Research strategies used to support ELLs across all classroom settings include providing assessment in the home language, when possible, as well as allowing extra time for students to complete assessments. Additionally, students can utilize online applications, such as bilingual dictionaries, to support language instruction and assessment. Also, speech-to-text and text-to-speech technology can support learning and assessment. Presenting information in multiple formats can also be helpful. For example, providing a video clip can help students enable closed captioning and/or subtitles, as well as allow students to choose a slower playback speed and provide opportunities for students to rewatch portions of the video multiple times, as needed.

The administration at my school fully supports the advancement of ELL/bilingual students toward reclassification and exit from the language support programs. Each year, my principal provides assistive instruction to the ELL students for a period of time, usually from the fall until after the WIDA ACCESS assessment in winter (January to February). After the testing window, the ELL strategist at my school site supports the ELL/bilingual students to help support their learning of the English language.

Educators should embody the values of trust, belief, and advocacy for all students.  Being a trustworthy individual helps others to believe in the vision that I embody to support my students. I inherently believe that all students can and will learn. Through setting clear expectations and goals, I can help others achieve their goals and build confidence and belief in themselves. Through advocacy I can support others by giving them a voice, helping them to find their voice, and teaching them to use their voice to advocate for themselves and others.

Everyone has something to offer just as everyone has something to learn, including myself.  I am a lifelong learner and am able to help others, as well.  Through experience and learning, I am able to implement strategies that support all learners by providing necessary scaffolds, supports, and differentiation to help learners meet and surpass their goals. Through data and observations, formal and informal, I am able to utilize this information to assess the abilities of my students and create and design instruction to best meet their needs. I strive to support all learners in their academic achievement, in all areas of instruction.

Reflection with transparency and honesty allows me to hone my craft and seek out the necessary supports and skills to best support my learners.  Seeking out constructive criticism and feedback from my peers and those in supervisory roles supports me in honing my craft to be the best educator I can be. 

As a lifelong learner, I am constantly seeking professional development opportunities to challenge my thinking and discover pathways to support my students in the most authentic and supportive ways possible.  Through collaboration with my peers, I am able to advocate for my students by sharing my knowledge with other educators in my peer group. Setting an example for my students allows me to demonstrate my dedication to my students, past, present, and future.

SMART goals include items that are Specific, Measurable, Achievable, Relevant, and Time-Bound. Using SMART goals as a guideline when creating a teaching philosophy will help to ensure that reflective practices are inclusive of appropriate aspects that one needs to incorporate into a successful teaching philosophy.

Personally, I reflect on my day and individual lessons - how did students receive the lesson? How many of the students got it/understood the content vs how many did not? What can I adjust to ensure more students "get it"? How will I reteach the concept to students who still need assistance? What, if anything, will I change the next time I teach this lesson (or a related concept)?

I also seek out feedback and constructive criticism - I have found that inviting peers and administrators into my class and lessons has been a valuable tool in that if offers me a cognizant way of interpreting my teaching and lesson from a different perspective. What did they see? How did they interpret [part of the lesson]? What did I do well? What could I improve upon?

I have also created student and parent/family surveys to provide anonymous feedback - while it is always difficult to hear or read what students and families truly think, I have found that distancing myself from personal evaluations and focusing on content and areas that I can effectively impact have helped me hone my craft.

These are just a few of the strategies that I regularly use in order to reflect upon my teaching practices.

Upcoming classes include . . .

Parent Involvement/Family and Community Engagement

Teaching the Whole Child

Successful Strategies in Teaching

Fostering a Thriving Learning Community

Crafting Your Educational Compass (Mission, Vision, Values)

and many more!