to challenge some curriculum prospects, and look for what was important in each curriculum presentation. Will students understand what is being taught and be able to transfer this knowledge to apply to the real world?  “The ability to transfer is arguably the long term aim of all education” (WIggins & McTighe, 2011, pg 14).

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I can differentiate instruction for all students

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I asses students through formative and summative assessments

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An example of my differentiated activities for all students for a chapter in math.  Each student is placed in a group by readiness for this particular differentiation. Tomlinson also said, “The best differentiation happens when you give all students the best curriculum we know how to create and you differentiate to lift them there in ways that work for them”. (Tomlinson, pg. 16, 2010)

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My students take responsibility for their own growth by selecting their own on-level books

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Students assess their own work

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Students working independently by choosing their own on-level reading books. In our reading program we have leveled books that students may choose to read from based on their lexile level.  “Differentiated instruction recognizes that students are not the same and that access to equal education necessarily means that, given a certain goal, each student should be provided resources, instruction, and support to help them meet that objective” (Tomlinson, pg. 12, 2010)

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My special education students use a 4 point rubric to asses their own writing for their portfolio each week. " Over time, general rubrics help students build up a concept of what it means to perform a skill well." (Brookhart, ASCD, n.d)

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My Contributions to My School and Community Claim

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My Contributions to My School and Community Claim

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Parents are provided with instructional strategies and resources to use at home

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My Contributions to My School and Community Claim

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My Contributions to My School and Community Claim

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I contribute to my colleagues by sharing various ways to differentiate learning for all students

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My Contributions to My School and Community Claim

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My Contributions to My School and Community Claim

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Parents receive reports about their child's progress regularly

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My Contributions to My School and Community Support

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My Contributions to My School and Community Support

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Moby Max is an online program that students and parents can log into at home to work on skills. This is particularly helpful with tracking and supporting IEP goals for my students and helping parents to engage with their child in the learning process at home.

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My Contributions to My School and Community Support

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My Contributions to My School and Community Support

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Working with a new ICS teacher this year, I was able to share with her ways to incorporate special education accommodations that would be beneficial for all students. One way we address student needs and differential learning for all students is during their independent work students are working at a pace and on problems that correlates with their current level. Not all students are completing all problems. The higher students would skip over the basic problems and move on to more in-depth problems, while struggling learners are focusing only on problems that are basic and  we can work together to master those problems before they are assigned work that is too difficult. By providing this differentiation students are working at their level while still addressing the same standards.   “The more strategies you use for creating groups in the classroom, the less noticeable it is when you group for instruction” (Heacox, 2009, p. 103).

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My Contributions to My School and Community Support

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My Contributions to My School and Community Support

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I communicate daily with parents through class DoJo. I am able to build classroom portfolios that parents are able to see instantly. Each child had their own portfolio where I take daily snap shots and upload for parents to view. This is especially helpful for parents to watch the progress on their writing portfolios as the year progresses.

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My Contributions to the Education Profession Claim

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My Contributions to the Education Profession Claim

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I share information about grading and assessments with colleagues

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My Contributions to the Education Profession Support

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My Contributions to the Education Profession Support

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Danielson (2006) “The skills of collaboration are central to a teacher's success as a teacher leader” (pp 133).

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My Contributions to the Education Profession Claim

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My Contributions to the Education Profession Claim

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I share best practices for instruction with my colleagues and peers. Something important to me to share with my colleagues is the importance of Whole Brain Teaching.

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My Contributions to the Education Profession Claim

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My Contributions to the Education Profession Claim

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I share strategies for differentiation with my district and peers

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Marygrove College's Master in the Art of Teaching Program has provided me with the knowledge, guidance, and resources needed to be an effective teacher.  Throughout the program, I was able to grow as an educator and contribute to the education profession.  I was able to learn and practice highly-effective strategies that have equipped me with the knowledge and experience needed to continue to grow as an educator.  In this Padlet, you will find products and artifacts that support my own growth, my students growth, as well as my contributions to my classroom and the education profession.  This growth can be viewed in the areas of Leadership, Instruction, Differentiation, and Assessment.

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The Marygrove MAT program creates the opportunity for teachers to reflect on their leadership and instructional practices. This program has allowed me to grow into being a better teacher and strong leader. It has allowed me to lead my students to a growth mindset and work toward improvement instead of perfection. Finally, it has taught me how to find sources that will give me new insights and strategies to continue to improve my practices and philosophy. I look forward to continue my love for learning!

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My Contributions to the Education Profession Support

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My Contributions to the Education Profession Support

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I have shared with my colleagues the importance of whole brain teaching. Educating the whole child and all of their well being is the most effective way for children to learn. Below are resources that I have used when introducing teachers to Whole Brain Teaching. As stated by Danielson (2006) “Teacher leaders develop a collaborative relationship with colleagues; they inspire others to join them on a journey without a specific destination. They recognize an opportunity or a problem, and they convince others to join them in addressing it” (pp 13).

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-Attention Getter: Class Yes- At the start of a lesson. use Class Yes or a variation like Classity-Class! or Class Bazinga! to gain your students' attention.

-Brain Engager: Mirror Words- Use Mirror Words, one of our most powerful strategies, to present lessons with maximal student engagement.

-Direct Instruction: One New Point- deliver a short lesson, approximately a minute, on one new point. Remember, the longer you talk, the more kids you lose.

-Collaborative Learning: Teach Okay- use Teach-Okay to develop students' oral language skills as they paraphrase your lesson. During the Teach-Okay, walk around the room checking comprehension. If students are generally successful, go on to your next point. If your kids need a review, re-teach the lesson. In either case, start the four step pattern again.

-Character Education: Please-Okay- When you say "Please," students respond "OK," an important beginning to our virtue practice strategies.

-Scoreboard- Classroom tested by thousands of instructors, the Scoreboard provides year-long student motivation.

-Short Brain Course- A micro-summary of brain structure.

-Day 1-30-90-DON'T MISS THIS EXAMPLE of Beginner implementation from Day 1 in any K-12 WBT classroom.

Dede BlueBird sings, "The Beginner game board combines two of the most well researched teaching strategies: Direct Instruction and Collaborative Learning! Tweedly Dee!"

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Attention Getter: Class Yes- At the start of a lesson. use Class Yes or a variation like Classity-Class! or Class Bazinga! to gain your students' attention. -Brain Engager: Mirror Words- Use Mirror Words, one of our most powerful strategies, to present lessons with maximal student engagement.

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My Contributions to the Education Profession Support

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My Contributions to the Education Profession Support

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I presented to my school and then later my district the website Let's ReCap, where teachers can send a task to students and they can work individually or in groups to video themselves responding to the task. “ [Technology] It gives students opportunities to collaborate with their peers resulting in learning from each other. These factors combined can lead to a positive impact on student learning and motivation. (Costley, 2014)

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Last Fall, Synth was shut down

Thank you for believing in the power of audio, from podcasting in the classroom to building relationships asynchronously.

We've turned our attention to Focusable, a new tool for students, teachers, and those seeking to improve their ability to focus.

If you need help getting access to your content please reach out by June 14th, 2023 at support@gosynth.com

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Last Fall, Synth was shut down Thank you for believing in the power of audio, from podcasting in the classroom to building relationships asynchronously. We've turned our attention to Focusable, a new tool for students, teachers, and those seeking to improve their ability to focus.

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Kevin C. Costley, Ph.D.,The Positive Effects of Technology on Teaching and Student Learning. October 30, 2014

Danielson, C. (2006).  Teacher Leadership that Strengthens Professional Practice.  Alexandria, VA:  ASCD

Heacox, D. (2009). Making differentiation a habit. Minneapolis, MN. Free Spirit Publishing.

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. Boston, MA: Pearson/Allyn & Bacon

Tomlinson & Imbeau, 2010. Leading and Managing a differentiated classroom. Alexandria, VA.

Beauregard St.

Wiggins & McTighe , 2011. The Understanding by Design Guide to Creating High Quality Units.  Alexandria, VA. Beauregard St.

Zander, B. & Zander, R. (2000).  The Art of Possibility.  New York:  Penguin.