3.1.2 Self-Reflection on Teaching Abilities

Throughout my teaching and learning career I have had many opportunities to reflect on my own teaching. This school year concludes my tenth year teaching. I have been fortunate enough to teach at the same high school over the last ten years. I have enjoyed learning and growing along with my students. When I think back to my first year on the job, it is evident to me how far I have come. Teaching has so many facets that it would be impossible to gain the knowledge necessary to be a "perfect" teacher...especially as a first-year teacher. When I first exited college, I thought I was prepared to teach. I quickly learned that there were many things that college did not prepare me to deal with. I learned that experience is what creates a great teacher. As I continued my education, I had the opportunity to research and learn more about what it takes to be a successful teacher. I was able to take that learning and it apply it to the classroom. Two examples of my research can be found here and here.

Over the years I have had many evaluations on my teaching. Unfortunately, these evaluations were only in hard-copy form. I have kept these evaluations and have taken my supervising administrator's comments to heart and have worked tirelessly to improve my performance in the classroom.

I reflect daily on my work and make notations for the next year. I can usually pinpoint when something isn't working correctly or when something needs tweaking. I also take into account student grades and feedback when reflecting and making changes for the next time the material is taught. I regularly pull out a folder with an assignment that has a sticky note on it with changes or suggestions.....I think of it like a note to myself from the past! I also make notations in my lesson plans for changes that should be made the next time around for timing, pacing, sequence, etc. I actually enjoy this part of my professional growth because I know it makes me a better teacher. Below are some excerpts from one of my e-portfolios. I chose to include screen shots of these pages because they show my reflections on teaching.

My growth plans for the future include participating in professional development opportunities. I enjoy learning things that I can immediately take back to my classroom and start using. I am an instructor for professional learning and use my connections to network with others who can teach me. I love to learn and grow and I believe my current situation is a great opportunity for me to better myself.

Completing the Georgia Virtual Learning Open Teacher Training has been a learning experience I will never forget. I have never taken a course entirely devoted to online teaching. Therefore, the majority of work I completed for this course was new learning for me. It was invigorating and inspiring to learn about the many facets of online teaching and learning. I like what I see and I am excited about what the future may hold!

3.1.1 Differentiation

For this quest I am assuming my computer applications students just finished their first module on learning the PowerPoint environment. Most students performed well on the assessment at the end of the first module. However, some students did not perform well and scored 74% or lower on the module assessment. Students who received a low score were directed to complete an additional activity that is directly related to the competencies they missed on the module assessment. After successfully completing the additional practice and submitting their work to the instructor, students could then proceed to the next module. During module 2, these students are closely monitored to ensure mastery of skills. In addition, reports related to time on each lesson and page views are generated.

After reviewing the results of the course, the instructor discovers module 4 was the lowest scoring module for all students. The method of delivery should be evaluated and possibly revised. Additional hands-on practice should be made available for all students. In addition, the instructor could visit new ways of presenting the material to students to ensure mastery. These changes should be made before the new course begins.

2.1.2 Rubrics & Competencies

In my entrepreneurship class, students are required to create a business plan for a business of their choosing. After researching various business ideas, they choose a business and begin to build their business plan. The plan is built in sections with the first portion of their plan beginning in August. By the end of the school year (May), they have a full business plan with all required components of an actual plan they could use to obtain financing through a financial institution.

For this activity, students are creating the marketing plan portion of their business plan. Students have been given detailed information about what goes in to a marketing plan. They have participated in many learning activities regarding the marketing plan. They are now going to use their knowledge to create their own marketing plan for their business. Students are provided with a rubric that details what should be included in the marketing plan. In addition, Georgia Performance Standards for each requirement are documented. See below the competency structure and corresponding rubric for the marketing plan section of the business plan.

2.1.1 Data Driven Instruction, Analytics, and Reporting Tools

The information in this quest tells me that the teacher in the hypothetical course uses a variety of evaluation methods. There is documentation of performance-based assessment including the use of advertisement, newsletter, cover letter, and resume. In addition, the instructor provides a variety of feedback including individual feedback. The instructor also makes use of an automated calling system.

It is apparent from the information provided that some students are waiting until the last minute to complete assignments. Others are not logging in and viewing the material at all. The instructor could try to provide more encouragement to students and reminders of upcoming due dates. This could be done by addressing the entire class, but it may have a better outcome if the instructor contacted individual students and gave them specific information regarding their progress. In addition, I believe it is also important to contact students and parents with personalized phone calls instead of an automated system. If a student is failing a class or is in danger of failing a class, I believe it is important to give the parent and student specific feedback regarding the student's progress in class.

1.1.3 Summative Assessment

After learning about the various forms of business ownership, entrepreneurship students can be assessed to evaluate their learning on the topic. The questions contained in this assessment are valid because each question is directly related to learning that occurred within the business ownership unit. The questions and answers are all multiple choice and all contain one appropriate answer. Therefore, the assessment is reliable because scoring would be consistent regardless of who scores the test. Lastly, for security measures, students have a time limit for the assessment that equals to be about a minute and a half per question. In addition, students are allowed to see only one question per page and are not allowed to go back to questions once they have been answered and submitted. Below is a screen shot of one of the questions contained in the assessment.

1.1.2 Quality Feedback

In this authentic feedback example, I am reviewing a student's work on a portion of their business plan. The business plan is developed in segments in order for the instructor to steer students in the right direction and intervene as needed as work is being developed. In this example, the student is working on the market plan portion of the business plan. Specific comments are made on the developing plan to encourage the student to think critically about the writing. Interpretive as well as descriptive comments are made to help the student develop this portion of the plan. In this example, the student emailed the instructor this portion of the plan and the instructor responded within 24 hours. The student was then able to make the appropriate corrections and resubmit within the designated time frame.

1.1.1 Formative Assessment

Formative assessment should be used to give feedback to students as well as a guide for future instruction. In this example, I am assuming that today is the first day of instruction on memo writing. After a small introductory lesson on memos, I would like to find out what students know, what they have learned, and what they still need to learn. My idea is a "Ticket out of the Door". In this case, instead of the "door", it would be a ticket to log off the discussion board. Students would send me a private message with their answers so I know how to proceed with instruction.