• Teaching for 12 years

• Preschool and now coaching Early Childhood

• 2020 National Teacher of the Year

Notes:

• assessment gives accurate picture of where students are at

• social and academic

• self-regulation of all ages

• tool: AAPS

• Teaching 10 years at Olathe

• Math Coorindator

• MTSS Alignment

Notes:

• Assessment is a produce for making inferences (observe)

• no valid assessment, only valid inferences

• whiteboards, more time for conversations, scaffolding

• assessments have a set purpose

• Teaching for 6 years

• 3rd grade teacher at Washington

Notes:

• Assessment is getting to know what the kids know and how to use that information

• Show what you know, what did I say, looking at what I did that they took away

• exit tickets on EVERYTHING

• have them work together and assess each other

• STICKY NOTES, WHITEBOARDS, remember if they yes or not got it

• relationships are key, have nicknames, greet at door, lives

• Teaching 21 years

• Kstate!!! Proud

Notes:

• assessment is Constant observations about what they know EX: whiteboard

• growth is goal over the year

• not just content

• have the standard tool, kids on same basis, group them

• collaborate with team teachers, learn from others

• Show me what you know (parent relationship too)

• Don't walk alone, have co-workers read emails, bodies

• Teaching for 14 years

• Elementary resource k-12

• Undergrad with SPED

• Masters at KU

• Admin at Emporia

Notes:

• Assessment is a wide range, Informal-observation up to standardized achievement tests for IEP's

• Both data and anadoctel driven

• IMPORTANT:Look at FMP and running records (benchmark assessment) helps determine skill and what level

• Be efficient and not all the time after school.

• Instruction coaching (1992)

• 1st Secondary coach, 7-12 teachers in all subject areas (professional learning and supporter)

• 7 years English Language arts

Notes:

• assessment is any time of life personal or professional is having a goal or objective.

• How can I complete that goal, whether it is formative or summative

• SMART Goals

• working of educator rubric (6 standards)

• multiple rubrics because helps keep objective and tied to actual standards and meaning

• Don't just pick up a rubric from someone else

• CREATE YOUR OWN!!

• Keep end in mind and the process to get there

• not a massive amount of HW, formative assessment to identify curriculum. IN Class, try not to grade at home

• Kindergarten teacher

• 27 years

• PreK (Olathe)

Notes:

• Assessment is necessary

• tool that determines what they know and what needed next

• not how smart, just a teacher guidance

• Hands on, fast, simple

• Look at standard, hands on tool kit, show me....

• Have the students get supplies

• One month, practicing routine!

• First year (hard) need to have a work life balance

• Set boundaries, have a planning day for the next week, work ahead but not too far

• TEAM working

• be nice to secretor and custodian

• Listen to team and co-workers

• Take a risk, try something, if you think your kids could do it but don't re-invent the wheel everyday

• 5th grade teacher at Washington Elementary

• 8th grade science 10 years at middle School level

• assistent Principal

Notes:

• assessment is can students apply the knowledge

• not always "how" they show it

• it is okay to not see the results you expected when you assess them

• give students an opportunity to show what they know

• give many opportunities of assessment not just a final

• go slow to start with

• goal is to take little by little and do the best you can!!

• smallest thing to do to make the biggest impact

• 3rd grade Olathe District

• KSU Alumni

Notes:

• Make Observations is the biggest thing a teacher can do

• day-to-day of what you notice

• go too assessments are small group work!!

• every level of students can have your time

• good students don't always get time with teachers... Need CONNECTION

• Can see what they need to do and help them move one with small group

• challenge bright students

• notice signals on face when they don't understand and they take more risk in small groups

• Be a Team, divide and conquer, find your strengths

• Use the leaders in your classroom, have the friend help show them differently

• take the time to make relationships with everyone

• special services 5 years

• 10 years school psychology

• total 15 (Olathe)

Notes:

• assessment is estimation of the quality or nature of something

• snapshot of kids ability in that state

• not end all be all, piece of information

• prediction of success, interpretation

• MTSS assessments are the first, see the intervention, general ed, formal, day to day exit tickets, quizzes

• cognitive assessments "Whisk" underlying issues

• have a process in all team members on the same page

• have a framework that is consistent

• respect your impact!! look to you to form relationships

They have been in the program for multiple years and they have had a different perspective. I noticed they all said something different and different things work best for them! No right one way.

2. What are the strategies that you hear most often?

To collaborate with TEAM teachers, make connections with your peers as well as students!

3. What lessons will you add to your toolbox from listening to these mentors? 

To not make it complicated, focus on observations for assessment which means less take home grading and just as effective.

4. Which Mentor did you connect with? Explain why!

I really enjoyed Marsha Reeves because she has taught Kindergarten for 27 years and seems like she just started with energy. She also works in Olathe which is a new interest of mine.

5. What surprised you about any of the Mentors?

I think something so cool about teaching is just looking at their mannerisms you would think they are "normal" and just present but in reality they are an expert in their occupation and constantly assessing with ease.

6. What are 5 of the suggested books/podcasts you are drawn to? Why?

1. Out of my mind (book)how to not assume, focused on ability and getting to know students

2. Represent all students in books- read aloud, months

3. Despite the best intentions (book)- ADD, disabilities, how to help them

4. Twitter and other social media- see teachers in other classrooms for future

5. Constantly look for new things- self-help books, podcasts, TED talks

7. What are one or two questions you would like to pose to a Mentor Educator?

What if it feels like I am not teaching effectively? How do I find what is best for me and not compare in a negative way to other teachers?