In my assessment and professional practice, I often think about what is developmentally appropriate for students. Teaching a variety of ages in one section can be challenging when not all students are ready to have the same level of curricular expectations coming into a class. For that reason, I spend a significant amount of time scaffolding expectations for students at the beginning of the year. Additionally, I provide multiple ways for students to access these expectations. Students learn through modeling and frequent reminders. Practices surrounding assessment are routine and practiced. I have learned to develop a system that is manageable for me and accommodating for students while meeting EPS levels of expectations. I enjoy having others in the classroom as I believe teachers learn best from each other. Creating a culture of peer-to-peer observations is important in developing a strong school culture. I also strongly believe in co-teaching where classes are brought together to engage in lessons and projects. My current teaching partner works well with me in this respect. Frequently we begin our Math Foundations 5 course together to do activities, lessons, and projects. Our first and last weeks of the course are joined for community learning and development.
Professionalism | Executive Functioning
(1) Approaches recommendations for improvement receptively and responsively
(2) Displays openness and comfort with visitors observing class
(3) Seeks out diverse opinions of others for guidance
(4) Manages and prioritizes professional tasks and responsibilities
(5) Communicates and responds to students, parents and colleagues in a timely and constructive manner
In my professional practice, I frequently seek feedback and support in areas that I am concerned about. This includes meeting with parents and students, teaching content, or planning outside-of-school functions. When meeting with parents and students, I tend to lean on the advice of a student’s advisor and teachers. Having multiple perspectives when working with students and their families on an issue is helpful in understanding specific situations. When dealing with a curricular or programming issue, I go to my partner teacher or discipline lead. Problem-solving as a team allows for more continuity of programming and a more cohesive process for students. One area that I have been working hard on this year is creating a better system for placement for incoming students. As a discipline, we have redeveloped the interview process, how we communicate with families, and how we move through courses with the intent to advance over the summer. For upper school students, the process is a little easier with placement tests. With incoming 5th and 6th grade students, the process is more challenging as we have students coming from many backgrounds and types of classes.
Other areas of my practice include balancing a diverse schedule and range of responsibilities. First, I have my content courses to plan for. Keeping a shared daily calendar for each course allows me to stay organized and my teaching partner to hold me accountable. It is also great for long-term planning.
One area that I’d like to improve is my backward design planning. Often, I plan a unit with specific lessons, assessments, and projects but forget to build in wiggle room. It is important to plan for the unexpected. Students can move faster or slower than the planned unit. Illnesses happen that prevent regular teaching from occurring. Creating a backward planning template can support the course and the students. It also supports new teachers in a course to see the big picture of the unit.
Assessment Practice
(1) Designs major assessments that reflect course outcomes and posts them at the start of each trimester
Assessments come in many forms. These can be formative and summative. At EPS, MA’s (Major Assessments) and QA’s (Quick Assessments) are two of the naming conventions used to define assessments. Homework and classwork can also be used as a form of assessment but for grading purposes, they are defined separately. Major assessments in my courses include unit exams and unit projects. Each unit is developed around these two major assessments. Because these are the most important pieces that the course is developed around, they are posted at the beginning of the term. Throughout the unit, students are reminded of the MA and any preparation needed for it. This includes homework and quizzes leading up to a major test as well as project work that culminates in the final project or presentation.
(2) Designs assignments to be graded and returned in a feedback cycle of seven calendar days
Once students have completed an assignment, particularly an MA or QA, they are given it back within 2 class periods or less. Having immediate feedback is helpful for students to reflect on their development at that point in the course. Additionally, I give students written feedback in Canvas rather than just a grade. This helps students understand what specific things they can improve on and what they did well. It is important for students to focus on their growth rather than their grade. To support this, students are encouraged to look at feedback first before I post grades. I posted grades before giving feedback and the students let me know very quickly, they have not yet received their feedback. This shows that this practice is powerful in their development and individual reflections.
(3) Ensures the number of assignments in each course is neither excessive nor deficient – providing appropriate time for quality student performance and meaningful teacher feedback
Thinking about students’ developmental needs and what is appropriate for each age group. I plan the number of assignments to be enough for their practice but also offer room for growth. For example, in my Pre-Algebra class, students are given about 10 problems to practice for homework on a day there is new content being covered. Students are expected to work on these problems for no more than 30 minutes. If a student is struggling, then they should reach out for support but not spend more time on the work. Students that are excelling in the assignment are given the opportunity to do more problems for additional practice or enrichment problems that can take longer to complete. This encourages students to practice at their level without being overwhelmed. Additionally, I can review problems with students in a timely manner and provide feedback on areas of concern.