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1.1 Using knowledge of students to engage them in learning -- 1.2 Connecting students’ prior knowledge, life experience and interests -- 1.4 Using a variety of instructional strategies, resources and technologies to meet students’ diverse learning needs 

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1.1 Using knowledge of students to engage them in learning -- 1.2 Connecting students’ prior knowledge, life experience and interests -- 1.4 Using a variety of instructional strategies, resources and technologies to meet students’ diverse learning needs 

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Some of the ways that I engage and support all students in learning are by utilizing the knowledge of my students and connecting their prior knowledge, life experience and interests to the topics presented in class. One of the ways that I approached this was by introducing a multi-media project during virtual learning that allowed students to explore topics of their interest based off of their own passions and experiences. They were required not only to present the facts, but to analyze and express their own emotions and the impact these events had on their lives. I know that many of my students experience hardship, mental health issues, economic issues, and challenging home dynamics amongst many other challenges. This was an opportunity for them to explore and analyze important issues in their life and bring an awareness to the class as a whole.

In addition to utilizing knowledge of my students to engage  them, I also use a variety of instructional strategies, resources and technologies to meet students’ diverse learning needs. One of the ways that I did this, through this specific project, was provide students with various levels of supports prior to completing the project in addition to providing them multiple means of representation. The initial brainstorm included a dynamic google document that included a fillable table where students broke down 3 different types of events: local, national, and global. They needed to note the event, the impact, and various resources that they could utilize. I also provided students an example of the topic exploration, in addition to modeling the research methods. I also modeled and provided supports in the various technology students could utilize, such as Google slides, Google docs, Nearpod, Padlet, Teams, and Remind. Students had the ability to use a variety of resources to meet their needs of expression which can be viewed on the attached instructions. Providing students the variety of representation increased the project engagement and turn-in rate. It became a passion project for many of the students and I received great feedback about this project.

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Signed Recommendation for ECO & Application

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Signed Recommendation for ECO & Application

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2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

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2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

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One of the ways that I promote social development and responsibility is by having each class create a mission statement/social contract at the beginning of the year (pictured at the top of the image). Students get into small groups and discuss what they want to accomplish in their English class and how/what they need to accomplish those goals. We come together as a whole class and turn all of their ideas into one Mission Statement and Contract that each students signs before it is hung in the classroom. Having this contract holds students to their own high standards of respect and success.
Another way that I promote social development and responsibility is by maintaining a job chart for each class period (pictured on the far right of the image). Students have an equal opportunity to obtain a position on the job board by random name selection. Once a name is chosen, they can choose which position they would like to hold in the classroom for that month. Each position offers extra credit and students cannot maintain a position two months in a row to provide an equitable opportunity for the students who did not hold a position in the current month. The jobs range from Student Ambassador to Passer/Collectors. Students are eager to uphold these positions in the class and it allows them to take ownership of their space.
We also held a Student Townhall Meeting where I was a part of the panel of staff who heard the needs, demands, and opinions from the students. I felt that it was my professional obligation to be a part of the meeting, hear concerns, voice my opinion, but also provide a space where students could feel safe to take risks, provide and hear multiple points of view, and also develop their leadership skills. It was extremely successful and I look forward to the next Townhall Meeting.

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6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

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6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

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I am a continuous learner who takes additional courses and attends trainings for professional development. In addition to taking additional courses, transcripts attached, I also attend various ERWC trainings for my English Language Arts classes. I continue to seek out and refine approaches that make the curriculum accessible to all students and use professional development to increase my understanding of teaching and learning.

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Sample Project - Multi-Genre Time Capsule Project

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Sample Project - Multi-Genre Time Capsule Project

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Attached is a student example of the Multi-Genre Time Capsule Project. This student used multiple forms of representation including digital images, original artwork, original poem, written response, and a playlist.

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2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

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2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

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One of the ways that I create a physical learning environment that promotes student learning, reflect diversity, and encourage constructive and productive interactions among students is to post student "I Am" poems. Students create their "I Am" poem, and this year it was an "I Was... and Now I Am..." poem (to reflect the growth from the pandemic), at the beginning of the year and all 150 of their final products are posted in the classroom. Students write authentically about themselves, their passions, their fears, their beliefs, their struggles, and their motivations. This assignment reflects the diversity in the classroom and allows students to continue to reflect by reading them throughout the year. The students also hold positive discussions about their similarities/differences and begin to build new relationships with their peers. It also provides me a chance to learn more about each student individually and allows me to determine successful student pairing or grouping at the beginning of the year.

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6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

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6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

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I am a part of the Culture and Climate Committee which is focused on implementing initiatives that promote safety, positivity, and improved student learning. We contribute to school-wide events, activities, and decision-making. I also attend staff, department, and academy meetings and collaborations to improve student learning and reflect on instructional practices at the classroom level. In addition, I establish and maintain productive relationships with my colleagues to become a valued member or the school. I am also receptive to the feedback of my colleagues, mentors and administrators.

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1.5 Promoting critical thinking through inquiry, problem solving and reflection

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1.5 Promoting critical thinking through inquiry, problem solving and reflection

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One of the issues that we faced during the pandemic, besides virtual learning, was that I had to go out on maternity leave. This made it challenging to cover all of the U.S. Literature that we ideally want to cover in the 11th grade. After our discussion, we decided to document our own history and create a time capsule that not only covered major events, but also how it affected us in real time. This challenge required students to brainstorm what issues were relevant, what would be important to reflect on as an adult looking back on their own history, and what would be important to cover about these events. This allowed students the opportunity to develop and explore their own ideas and experiences, in addition to researching the current/recent events. I also provided students the ability to think about, discuss, and evaluate the concepts through reflection.

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2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

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2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

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One of the ways that I establish and maintain learning environments that are physically, intellectually, and emotionally safe is by having the students maintain a "Words of Positivity" board. This year we have changed the name to "Affirmation Board" and it allows students to post positive statements for students to take as they need. Students are able to take what they need and leave what they can in this safe space. My students love to contribute and promote positivity and inclusiveness in the classroom.

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6.4 Working with families to support student learning

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6.4 Working with families to support student learning

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Due to the pandemic, the Freshmen for the 20-21 school year never set foot on campus. Ms. Wolfe and I decided to hold a Freshmen Exploration day where students could come to campus, visit classrooms, and learn about different clubs/activities. We utilized our school social media sites, school announcements, and Microsoft Teams to spread the word about this event. We also sent the information to all teachers to share with their students via remind, email, or any other way they communicate with their students. This was a successful event and many families were grateful for the opportunity to bring their child to campus and allow them to gain knowledge prior to the new school year starting.

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1.6 Monitoring student learning and adjusting instruction while teaching

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1.6 Monitoring student learning and adjusting instruction while teaching

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During the Multi-Genre Time Capsule Project, I encouraged students to develop and have confidence in their own ability to think independently, and with others, by maintaining project updates and meeting in small group rooms to discuss content and progress. This strategy also allowed me to adjust my lessons and pace accordingly to meet student needs. Requesting multiple project updates and self evaluations provided students the opportunity to monitor their own progress. I also had students meet in small group rooms to share and exchange peer feedback and editing.

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2.5 Developing, communicating, and maintaining high standards for individual and group behavior

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2.5 Developing, communicating, and maintaining high standards for individual and group behavior

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One of the ways that I developed, communicated, and maintained high standards for individual and group behavior was by holding an Escape Room Final. Prior to the final, I advised students that their final would be a group assignment and that all students would have to work together in order to "Escape". I provided each team with a physical copy of the expectations, in addition to posting them on the white board. Each group had to assign roles for each member of the group and then follow a series of clues to solve each level of the final. Students were only able to successfully complete each level if they worked together and maintained positive discourse. The last level required each group to figure out that they had to work collectively as a whole class to figure out the last clue. It was an extremely successful final and students had to reflect on their process and participation at the very end.

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6.6 Managing professional responsibilities to maintain motivation and commitment to all students

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6.6 Managing professional responsibilities to maintain motivation and commitment to all students

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In addition to being a part of the Culture and Climate Committee, I am also Co-Lead of the Lead Academy. We are continuously seeking, developing, and refining new and creative methods to ensure individual student learning and growth. We are supporting student achievement by establishing a routine for Mentor/Mentee Check-ins where students meet with a mentor teacher daily to provide support and monitor growth. We also support teachers/colleagues by meeting bi-weekly to cover important topics and maintain open forums on teams to monitor daily for questions or concerns. We also hold team building activities to support staff relationships and build community.
I am continuing to challenge myself by joining informative committees, staying involved, and trying new techniques in the classroom. I am open to constructive criticism and I hold myself to the highest standard when it comes to student success and engagement.

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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

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One of the ways that I employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn, is to establish a successful process for the charging station. Each student is given an assigned number for the charging station  and their phones are required to be put in their phone slot daily. The student ambassador, which is determined monthly through the job chart, checks the charging station daily and students receive participation points for putting their phone in the charging station. This procedure removes one of the distractions from the students, promotes a better learning environment, and they are encouraged to comply because they receive points and are managed by a peer. It has been a successful routine in my classroom for 2 years.

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6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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One of the ways that I demonstrate professional responsibility, integrity, and ethical conduct is by keeping up on all of the mandating training. In addition, I am on time and present to all required and voluntary meetings to stay informed on the latest policies. I am also interacting appropriately and professionally with parents, students, and colleagues inside and outside of the classroom. I maintain the "profession" in professional by demonstrating appropriate attitude, behavior, and appearance in both the classroom and community.