Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (12)
En vedette
Similaire à Student Teaching - Danielson's Domains
Similaire à Student Teaching - Danielson's Domains (20)
Dernier
Dernier (20)
Student Teaching - Danielson's Domains
- 1. STUDENT TEACHING AT BASIC HIGH SCHOOL Classes Taught Introduction to Business Marketing I Computer Applications by Cynthia Wisner
- 2. Domain 1: Planning and Preparation • 1a: Demonstrating Knowledge of Content and Pedagogy • 1b: Demonstrating Knowledge of Students • 1c Selecting Instructional Goals • 1d: Demonstrating Knowledge of Resources • 1e: Designing Coherent Instruction • 1f: Assessing Student Learning
- 3. Component 1a: Demonstrating Knowledge of Content and Pedagogy UNLV Coursework • Business Management MGT 756 - Operations Management – William Corney, Ph.d, MKT 702 – Strategic • MIS Marketing, Robert Collins, Ph.d • Human Resource Planning • Marketing • Financial Planning
- 4. Component1b: Demonstrating Knowledge of Students UNLV Coursework EDSC 408, Managing the Secondary Classroom – Gary • Cultural Differences Kaempfer, EDSP 411, Special Ed Techniques - William Garnett • Avoiding Stereotypes • Developmental Differences • Socioeconomic Level
- 5. Component 1c: Selecting Instructional Goals UNLV Coursework EDSC 323 Teaching and Learning Secondary Education - Andy Qiang • State Curriculum Cheng Standards • CCSD Standards • Standardized Tests • Community Values • Prior Knowledge
- 6. Component 1e: Designing Coherent Instruction UNLV Coursework • Instructional Materials and EDWF 439 General Methods of Teaching Workforce Education – Resources Clifford R. McClain, Ph.d • Economic Planning • Essential Questions • Cooperative Learning • Lesson Structure
- 7. Component 1f: Assessing Student Learning UNLV Coursework EDSC 323 Teaching and Learning Secondary Education - Andy Qiang • Standardized Tests Cheng • Norm-referenced Test • CRT’s • Performance Assessment • Student Portfolios • Summative Evaluations • Rubrics
- 8. Component1b: Demonstrating Knowledge of Students Student Teaching • Index Cards • Survey Students • Differentiated Instruction • ADHD • Socioeconomic Level
- 9. Component 1C: Selecting Instructional Goals Student Teaching • Standards • Lesson Plans • Real Life • Assessment • Cross Discipline
- 10. Component 1e: Designing Coherent Instruction Student Teaching • Lesson Structure • Expanded Activities • Materials and Resources
- 12. Domain 1: Planning and Preparation Rating – Proficient • Content knowledge • Variety of Resources Goals • Join Professional Organizations • Coursework
- 13. Domain 2: The Classroom Environment • 2a: Creating an Environment of Respect and Rapport • 2b: Establishing a Culture for Learning • 2c: Managing Classroom Procedures • 2d: Managing Student Behavior • 2e: Organizing Physical Space
- 14. Component 2a: Creating an Environment of Respect and Rapport UNLV Coursework • Greet students at door EDWF 439 General Methods of Teaching Workforce Education – Clifford R. McClain, Ph.d • Learn student names quickly • Model respect • Take an interest in student • Culture sensitivity
- 15. Component 2b: Establishing a Culture for Learning UNLV Coursework EDSC 408 Managing the • Build a sense of community Secondary Classroom – Gary Kaempfer • Provide participation opportunities for everyone • Promote positive verbal interaction • Display work on the walls • Accept students strengths and weaknesses
- 16. Component 2c: Managing Classroom Procedures UNLV Coursework • Develop Routines EDSC 408 Managing the Secondary Classroom – Gary Kaempfer • Post Grades on Wall • Encourage Cooperative Learning (group) • Smooth Transitions • Inbox/Outbox
- 17. Component 2d: Managing Student Behavior NSC Coursework • Classroom Rules EDSC 483 – Student Teaching – Jim LaBuda, Ed. D • Communicate Consequences • Model Appropriate Behavior • Praise Positive Behavior • Offer Incentives
- 18. Component 2E: Organizing Physical Space UNLV Coursework • Students view of instruction EDSC 408 Managing the Secondary Classroom – Gary • Instructors view of students Kaempfer • Disabled access • Create a welcoming environment • Simple wall coverings • Use technology that is available in the classroom
- 19. Component 2a: Creating an Environment of Respect and Rapport Student Teaching • Classroom Rules • Model Expected Behavior • Atmosphere • Assisting Each Other
- 20. Component 2b: Establishing a Culture for Learning Student Teaching • Internet Examples • Word of the Week • Quizzes • Marketing Research
- 21. Component 2c: Managing Classroom Procedures Student Teaching • Schedule Posted • Routines • InBox/Outbox • Book Distribution
- 22. Domain 2: The Classroom Environment Rating – Proficient • Rapport • High Expectations Goals • Group Work • Transitions
- 23. DOMAIN 3: INSTRUCTION • Component 3a: Communicating Clearly and Accurately • Component 3b: Using Questioning and Discussion Techniques • Component 3c: Engaging Students in Learning • Component 3d: Providing Feedback to Students • Component 3e: Demonstrating Flexibility and Responsiveness
- 24. Component 3a: Communicating Clearly and Accurately • UNLV Coursework • Objectives written • EDWF 439 General Methods of Teaching Workforce Education – Clifford R. McClain, Ph. D • Instructions written • Use proper English • Adjust vocabulary
- 25. Component 3c: Engaging Students in Learning UNLV Coursework • Use technology EDWF 439 General Methods of Teaching Workforce Education – Clifford R. McClain, Ph. D • Hands-on approach • Junior teacher • Group students appropriately
- 26. Component 3d: Providing Feedback to Students UNLV Coursework • Positive feedback EDSC 323 Teaching and Learning Secondary Education - Andy Qiang Cheng • Appreciative praise • Show understanding • Timely feedback • Common Errors • Specific Feedback
- 27. Component 3a: Communicating Clearly and Accurately Student Teaching a) Create a 3-D clustered column • Objectives chart showing the 2nd Quarter Sales. A3:D10 (3) (X-axis should contain the locations, Y- axis should contain the $ • Challenging Material Sales) b) Add a chart title 2nd Quarter Projected Sales above the chart. (1) • Dictionary c) Chart should include legend. (1) d) Change the chart style to style • Written Instructions 23. (1) e) Move this chart to a new sheet named Projected Sales. (1)
- 28. Component 3b: Using Questioning and Discussion Techniques Student Teaching • Oral Questioning • Recitation • DOK Worksheets • Response
- 29. Component 3c: Engaging Students in Learning Student Teaching • Sticky Board • Internet • Textbook Publisher Web Site • Group Analysis • Field trips
- 30. Component 3d: Providing Feedback to Students • Timely • Parent Link • Comments • Rubrics
- 31. Domain 3: Instruction Rating – Proficient • Objective • Standards • Higher Level Questioning Goals • Constructive Feedback • Classroom Experience
- 32. DOMAIN 4: THE PROFESSIONAL RESPONSIBILITIES • Component 4a: Reflecting on Teaching • Component 4b: Maintaining Accurate Records • Component 4c: Communicating with Families • Component 4d: Contributing to the School and District • Component 4e: Growing and Developing Professionally • Component 4f: Showing Professionalism
- 33. Component 4b: Maintaining Accurate Records Work Experience • Written records • Timely student progress • Track class participation • Current 504’s, and IEP’s
- 34. Component 4c: Communicating with Families • Work and Life Experience • Letter to Parents • Email • Web site • PTA • Newsletters • IEP Meetings
- 35. Component 4d: Contributing to the School and District UNLV Coursework • Join Committees EDSC 323 Teaching and Learning Secondary Education - Andy Qiang Cheng • Provide Donations • Attend School Functions • Athletic/Social Events • Volunteer for Projects
- 36. Component 4e: Growing and Developing Professionally UNLV Coursework • Staff Development EDSC 323 Teaching and Learning Secondary Education - Andy Qiang Cheng • In-service Workshops • Collaborate with Teachers • Club Sponsor • Attend on-line Classes • Provide Training
- 37. Component 4f: Showing Professionalism UNLV Coursework EDSC 323 Teaching and Learning • Service to Students Secondary Education - Andy Qiang Cheng • Exhibit Advocacy • Promote Inclusion • Decision making
- 38. Component 4a: Reflecting on Teaching Student Teaching • Notes in Lesson Plans • Journals • Conversations with Coop Teacher • Interactions with College Supervisor
- 39. Component 4b: Maintaining Accurate Records Student Teaching • Easy Grade Pro • Class XP • Class Participation • Written Records
- 40. Component 4d: Contributing to the School and District Student Teaching • Chaperone • School Functions • DECA State Conference • Monetary Contributions • Classroom Monitor
- 41. Component 4e: Growing and Developing Professionally Student Teaching • Blue Ribbon Commission • Curriculum Workshop • Staff Development
- 42. Domain 4: Professional Responsibilities Rating – Proficient • Accurate Records • Timely Records • Assisted Goals • CCSD Projects • Committees • Workshops
Notes de l'éditeur
- My coursework at UNLV in my masters program helped me in this component. Business ManagementHuman Resource PlanningI learned about the functions of business management and how this discipline connects directly with Human Resource Planning. Management assumes responsibility for matching employees to the right job and providing proper training. MISI have taught MIS classes for UNLV, CSN and NSC and I learned to anticipate student misconceptions. MarketingGeneral business concepts are a prerequisite to understanding Marketing. Marketing is the most visible set of business activities as most students are exposed to advertisements on TV, billboards, and online. This helps them establish prior knowledge and provides a platform to build upon for new concepts. Financial PlanningMost students think that it is quite easy to own your own business. They are surprised to learn that most new businesses fail due to poor financial planning.
- Cultural DifferencesBeing aware of cultural differences regarding eye contact, physical proximity, student competition, and differing ideas about appropriate and inappropriate behaviorAvoiding stereotypesCelebrate the uniqueness of students and do not categorize• Developmental DifferencesAdapting strategies to suit the age group• Socioeconomic LevelAvoid making judgments based on social class
- State Curriculum StandardsCan be found on Nevada Dept. of Ed. website. Instructional goals should coincide with state standards.Standardized TestsCRT’s – finding the mastery score levelCommunity Valuesincorporate community values in the curriculumPrior KnowledgeAssess and inquire about students’ prior knowledge
- Instructional Material should support the instructional goals.Economy - It is important to be careful about the amount of information and the number of concepts presented in a single lessonEssential Questions- it is important to get the big ideas that reflect the heart of the curriculum. When designing group work, choose content that is appropriate given students interests and prior learning so that students are able to master the learning goals. Group work requires a substantial amount of student self-direction and initiative.Be sure the structure of the lesson flows smoothly and the lesson can be completed in the appropriate amount of time.
- Standardized Tests are used by State Departments of education to diagnose and evaluate students academic progress on a yearly basis. Two examples of standardized tests include non-referenced tests and criterion reference tests. Non-referenced tests measure student performance against that of other students.CRT’s measure student performance against some agreed upon level of performance or criterion.Performance assessment – students demonstrate that they can perform particular tasks. Usually the tasks are carried out over several days. Student Portfolios contain a collection of a students work. It becomes a showcase for exemplary work and also work that grows over time. The purpose of summative evaluations are to summarize how well a student performed on a set of learning goals or objectives. A scoring rubric is one technique used to make criteria clear and non arbitrary. Assessments can be a learning experience for teachers and students. Going over test results provides an opportunity to reteach the important information. May provide opportunity to stimulate further discussion.
- Index cards - At the start of my student teaching, I provided the students with index cards to provide me with information about themselves. Student wrote about their interests. I then used summarized this information in a work or two and wrote these words on my seating chart. I tried to use this information to design instruction and engage in conversations to students about their interests.Survey Students - I often surveyed the class to gauge their level of completion with hands on computer assignments. Sometimes students need additional time to complete projects when there has been interruptions and technological problems.Differentiated Instruction - I familiarize myself with student IEP’s and 504 plans. I make a note on the seating chart to remind myself of student needs. The student files are kept handy at the teachers desk. I provide alternate work for students in the class who have learning disabilities. Sometimes this is extended time for assignments, other times it is different assignments altogether. Even though the computer class is scheduled as a year long class, students join the class at various times during the year. I spend time getting to know their prior knowledge and find appropriate work for their level. I have a son with ADHD and I have spent many years becoming familiar with strategies to assist these children. I try to be aware of students who exhibit these symptoms and provide additional structure ant attention for them. Some of our students come to school hungry and may not have the money to buy food. I provide snack bars and juice to those students who are hungry. Being aware of cultural differences regarding eye contact, physical proximity, student competition, and differing ideas about appropriate and inappropriate behaviorAvoiding stereotypesCelebrate the uniqueness of students and do not categorize• Developmental DifferencesAdapting strategies to suit the age group• Socioeconomic LevelAvoid making judgments based on social class
- • StandardsIn preparing my lesson plans, my goal was to align my goals and objectives with the CCSD standards. I also used the Nevada State Standards to align my instructional goals. My lesson plans contained an objectives which I designed to meet my instructional goals. Real life - I try to show the relationship of what the students are learning to real life by choosing/creating assignments that will be useful in life. Many times in computer classes the goal is not to memorize what to do, but to be able to utilize the help menus and manuals to complete a task. Assessment -I make sure that my assessments are aligned with the instructional goals. I use the results of the assessments to review the appropriateness of my goals and/or reteach when I have not achieved the goals. Computer goals lend themselves easily to cross disciplines. For example I make sure they learn how to use references and bibliographies while writing papers. This enables them to transfers these skills to other classes. These goals can also be transferred to in higher education classes.
- • Lesson StructureTypical lessons began by presenting a warm-up question which was based on topics learned in prior lessons. We reviewed their answers orally. Then I related the lesson objective to the class. Sometimes lessons proceeded by utilizing textbook material and PowerPoint presentations. Lessons closed by reviewing the objective at the beginning of the lesson.• Expanded ActivitiesActivities that I planned reflected the instructional goals. Since each student had a computer at their desk, many activities utilized the technology that was available on the internet. This helped to expand the learning beyond the classroom.• Materials and ResourcesThe classroom textbook was used for a good portion of instruction. I also utilized college textbooks to bring additional explanation to the lessons. Additional materials used were supplemental timely business materials provided by NEFE High School Financial Planning Program, The Federal Reserve System, and The MBA research & Curriculum Center.
- QuizzesMy lessons often incorporated online objective quizzes. I required students to retake the quiz until they achieved a minimum score of 70%. They would then email the results to me. Oral questioningAt the beginning of each lesson, I would begin with a warm-up question typically relating to the lesson covered the day prior. We would discuss their answers as a whole group. This would help me know if the prior lesson needed to be retaught or if we could proceed immediately with the new lesson. WorksheetsHands-On ProjectsI developed Hands-on projects to asses my students in computer classes. While working through the assignment during class, students demonstrate whether they can perform particular tasks. This type of assessment is quite effective in determining the achievement level in each student. ChartsOne assessment used in marketing class was to have marketing students prepare charts illustrating survey results.
- These are the four components covered in Domain 2, The Classroom Environment.
- Greet students at doorGreeting your students at the door, sets the tone for the day. Students learn that they are just as important as your other daily tasks.Learn student names quicklyKnowing students’ names helps to convey respect and dignity. Model respectTeachers should model respect for the students. Even if a student tries to engage the instructor in a negative manner, it is important to keep a calm, but stern voice.Take an interest in studentLearn about students activities outside of school and engage in conversation about them. This shows your concern for the student and interest in them. Culture sensitivityBe sure to be sensitive to student’s cultures. Do not point out differences between students, but similarities among them.
- • Build a sense of communityBuild a sense of community within the classroom by identifying things the class can do together.• Provide participation opportunities for everyoneProvide participation opportunities for all students by varying instruction to utilize the varied strengths of each student.• Promote positive verbal interactionConvey warmth and positive feelings to students who respond verbally in class discussion. If students answer is incorrect, point out items which are correct and ask others to build on the answer.• Display work on the wallDisplay student work on the walls or bulletin board. Be sure to not always display the same student’s work. Display work that shows great effort by the student.• Accept students strengths and weaknessesAccept that all students come to the classroom with strengths and weaknesses. Try to build up their weaknesses and accentuate their strengths. (Some students are natural born leaders)
- It is important to develop routines in the classroom. The lesson can start with a Bell Ringer to get the students on task while attendance is being taken. Other routines can include when students can be out of their seat and when students can expect grades to be updated as well as where it is posted in the classroom.The teacher should provide structure for the group, but allow students to take an active role in the learning process. Give students an example of how tasks within the group can be divided.Transitions in the classroom should occur with little instructional time loss. For example, students should wait until the instructor announces for students to turn in their textbook. Have an organized way to collect work from students in an Inbox. As well as an organized way to return work to students.
- Classroom rules should be posted in a clearly visible area. Rules should have a meaningful point and students should be given an explanation why the rule is important.Communicate consequences to the student and be sure the consequences are progressive in nature. (Warning, call home, referral to dean)Speak to students the same way you expect them to speak to you. This includes body language, tone of voice and eye contact.Be sure to point out when students are behaving well.Offer positive incentives for good behavior like homework pass, free time on Friday etc.
- It is important for students to have a clear view of instruction, especially important when what the instructor is demonstrating a skill.The instructor should be able to view all students and be able to approach each desk to assist and monitor the student work.Students with physical disabilities should be able to enter the classroom with ease.Room should be organized and clutter eliminatedDo not over-stimulate with too much stuffUse technology that is available in the classroom to enhance lessons. Ex. If there is internet access, utilize the computer to provide examples.
- •Classroom rulesClassroom rules are posted in the room. During my student teaching, I continued to follow the lead provided by my cooperating teacher in regards to consequences for not following classroom rules. •Model expected behaviorMy demeanor in the classroom is to demonstrate respect to the students and in return they respected me. I do not resort to yelling to gain their attention, but get quieter and wait until they are ready to continue. •AtmosphereOur power goals are displayed in the front of the classroom and we incorporated these during class discussions. I stressed that the classroom is a place for learning and try to create a learning environment in the classroom that reflects this by utilizing the entire class period for instructional purposes. •Assisting each otherMany time during computer application classes it is not possible for me to assist each student individually as soon as they need my help. My students who have mastered the tasks will assist others when I cannot give them immediate help.
- Internet ExamplesBusiness classes lend themselves to effective use of the internet to provide examples of subject content. Students engage in active participation by locating examples of business topics currently being studied on the internet with real live businesses like NIKE and others. (mission statement and companies business culture) Word of the WeekIn an effort to promote diversity in cultures, I allow the students in each of the three courses to decide on which language we will define the word of the week for the following week. The students decide on the language on Friday. On Monday, I put a key term on the board in that language. Students must then translate the word and provide a definition for the word. EX. Money ManagementQuizzesI require the student to take an interactive online quiz over the subject material. Students must achieve a minimum or 70% before submitting their quiz to me. This allows students a chance to review their mistakes immediately and correct the answers. This encourages students to invest more energy in the quality of their work. Marketing ResearchStudents were able to see how their marketing research project was put into action to improve customer service at their Student Store.
- Schedule PostedWeekly schedules are posted Monday morning in the classroom. This gives students an opportunity to see what activities they will/have missed if they are absent from school. It gives the computer students an opportunity to work ahead if they complete an activity. It also gives slower students a chance to finish work that may not have completed. • RoutinesMy students know that they are to find their seat and begin bell work when they enter the class. This provides them the structure to get started on work if I am involved in another activity, conversation or technical problem.• InBox/OutboxStudent know where and when to turn in their assignments. For business classes, there are trays for each class period where student place their work. Graded work is returned via an outbox which is again labeled by class period. • Book DistributionStudents at the end of each row are responsible for obtaining the books for their row. These students are also responsible for returning the books to the shelf after the lesson is completed.
- Objectives should be written on the board and discussed at the beginning of instruction as well as repeated at the end of the lesson.Instructions for student work should be written on board, or clearly explained in a handout. It is important to always use proper English when communicating to students. No short cut text abbreviations. Remember we are modeling for students the proper way to communicate.Use vocabulary that is at an appropriate level for student understanding.
- Vary instruction by using a variety of technology. Use PowerPoint presentations when it is important for student to take detailed notes. Use ELMO to display work that can be modified during class discussion. Make use of Smartboard or internet access to provide examples of lesson material.Allow students to work through lessons by performing the specified tasks in the assignment.Have students come to the board and demonstrate learned concepts. This approach helps to build their self confidence.Carefully group the students by mixing students of different ability levels as well as racial, ethnic and gender backgrounds.
- Make an effort to provide a combination of positive and negative feedback. Dignify a student’s incorrect response by giving a question for which the response would have been correct.Provide students with praise that deal only with the students efforts and accomplishments and not their character and personality. “Don’t say you are a wonderful student”, say “You worked hard on that assignment”.Teachers should show understanding when students make mistakes. Students will be more willing to keep learning when teachers are less judgmental.Student work should be corrected and feedback should be given as soon as possible after the assignment is handed in so students can remember clearly their own performance.Many times student make the same errors. It is a good idea to discuss common errors and problems, while suggesting ways to avoid these errors.Make feedback as specific as possible so students clearly understand their problems.
- •ObjectivesObjective were written on the board as well as presented in PowerPoint presentations. I used vocabulary that was appropriate for the students age and background. The objectives incorporated the desired goals in the lesson. •Challenging materialI tried to anticipate the lesson topics that may cause confusion or tasks that were difficult. I provided additional explanation and example to clarify or, when necessary, demonstrated these tasks on the projection screen. Additionally, when the chapter used mathematical calculations I used the white board to explain each step in the calculations. •DictionaryI used a Spanish dictionary to learn new words and assist in communicating with my ELL students. •Written InstructionsI wrote instructions on the white board and was careful to simple language to communicate directions. In computer apps class, provided detailed written instructions. Example shows instructions I provided students for creating a chart.
- •Oral questioningAt the beginning of each lesson, I would begin with a warm-up question typically relating to the lesson covered the day prior. We would discuss their answers as a whole group. This helped me check for student understanding of prior lessons. •RecitationOften I would have students read aloud and would follow up with a brief question and answer session about the assigned reading. •DOKI created worksheets containing essay questions. These questions were designed to stimulate higher level thinking. For example, Marketing students needed to exam the marketing strategies of a restaurant and evaluate the appropriateness of the strategy for the company. These worksheets were then used to stimulate class discussion.•ResponseI tried to be careful when responding to students ideas and opinions. I would dignify a students incorrect response by giving a question for which the response would have been correct. Sometimes I would prompt them with a hint to trigger their memory.
- • Sticky BoardStudents cut out examples of specific marketing activities in magazines. Then students placed their picture on the sticky board when we discussed each marketing function.• Internet I often used Internet activities to provide real-world examples of the concepts being taught. This helped students see the whole situation as well as the various parts in relation to the whole. • Textbook Publisher Web SiteI utilized the “Xtra Study Tools” provided by the publisher which had reviews of the lesson with interactive games. • Group AnalysisStudents worked in groups to analyze the RFP’s which were submitted by various nonprofit organizations who were requesting funding.• Field tripsPhoto on the top is Job Shadow Day at City of Henderson. Business students were able to observe many careers in action. A unit covering corporate philanthropy culminated in a field trip to several non-profit organizations. Students were able to experience firsthand the need for corporate giving and organizational culture. On the bottom picture, students visited WHY ranch, an organization who works with troubled youth.
- • TimelyI made an attempt of grading most of the class activities on a daily basis. The lesson was fresh in my mind and I was able to compare student responses which helped me determine if the lesson was effective. Major computer projects were graded typically within 1 week. • Parent LinkParent link was updated usually twice per week in order for students and parents to keep current with student progress.• CommentsI wrote comments on students work in red pen, making sure that I used positive comments as well as pointing out mistakes. Left is shown an example of comments made on one assessment. • RubricsI created rubrics to help students judge and revise their own work before handing in their assignments.
- Accurate written records of student completed assignments must be kept in an orderly fashion. Student progress must be updated in a timely manner. This helps students keep track of assignments that may have been missed due to absences. Keep track of non-instructional records like class participation. Be sure the record keeping system is fully effective and promotes student learning. Maintain current copies of student 504’s and IEP’s. Keep them easily accessible when starting a new school year.
- Begin the school year with a letter to the parents. Express your enthusiasm to teach their children. Offer your email address for parents to contact you with their concerns. Provide a website which lists activities and lessons for the week. This can also remind students of homework assignments as well as quizzes and tests.Join the PTA and attend meetings. Offer your help the association. Create a monthly newsletter to communicate what the class is studying, changes in schedules and upcoming projects and programs. It can also be used to recognize students for good work and parent helpers who have made significant contributions to the class.Attend IEP meetings and participate in designing an education plan that will benefit the student.
- Volunteer to work on school committees. This is especially important for beginning teachers as it affects the way they are received by colleagues both inside and outside school. Contribute financially to the teachers fund which typically provides flowers and/or well wishes to staff members who are ill or in bereavement.Support the school by attending school sponsored functions like plays, musical performances, and athletic events. This shows you school spirit as well as letting the students know that you appreciate their extracurricular activities.Volunteer free time to assist on school and district improvement projects.
- Attend staff development meetings with an open attitude. There is always something new to learn. Take advantage of in-service workshops and bring new activities into the classroom.Establish good working relationships with colleagues. Design projects that will link to other disciplines. Become a sponsor for an extracurricular activity. This allow you to see students in a more casual setting and helps to build rapport with the student. Continue to keep abreast of new technology by attending college classes.Provide your talent as a trainer for activities in your field of study.
- Be proactive in serving students. Utilize all resources available to attend to students’ needs.Advocate for students who are less capable of advocating for themself. Help students be aware of inclusion and encourage student to student assistance. It is beneficial to maintain an open mind and be active in making department decisions.
- Notes in Lesson PlansI made notes my lesson plans regarding the effectiveness of the lesson. I also noted the whether the time allocations were accurate.JournalsI produced weekly journals that were submitted to both Dr. Labuda and Dr. Flores. My journals typically summarized my activities during the week. I also included strategies which I planned to utilize in the future.Conversations with Coop TeacherMy cooperating teacher and I discussed whether the lessons achieved the goals I hoped to accomplish. If we felt the goals were not met, we discussed different approaches to be used in the future.Interactions with College SupervisorMy college supervisor, Dr. Flores provided me with excellent suggestions for lesson improvement. I incorporated his suggestions as the semester progressed.
- Easy Grade ProI used Easy Grade Pro software to keep track of student grades. I learned how to import new student record into the class, create assignment records, copy assignments, and upload the grades to Parent link. Even though I had the Easy Grade program on my home computer, we decided that it would be better to maintain just one current copy of the gradebook on the school computer. (We also created backups in case of technical problems) Class XPClass XP software was used to record absences and tardiness. This was a requirement for Basic HS. During one week Class XP system was not operational. At that time, I used Easy Grade Pro to record attendance. Class participationI kept track of class participation on a wet erase sheet which also contained a seating chart. At the end of the week I typed a written report summarizing class participation results for the week. I then entered the points in Easy Grade Pro. At that point I erased my sheet and prepared it for the next week. I also kept attendance temporarily on this sheet for the day, until I was able to enter it into Class XP. (in case of fire drill or emergency)Written RecordsI prepared a log when I updated Easy Grade Pro. This helped me keep track of the day when grades were updated.
- ChaperoneAccompanied students to Job Shadow Day at the city of henderson.Track MeetVolunteered to judge high jump at school track meetFacilitator at DECAI assisted student at the DECA regional conference while they were competing in various events.Monetary contributionsI contributed cash to local school activities including the “Sunshine Fund” which buys various things for sick or bereaved employees. I also contributed to a fund to assist a family from our school who lost their daughter to a terrible accident.Classroom monitorI monitored students in the Journalism Multimedia Lab while their teacher instructed other students in the classroom.