I use Campus reports as one method of providing evidence of student learning to families and staff. I especially love it at parent/teacher conferences when I can have a laptop at my table. I can bring up individual reports on the spot to show parents, and I don't have to waste paper by printing out reports for parents who won't end up attending conferences. Below is an example of one such report.
b. The teacher implements strategies supporting student, building, and district goals.
One of our district goals is to improve reading comprehension. Each building created a Literacy Team to be the leaders for their building as we try to achieve this goal. Below is a picture of one of my four binders for Literacy Team. As a member of this team, I have learned reading comprehension strategies at our Area Education Agency. After each meeting at the AEA, our team met to plan staff development for our faculty. We taught the strategies, and then we helped the faculty implement the strategies in their own classrooms, while we were doing the same in ours. Now, we act as consultants, reviewing strategies when needed and being available for any troubleshooting as needed.
One of our district goals is to improve reading comprehension. Each building created a Literacy Team to be the leaders for their building as we try to achieve this goal. Below is a picture of one of my four binders for Literacy Team. As a member of this team, I have learned reading comprehension strategies at our Area Education Agency. After each meeting at the AEA, our team met to plan staff development for our faculty. We taught the strategies, and then we helped the faculty implement the strategies in their own classrooms, while we were doing the same in ours. Now, we act as consultants, reviewing strategies when needed and being available for any troubleshooting as needed.
c. The teacher uses student performance data as a guide for decision making.
I use both formative and summative assessments to help drive my instruction. Below is our guide for the item analysis of Iowa Tests of Basic Skills. We worked on this in departments, which was very beneficial. One conclusion we drew from this collaboration was that our students need more instruction with the area of topic sentences. Now, when I'm editing the papers that my students have taken through the writing process, I can pay special attention to that skill. If it becomes a widespread deficit with future groups of students, I can have a whole-class mini lesson on the skill.
f. The teacher participates in and contributes to a school culture that focuses on improved student learning.
Every year I help grade the 8th grade alternative assessments for reading. Below is a picture of the story the students read along with one of the questions filled out by a student. These alternate assessments are important to student learning because they really let the 8th grade teachers know where the students are in relation to the actual curriculum taught, which is not always the case with Iowa Tests of Basic Skills. We have excellent discussions during this grading about different skills taught and our interpretation of these skills in student work. It helps us to be on the same page, using the same common language in our teaching. Also, through my work this year on the Fairfields Future Committee, we have completed a book study of a text on Common Formative Assessments. As I was reading this text, I had this realization... an epiphany even... that we need to be scoring these assessments in a fairer way. Another teacher and I piloted a way of grading one of the questions using a double-blind system. The best thing about trying this was that out of the entire 8th grade, we only had 2 tests where we differed by more than a point in our grading. We felt confident that the grading was more accurate and fair than it had been before. Now, I'd like to see these alternate assessments grow to be used more formatively... that's my personal goal.
I use both formative and summative assessments to help drive my instruction. Below is our guide for the item analysis of Iowa Tests of Basic Skills. We worked on this in departments, which was very beneficial. One conclusion we drew from this collaboration was that our students need more instruction with the area of topic sentences. Now, when I'm editing the papers that my students have taken through the writing process, I can pay special attention to that skill. If it becomes a widespread deficit with future groups of students, I can have a whole-class mini lesson on the skill.
d. The teacher accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
Every student has individual needs. One of my most important jobs is to get to know my students and to differentiate my instruction and activities to best meet their needs. Below is an example of how I recently did this with a student in my 8th grade GOAL class. The 8th grade alternate reading assessment is given over two days. The students have a day to familiarize themselves with the short story, and they have another day to answer the questions. The questions have to be completed in one class period. One of my students had a broken wrist, and I knew he was never going to finish writing in the time given. I knew typing did not put a strain on his arm like writing by hand, so he typed his answers, and after class, I taped each one on the appropriate form. The picture on the left shows a handwritten answer to the question, completed by a different student. The picture on the right shows the modified version.
e. The teacher creates an environment of mutual respect, rapport, and fairness.
I have the Fairfield Middle School Student Expectations posted in my room. This has been a very useful tool in establishing expectations for my room and for our whole building. I like how we're all unified in these expectations. It's simple and direct for the kids. I also tell the kids that I will strive for these expectations too... they're just part of being a good citizen. As for rapport with my students, I try to make my room as inviting as possible. I have bright colored posters and bulletin boards, comfortable seating, and access to tons of books. I also have a bulletin board featuring my own school pictures from 5th -9th grades. I want my students to feel that even though I may not understand every single thing they're experiencing, I have been there before, and I want to help in any way I can.
f. The teacher participates in and contributes to a school culture that focuses on improved student learning.
Every year I help grade the 8th grade alternative assessments for reading. Below is a picture of the story the students read along with one of the questions filled out by a student. These alternate assessments are important to student learning because they really let the 8th grade teachers know where the students are in relation to the actual curriculum taught, which is not always the case with Iowa Tests of Basic Skills. We have excellent discussions during this grading about different skills taught and our interpretation of these skills in student work. It helps us to be on the same page, using the same common language in our teaching. Also, through my work this year on the Fairfields Future Committee, we have completed a book study of a text on Common Formative Assessments. As I was reading this text, I had this realization... an epiphany even... that we need to be scoring these assessments in a fairer way. Another teacher and I piloted a way of grading one of the questions using a double-blind system. The best thing about trying this was that out of the entire 8th grade, we only had 2 tests where we differed by more than a point in our grading. We felt confident that the grading was more accurate and fair than it had been before. Now, I'd like to see these alternate assessments grow to be used more formatively... that's my personal goal.
g. The teacher communicates with students, families, colleagues, and communities effectively and accurately.
I use e-mail, phone calls, face-to-face conversations, texting, Facebook, and notes home to communicate with my students, families, and colleagues. Communicating with the community is not as easy for me, but one way I've been able to provide a link from my teaching to the community is through the Fairfield Ledger. As part of the Fairfields Future Committee, I wrote an edition of our district's Inkwells and Acronyms column (see link) about going through the process of National Board Certification. I also invite the Ledger to come review every play and musical we produce at the middle school. They always write a nice article with lots of pictures. Below is a picture, taken by a parent, that was in the Ledger this year after my 6th grade GOAL class participated in the regional Invent Iowa competition in Burlington.
I use e-mail, phone calls, face-to-face conversations, texting, Facebook, and notes home to communicate with my students, families, and colleagues. Communicating with the community is not as easy for me, but one way I've been able to provide a link from my teaching to the community is through the Fairfield Ledger. As part of the Fairfields Future Committee, I wrote an edition of our district's Inkwells and Acronyms column (see link) about going through the process of National Board Certification. I also invite the Ledger to come review every play and musical we produce at the middle school. They always write a nice article with lots of pictures. Below is a picture, taken by a parent, that was in the Ledger this year after my 6th grade GOAL class participated in the regional Invent Iowa competition in Burlington.
