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Understanding of Students. The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction.

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Evidence of 1.1 (2019-2020) Individualized Student Goals

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Evidence of 1.1 (2019-2020) Individualized Student Goals

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One of the staples of my practice is to not only know students as individual learners, but to also help them get to know themselves as learners.  By making individual goals both with and for the students, we are both able to target instruction and learning, and differentiate approaches towards ensuring that learning.  The following are examples of goals that I have set for the student, and that they have set for themselves:

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Evidence of 1.1 (2018-19) Student Self-Assessment Board

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Evidence of 1.1 (2018-19) Student Self-Assessment Board

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One of the elements in my classroom that not only reflects my understanding of students, but my continued quest to gather knowledge and a deeper understanding of them, is my utilization of a self-assessment board.  At the conclusion of lesson, I ask the students to assess their own understand of a learning target by placing a tally mark in one of the three zones.  This simple exercise has allowed me to get to know my learners, and how they view themselves.  It has shown me which students need more time, more teaching, and sometimes, more assurance that they are, in fact, on the right track.

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Evidence of 1.1 (2017-18): Parent Child Survey

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Evidence of 1.1 (2017-18): Parent Child Survey

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At the beginning of the school year, I attempt to get a head start on understanding students, and their backgrounds, abilities, and interests by having them, and their families fill out this survey that I created.  This survey is an invaluable tool for me to help make  early connections and guide my approach in my instruction of the students from day one.

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Application of Learning Theory. The teacher demonstrates an understanding of how students develop and learn.

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Evidence of 1.2 (2019-2020) Family Literacy Brochure

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Evidence of 1.2 (2019-2020) Family Literacy Brochure

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This brochure that I created not only demonstrates an understanding of how students develop and learn, but it also demonstrates the understanding of the roles that family engagement and support play in that process. I created this brochure as a tool for families who may be unfamiliar with the reading terms used in our new reading curriculum, and also as a menu of activities and habits that students and their families can create and enjoy together at home.

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Evidence of 1.2 (2018-19) Injustice Activity and Reflection

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Evidence of 1.2 (2018-19) Injustice Activity and Reflection

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Students learning increases when you can make topics relevant and personal.  When teaching the students about injustice as an introduction to Martin Luther King day (part of our traditions and history unit), I planned a classroom demonstration.  The students were unaware of my intent, but at the beginning of the class, each student drew an orange or a blue piece of paper.   The students who drew a blue piece of paper were given free play time, and the students who drew an orange piece of paper had to do some penmanship work. At the end of the experiment I then asked the students who were working on penmanship to pick up the mess that the blue players had made. Their faces were priceless, and so was the discussion that followed. The students then filled out a reflection about the experience and it was clear from their answers that they learned more than just what the word INJUSTICE MEANS, but also how it FEELS.

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Evidence of 1.2 (2017-18): Oreo Moon Phase Activity

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Evidence of 1.2 (2017-18): Oreo Moon Phase Activity

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All learners learn best when given multi-sensory, hands on experiences, and I chose this piece of evidence to reflect my knowledge and practice of such.  This moon phase activity incorporated touch, smell, sight, sound, and even taste as they created the different phases of the moon by making the cream filling "disappear" as the moon appears to, and then ordered them accordingly.

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Classroom Climate. The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions toward learning.

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Evidence of 1.3 (2019-2020) Targeted Skills Checklist

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Evidence of 1.3 (2019-2020) Targeted Skills Checklist

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While this year was unique, in that I did not create or provide the classroom climate, but rather joined students in their classrooms. I had to dig a little deeper in order to find ways to establish a working climate with my students that made the most of our time together and made them equitable participants in their learning. One of the tools I created was a targeted skills checklist. This checklist clearly defined the skills and strategies that the student was working on, and I would tally and keep track of each time a skill or strategy was observed. It was a good way for students to be aware of the expectation and also to recognize if there were certain strategies that they relied on and used more often, or some that they were needing a reminder to utilize. It was fun to use, and was very motivating for students, which developed a positive disposition towards learning.

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Evidence of 1.3 (2018-19) Monthly Class Goals

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Evidence of 1.3 (2018-19) Monthly Class Goals

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At the beginning of every month, the students gather and decide amongst themselves a corporate goal that they agree the class needs to improve on. I am always impressed with how appropriate and honest they are. We name the goal, and then also come up with some strategies that will help us meet that goal. This monthly routine has produced excellent results, and much of its success has to do with total buy-in that the students have, and the ownership they take in creating and meeting these goals. These class goals are unifying and have been so helpful in creating a classroom climate that promotes efficiency,  order, and an optimal learning environment.

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Evidence of 1.3 (2017-18): Mr. Potato Head Classroom Incentive

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Evidence of 1.3 (2017-18): Mr. Potato Head Classroom Incentive

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In our classroom, we work as a team at being Responsible, Respectful, and Safe, and all participate in earning classroom rewards and achievements for our positive behavior and performance. One compliment at a time, we build pieces on to Mr. Potato Head, and when he is complete, we all share in the reward that students have chosen for themselves.  They have successfully earned such activities as: making slime, having flashlight day, and making applesauce from scratch.  When the students have participation and choice creating their classroom climate, I find that their level of "buy-in" increases, and this behavior management program has helped them ALL be active participants in making our classroom work.

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Subject Knowledge.  The teacher demonstrates an understanding of how knowledge and skills in his or her subject domain are created, organized, and linked to those of other disciplines as appropriate.

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Evidence of 2.1 (2019-2020) Letter I.D. and Sound Protocol and Procedures

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Evidence of 2.1 (2019-2020) Letter I.D. and Sound Protocol and Procedures

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Kindergarten students learning their letters and letter sounds had a multi-day, multi-sensory, and interdisciplinary protocol of learning. Students were manually sorting letters which allowed them the chance to experience letters visually and tactilely. They auditorily sorted sounds of those targeted letters with picture cards. They were highlighting and identifying letters in print, hearing and producing the sounds of the letters, as well as working on letter formation and creating their own alphabet linking charts.

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Evidence of 2.1 (2018-19) Sound Investigation

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Evidence of 2.1 (2018-19) Sound Investigation

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During this investigation, the learning target was understanding that sound is produced from motion, a complex concept for young learners considering the "motion" (i.e. sound waves) are not easily visualized. I gave students empty plastic eggs, and lego blocks and asked them to predict if the sound would get louder or quieter as more blocks were added inside the egg. Most students predicted that the greater number of bricks, the greater the noise...but actually they discovered the reverse was true. As more bricks were added, they had less room to "move", therefore the ability to produce sound was decreased. Students also counted, sketched, and wrote about their predictions and results. This single investigation demonstrates my understanding of how students learn, how to organize the investigation in a way that made sense to them and made the invisible, tangible.  It also was an opportunity for students to practice writing, one to one correspondence counting, and the process of inquiry.

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Evidence of 2.1 (2017-18): Shadow Sculptures Lab

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Evidence of 2.1 (2017-18): Shadow Sculptures Lab

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I have included this activity as evidence of my ability to incorporate multi-disciplinary, and multi-sensory educational opportunities. As part of our study on Light, we did an inquiry on different materials that were translucent, transparent, and opaque. When we concluded that tinfoil was opaque, they then produced "sculptures" out of the foil, and did an investigation with flashlights to see how the movement of the light source changed the shape of the shadow. The students had to manipulate their light source to create a 'TALL SHADOW' and a 'SHORT SHADOW'. Then then used unit blocks to measure each of their shadows, a skill that they had been using in math. And when they got their two measurements, then had to find the difference and complete a fact triangle linking the 3 numbers. This lesson was creative, scientific, mathmatical, involved visual-spacial thinking, as well as logistical thinking, and was a lot of fun too!

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Pedagogical Content Knowledge. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.

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Evidence of 2.2 (2019-2020) Personal Alphabet Charts

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Evidence of 2.2 (2019-2020) Personal Alphabet Charts

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When students are struggling to learn letter sounds, it is important to give them tools that are both relative and personal in order to increase the productivity of those tools. This year, I found that by allowing kindergarten students to create their own personal alphabet chart, choosing words with beginning sounds that are relevant and meaningful to their own individual lives, increased and accelerated mastery of those letter sounds for those students. When the connection from word to student already exists, it was easier for the students to then connect letter to word.

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Evidence of 2.2 (2018-19) Opaque, Transparent, and Translucent Lab

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Evidence of 2.2 (2018-19) Opaque, Transparent, and Translucent Lab

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When students are tasked with being able to identify which objects are opaque, transparent, and translucent, I created a hands-on investigation of everyday objects. This lab demonstrates my ability to create experiences that make content accessible and multi sensory. The students ability to see which objects allowed light to pass through totally,  partially, or not at all, helped them to be able to understand the characteristics of opaque, transparent, and translucent objects, thus cementing the mastery of the concept.

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Evidence of 2.2 (2017-18) Sentence Strips

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Evidence of 2.2 (2017-18) Sentence Strips

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When teaching about correct sentence structure, I had the students build and piece together pre-made sentences like a puzzle. To assure that all learners could participate and be successful in the activity I gave them all sentences that were created with sight words that they had mastered and text at the level that they were reading at. All learned, and all were challenged.

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Goal Focused Planning. The teacher plans instruction rich in higher order thinking to meet clearly identified goals and objectives for student learning.

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Evidence of 2.3 (2019-2020) District Data Meetings

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Evidence of 2.3 (2019-2020) District Data Meetings

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This year I was able to work with a district team to further assure that students, schedules, goals and data were all aligned in order to promote student learning. Which meant that at various times throughout the year, the district team would reassess, reevaluate, and sometimes change or alter our approaches to intervention in order to best meet the needs of our students. We were able to look at the students, their gaps in knowledge, and provide some flexible groupings and in some cases, double dosage of intervention, based on data.

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Evidence of 2.3 (2018-19) Learning Target and Success Criteria Projections

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Evidence of 2.3 (2018-19) Learning Target and Success Criteria Projections

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This year I began a new method for posting and utilizing learning objectives and success criteria.  By creating these google slides, and posting them in the classroom during instruction I was able to use them as a starting point for the mini lesson, so that students clearly understood the objectives. I would refer back to them during the mid-workshop interruption, and then close with them, often times giving the students the chance to self assess their achievement of the target. I also found, in creating these slides, that I was more prepared and familiar with the content, and objectives of the lesson as well. This is a tool I will definitely continue using!

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Evidence of 2.3 (2017-18) Peer Observation

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Evidence of 2.3 (2017-18) Peer Observation

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I have included this artifact as evidence of my goal focused planning. This Standard is the one that I have given the most intentional focus to, and feedback from colleagues is a great way to measure my own growth. This reflection shows my clearly stated goal for the lesson, it shows my repeated references back to the goal, and then the students self-assessment on how they felt they met the goal for the lesson.

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Managing Classroom Routines and Expectations. The teacher establishes an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of group and individual settings.

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Evidence of 3.1 (2019-2020) Phonics Instruction

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Evidence of 3.1 (2019-2020) Phonics Instruction

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I was given the opportunity to pilot a 1st grade phonics curriculum to a first grade classroom this year. During this block of time I was able to teach whole class, small groups, and partnerships, and sometimes mixtures of the three in order to maximize learning for the time I was given. By clearly setting routines and expectations about how each of these structures would function, I was able to keep students engaged, and make efficient use of time, as students were very easily able to transition from one type of grouping to another without lost time.

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I included this artifact showing students working together to edit their writing, because it demonstrates my ability to establish practices with students that allow them to learn from and with each other. By modeling for them, how to confer and edit, they are then able to perform the tasks with each other. Students having these skills and abilities eliminate lost time learning, because they are waiting for the adult teacher to assist them. And empowering the students with "the editing pen" engages them in a deeper way, and proves true the adage that you learn best by teaching.

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Evidence of 3.1 (2017-18):                                                                    Student Led Calendar Routine and Read Aloud

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Evidence of 3.1 (2017-18):                                                                    Student Led Calendar Routine and Read Aloud

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One of the clearest indicators of managing classroom routines and expectations, is when the students can lead themselves through routines. When a six year old is able to stand before his or her peers and run through the calendar routine like a pro, or hold everyone's attention for a dynamic read-aloud, it means you, as a teacher, have done your job modeling for them and providing for them a classroom with clearly defined rules, and expectations.

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Student Engagement. The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a higher level of student engagement.

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Evidence of 3.2 (2019-2020) Reading Flags and Sight Word Practice

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Evidence of 3.2 (2019-2020) Reading Flags and Sight Word Practice

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In an effort to maximize time with students, I began doing some small group instruction. Within some of these groups, were students working at different levels, but because I had clearly communicated and taught the routines and structures of my small groups, students were able to engaged and active in their learning process, even if I was not directly working with them at the time. My evidence of this is students working independently on their own sight words, understanding the daily expectation that they both read and write their individual words. Another example is the use of reading flags on their decodable texts. I flag each book three times, because the expectation is that my students read and re-read their books a total of three times, and they are able to remove a flag each time they finish a read. They are both motivated and organized by this simple technique. And their independence in these two practices has allowed us all to make even more efficient use of our time together.

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In my classroom, students are constantly setting their own goals, and monitoring their own progress. These goals are personal, written in their own words, and posted where they can be easily accessed and referred to. I have included these goals as evidence of my understanding of how to engage students in their own learning process. As you can see from the range of goals, students are very aware of what they need to be working on, thus making their time during workshop more meaningful and productive.

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Evidence of 3.2 (2017-18)  Expectation Anchor Charts

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Evidence of 3.2 (2017-18)  Expectation Anchor Charts

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At the beginning of the year, students are involved in the creation of charts that will serve as an anchor of expectations for the year ahead of them. These charts are simple, clearly written in the language that students both hear and speak, and are displayed in prominent areas of the classroom. They can be referenced and referred to throughout the year and retaught if need be. These anchor charts are established WITH students, not enforced UPON them.

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Assessment of Student Progress. The teacher employs multiple methods to regularly measure student growth and progress and uses this information to provide feedback to students and adjust instructional decision making.

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Evidence of 3.3 (2019-2020) Data Collection

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Evidence of 3.3 (2019-2020) Data Collection

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This spreadsheet is an example of how I track and measure student growth. Not only am I measuring their projected growth, but I am also always mindful of their catch-up growth, and the level of deficit below grade level my students are. This data has been important when considering next-steps in intervention, as well as in determining students who have achieved success and been dismissed from services. It has also proven to be helpful in cross-referencing classroom data with classroom teachers.

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Evidence of 3.3 (2018-19) Star and Step Feedback Form

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Evidence of 3.3 (2018-19) Star and Step Feedback Form

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This year I have implemented the stars and steps feedback form as part of all of my formal assessments. I have included this artifact because it shows that I am not only aware of student progress, but also the next steps necessary for growth. These forms also show my commitment to personalizing instruction, as I use the next steps to help me plan intervention groups and flex days. This data has also proven useful to me when setting up intentional groupings and partnerships, as I have found it beneficial to pair a students "star" with a different students "step".

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Evidence of 3.3 (2017-18):           Everyday Math Data

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Evidence of 3.3 (2017-18):           Everyday Math Data

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I have included a screenshot of various EM4 reports that show my utilization of various methods of measuring student progress. I evaluate students using a variety of informal assessment such as exit slips, observations, target math boxes, math games, and math messages. I collect this data, analyze it, and from the information am able to form intervention groups, intentional groupings for flex time, and even extension activities for high achieving students.

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Reflective Practice. The teacher analyzes sources of evidence as he or she continually reflects on professional practice, using information about the needs of students to make decisions about goals for professional growth.

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Evidence of 4.1 (2019-2020) Title I Professional Development

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Evidence of 4.1 (2019-2020) Title I Professional Development

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This year I was given the opportunity to demonstrate professional growth by stepping out and planning and implementing professional development sessions for our Title IA Reading Staff.  In a year that saw a lot of change and newness, it was really nice to be afforded the opportunity to meet regularly to discuss what was working, what our struggles were, and to help navigate ways to improve our practice both as individuals and a team.

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Evidence of 4.1 (2018-19) Reader's Workshop Pilot

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Evidence of 4.1 (2018-19) Reader's Workshop Pilot

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I have been very excited to have been given the opportunity to pilot the Units of Study by Lucy Calkins, and the Reader's Workshop Model. As evidence of my reflection of professional practice, and how to best teach reading, I have been reading and researching the Units of Study materials, as well as supplemental material such as the Reading Strategies book, and the Reading Conferences book by Jennifer Serravallo. I have also created my own reflection journal where I have
taken note of successes and struggles implementing the program. I have created reusable anchor charts, and google slides that also assist in my implementation of the model.  All of these materials are evidence of my desire for professional growth.

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Evidence of 4.1 (2017-18): Professional Goal

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Evidence of 4.1 (2017-18): Professional Goal

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I have included my professional goal this year, which was to utilize more goal focused planning. I worked all year, on increasing the frequency of references to the goals during instruction. I incorporated goals into morning messages, newsletters, projections on the white board, and even had the students self-assess on their achievement of the goal at the conclusion of a lesson.  I included this as evidence, as it shows my continual reflection, and use of feedback from students in making decisions about setting and reaching professional goals.

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Continuous Professional Growth. The teacher uses current research-based resources, feedback from others, and professional learning opportunities to accomplish professional growth.

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Evidence of 4.2 (2019-2020) RSU#16 Masters Cohort 

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Evidence of 4.2 (2019-2020) RSU#16 Masters Cohort 

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This year I began my journey towards achieving my masters degree in educational leadership by joining the RSU#16 Masters Cohort through the University of Maine at Farmington. It was an opportunity extended to me that I just could not refuse! I am only 3 classes in so far, but already my eyes have been open and I have learned so much about what goes into making a school run, and leadership effective. I am very much looking forward to the learning and growth that awaits me!

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Evidence of 4.2 (2018-19) Conferring Conference and Literature

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Evidence of 4.2 (2018-19) Conferring Conference and Literature

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I have been given the opportunity to attend a conference on conferring led by Carl Anderson this Spring. I was so thrilled with this opportunity, as I have been reading Carl's new book on writing conferences. In the workshop model, there is a lot of emphasis based on time spent conferring, and the power of conferring in student learning, and I have been researching on my own, some best practice techniques. This literature and the attending of this conference is evidence of my seizing professional learning opportunities, and being a self-motivated learner.

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Evidence of 4.2 (2017-18):  ASCD Conference                                                                     

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Evidence of 4.2 (2017-18):  ASCD Conference                                                                     

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I was given the opportunity to attend this years ASCD conference in Boston, Massachusetts. There I was able to hear presentations on current research on the importance of physical movement as part of educational practice, and how increased blood flow and oxygen to the brain prepares the brain to receive information. I was able to hear about the challenges and importance of forming personal relationships with youth who will grow up in a virtual age. I was also able to provide and receive feedback from educators all over the WORLD, on challenges we face and successes we have experienced.

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Professional Collaboration. The teacher contributes to school effectiveness by collaborating with other professionals on activities that support school improvement and student learning.

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Evidence of 5.1 (2019-2020) RTI Committee Member

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Evidence of 5.1 (2019-2020) RTI Committee Member

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I became part of the RTI team at Poland Community School, and have been able to collaborate with staff, and families in order to best support our struggling students.

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Evidence of 5.1 (2018-19) ELA Task Force Member

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Evidence of 5.1 (2018-19) ELA Task Force Member

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This year I was given the opportunity to join the districts ELA Task Force, which was specifically tasked with establishing a district wide reading curriculum. By joining and actively participating in this committee, I have demonstrated my ability to collaborate with not only other committee members, but also colleagues outside of the committee that we are updating and informing. As part of this committee I have also been doing some reading and research on leadership, and how to usher in change with respect and empathy for those who find change both fearful and difficult. This task force, specifically, has stretched me, and challenged me to be a leader.

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Evidence of 5.1 (2017-18):                                                                          Social Studies Curriculum Task Force Member

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Evidence of 5.1 (2017-18):                                                                          Social Studies Curriculum Task Force Member

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I was eager to contribute to the creation and implementation of the social studies curriculum by becoming a member of the task force this year. I have worked with colleagues from around the district in establishing a social studies curriculum that is aligned with standards, and reflects progressions of learning from one grade to the next. It has also been a great way for me to make connections and familiarize myself with employees across the district in this my first year.

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Professionalism. Teacher engages in ongoing communication and collaboration with students homes and caregivers. Teacher behaves responsibly and ethically in his or her professional role.

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Evidence of 5.2 (2019-2020) Coffee Compact & Conferences

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Evidence of 5.2 (2019-2020) Coffee Compact & Conferences

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I held a coffee compact in the Fall, as an opportunity to meet with families, introduce myself, and explain what Title services would look like this year.  After receiving feedback that evenings were hard for families to get back to school for, I decided to switch things up and hold this cafe in the morning before school started. During this meeting, I provided food, drink, resources and sources of continued communication to utilize throughout the school year. I also participated in the student led conferences with teachers and made myself available for families to meet with me individually as needed.

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The Bloomz App is a tool that I have been using for the past few years to help me effectively (and easily) communicate with parents and families about the goings on in the classroom and other school news.  I have also found it as useful tool in organizing and tracking conference sign-ups. The web-based app is only accessible to my current students families, and I am careful to adhere to all confidentiality laws and photo releases before posting.  The use of this communication tool demonstrates my engagement in ongoing communication with parents and families, as well as my knowledge, and compliance to responsible and ethical communication.

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I created this communication tool, as a replacement of a more typical "newsletter". I have found, that this weekly letter, written in the voice of the students, has served not only, as tool of communication between our class, and their families, but also as a tool of reflection for the students and myself, as well as a conductor of engagement between families and their children. This letter arms parents with targeted questions that help foster communication and discussion far beyond one word answers and interrogation.