OHIO

RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Resident Educator Year 1 Self-Assessment

Resident Educator: Miss Marissa Eddleman Grade Level/Subject Area: Title I (K-4 Reading & Math Intervention) Mentor: Mr. Michael Coppa Date: November 30, 2012

Purpose: One way to consider your strengths and areas for growth as a teacher is to take the following self-assessment. This self-assessment is based on the Ohio Continuum for Teacher Development. Check Developing or Proficient for the areas of focus for Year 1 Resident Educators; then list evidence which supports your selection. Resident Educator Self-Evaluation Tool: Standards-Based Guided Reflection Standard 1: Students Teachers understand student learning and development, and respect the diversity of the students they teach.
Developing Proficient EVIDENCE

Gather and use information about student development to plan and deliver appropriate instruction

Gather and use information about students prior learning to plan and deliver appropriate instruction

Gather and use information about students abilities to plan and deliver appropriate instruction

Build relationships with students by establishing and maintaining rapport

To obtain information about my students, I view their records on file and constantly having conversations with their past and current classroom teachers about their progress in every aspect, as well as my own observations. I am working on reading more evidence-based articles on child development to aide in making more student progress. By looking through school records, talking to past and present teachers, and working with students throughout last school year, I feel that I have a decent idea of students' prior learning to plan and deliver appropriate instruction on a daily basis. Throughtout teaching lessons, I am beginning to learn more and more of what students abilities are in specific learning areas of each grade level. Having breakfast duty each morning and parent pick-up dismissal duty each afternoon allows me to get to know more students than
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RE Program Year 1

 OHIO RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Build relationships with students by valuing each student as an individual

Build relationships with students by avoiding the use of bias, stereotypes and generalizations

just those I have in class. I greet students daily throughout the day including when they are arriving to school, walking through the hallways, before and after my class, and at the end of the day when exciting the school. Some of these exchanges are more in-depth conversations varying in content including their school and home life. Every student is an individual and should always be given the opportunity to share their thoughts. During lessons, I try to teach students that even if you have a different answer than everyone else, you should consider sharing and it doesn't mean you are incorrect. Also, if the student doesn't understand something, I let them know that the reason we are here is so that we can learn and have more time to go over things they are confused about. My students are all children that come from different walks of life. I don't judge and try to instill this in my students because we all need to learn to work together and have a general understanding that we all are different but that is what makes each one of us unique. Our sex, race, ethnicity, SES, and experiences shape the special person we are.

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 OHIO RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Standard 2: Content

Teachers know and understand the content area for which they have instructional responsibility.
Developing Proficient EVIDENCE

Use specific concepts and assumptions of learning in planning and instruction

Use content-specific strategies and skills in planning and instruction

Demonstrate understanding of important grade level content in the Ohio Academic Content Standards and the school curriculum

Demonstrate understanding of important grade level concepts in the Ohio Academic Content Standards and the school curriculum

Demonstrate understanding of the important grade level processes in the Ohio Academic Content Standards and the school curriculum

I start my lessons with a review or making a connection between the last concept and the new one. If students are not underatnding a specific concept, I will spend as much time as possible on it and use different approaches. Sometimes when I am struggling with getting a concept across to students, they are the ones to teach me some of the latest strategies of learning that specific skill by informing me of what their classroom teacher has shown them. It's hard to believe that some of the ways I learned these concepts growing up are almost extinct. When planning lessons, I am less resilient to asking co-workers on how they introduce, teach, and develop skills. In my Title I position as a first year teacher, I have a great opportunity to see how all the grade level content is built upon each year. I think his comes with time and experience. The Reading Streets and Everyday Mathematics program is nicely set up to know and learn what the grade level concepts are specifically. I usually inform students the concept that we will be focusing on each week. I am seeing how grade level content carries over from year to year and how important it is for students to understand concepts that will be built onto in the following grade level.
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Identify learning standards and communicate these clearly to students

Align assessment with curriculum and instruction and communicate these clearly to students

Usually students don't come to class knowing what standard we will be working on each day during the week because of my lack of informing them. I have begun to make it known to them by verbally telling them and writing it on the board each week. There is lots of assessing at Plain Local that aligns with curriculum and instruction but I have seen where it can benefit in identifying what skill, each student is having difficuly with and what their strengths are becoming. I lack in letting students know their progress with specific concepts and using that to inspire them to achieve mastery.

RE Program Year 1

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RE Self-Assessment

Standard 3: Assessment

Teachers understand and use varied assessments to inform instruction, evaluate, and ensure student learning.
Developing Proficient EVIDENCE

Understand and use a variety of formal assessment techniques to collect evidence of students knowledge and skills

Understand and use a variety of informal assessment techniques to collect evidence of students knowledge and skills

As a Title I teacher, my job is mostly providing students with extra support. Other than assisting students who have a 504 plan or an IEP with a classroom or state formal assessment, the only formal assessment that I use is DIBELS Next. I do check in with teachers from time to time to ask how students performed on their weekly or unit benchmark tests. I find myself assessing students mostly by observation. I look for participation, understanding, and growth on a daily basis whether we are having a group discussion, working in partners, or individually. I have created a few assessment types to keep track of each students' progress. Sometimes we will use correcting markers when checking work over and the I will then collect the curriculum worksheets when finished to look over more in depth.

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Standard 4: Instruction

Teachers plan and deliver effective instruction that advances the learning of each individual student.
Developing Proficient EVIDENCE

Set goals based on pre-assessment data to support the learning needs of all students

Plan research-based instructional activities to support the learning needs of all students

Use appropriate and flexible grouping during instruction to support the learning needs of all students

Link the content of past and future learning, recognizing that the scope and sequence of learning activities must be differentiated to meet the needs of all students

Access appropriate materials, including human and technological resources, to support instructional goals and meet student needs

I look at DIBELS Next progress monitoring and benchmark assessments, as well as activities the students complete in and outside of my classroom to decide what is next step for student progress. This is difficult to continue building on a certain skill when the curriculum program is so scripted. I have not ventured on my own to find other research-based instructional activities other than what as been provided for me. When selecting the intervention groups, I feel that the staff and I make informed decisions as to who will be apart of which group. Once students are apart of my particular group, we work as a small group for the majority. The higher the grade level, the more I place students in pairs according to their ability level on a particular skill and leadership to prevent one person from doing all the work. I usually review the material from the previous day and connect it to the present skill. However I need to work on consistanly reviewing and incorperating the past skill's into the present lesson. Due to technology problems, I have not used and created lessons that involve the SmartBoard as much as I would like to this year yet. Students still enjoy coming up to the board and using the personal dry erase and
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RE Self-Assessment

Access appropriate services, including human and technological resources, to support instructional goals and meet student needs

Access appropriate resources, including human and technological resources, to support instructional goals and meet student needs

magnetic boards. The curriculum reading books, workbooks, journals, and worksheets have been my primary source of materials. I have created some of my own activities, built off of other ideas in the curriculum, borrowed other staff members materials, and used engaging activities and worksheets found online through SuperTeacher.com for example. I have talked with the school counselor numerous times as well as other staff members about particular incidents that have occurred in my classroom or private conversations that deal with a student's home life in order to provide all the support as I can. Inservice days also provide opportunities to talk to other staff members across the district. Other than using the curriculum resources that have been provided, I have not pulled from other resources beside a website or two to teach the material. I need to look for more resource books and online sites for fresh ideas, strategies, and activites.

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Standard 5: Learning Environments Teachers create learning environments that promote high levels of learning and achievement for all students.
Developing Proficient EVIDENCE

Use strategies to promote respect and positive relationships among students

Use strategies to promote cooperation and collaboration among students

Use flexible learning strategies and grouping to engage students

Use flexible learning strategies and grouping to foster curiosity

Use flexible learning strategies and grouping to encourage responsibility for their own learning

There have been teachable moments already this year in which disrespectful situations have occurred. I make it a point to let them know it will not be tolerated. It serves as a platform that everyone needs to treat others how they would want to be treated. I am trying to teach students to mind their own business when a situation that doesn't involve them occurs, unless someone is in danger to prevent arguments as well. I continually change partners in my small groups so everyone has had a chance to work with a different classmate and can work together to reach a goal. In the future, I would like to have students participate in team building activities. I am currently in the process of changing some things up during the week instead of having a repetitive routine to have more student engagement. I need to work on allowing more time for conversation during the lessons so children can develop their learning through their curiosity. I could ask more open response questions and make time during the week for journal entries to help me develop in this area. Some of my students seem to give up easily on learning content. For these students, it is so easy to almost do the work for them but
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Transition between learning activities

Use instructional time effectively

this will not help them be successful. I try to give them strategies that will help them in the particular skill we are learning. For other students that are trying very hard to learn, disruptive students can be a distraction. When this occurs, I will separate them from the group and discuss the importance of the particular assignment and usually if they pay attention during the lesson, it will assist them on the assignment for that day as well as future ones. Applying the skill to a real life situation helps as well. Generally we only have time for one activity. If we are to transition between learning activities, we are still working on the same skill just from a different approach. I try to eliminate as many factors that may take away from instructional time. This could be having sharpened pencils ready for students and having my instructional materials prepared. I know how crutial the time is that I have with my students, but some things such as students arriving late and wanting to conversate with me or peers takes away from that. I try my best to have students save the conversations not related to our learning for the the end of the class period if there is time left.

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Standard 6: Collaboration and Communication Teachers collaborate and communicate with students, parents, other educators, administrators, and the community to support student learning.
Developing Proficient EVIDENCE

Use effective communication strategies in the classroom

Use a variety of strategies for timely, confidential professional communication with parents and caregivers

Use a variety of strategies for timely, confidential professional communication with colleagues and other school staff

Sometimes I don't explain things completely before sending students off to complete a task. I am currently working on that. During discussions, I communicate well with providing feedback to students who have questions or on work they have completed. I am a positive reinforcer for classroom management as well. When I was first hired, I did send a letter to parents letting them know my contact information, about myself, and what services I would be providing to their child. I have met with a few parents during conferences, and at the end of the day about their progress. However, I would like to have a webpage that allows the parents to really be aware of what skills we are working on in my class as well as communicate about positive progress or behavior. I have communicated with colleagues face to face, through email, Eagle Apps, telephone calls, and texts before, during, and after school.

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Standard 7: Professional Responsibility and Growth an individual as a member of a learning community.

Teachers assume responsibility for professional growth, performance, and involvement as

Developing Proficient EVIDENCE

Follow district policies and state and federal regulations

Separate personal beliefs from professional interactions with students and families

Identify content knowledge, instructional strengths and areas for professional growth to develop targeted goals

Identify content knowledge, instructional strengths and areas for professional growth to implement targeted goals

Identify content knowledge, instructional strengths and areas for professional growth to participate in relevant professional development

Identify content knowledge, instructional strengths and areas for professional growth to incorporate the new learning into instruction

I would not have been employed or still have my job if I did not abide by the district policies, and state and federal regulations. As an educator, it sometimes can be difficult to keep personal beliefs separate when it comes to trying to teach children good morals on top of content area. Overtime, I will become better at seeperating the two. I have just started to really evaluate if the students were able to met the intended targeted goal and build on my lessons accordingly. By reflecting on my lessons, I am able to implement those adjustments the following day to acomplish more student progress. Since being hired I have attended the couple professional development days. These will always be a great way to get information of the direction of the district and curriculum. I look forward to the Title I training once the district is able to hire more staff members. After every lesson, I try to reflect and make notes of what I can do to improve the instruction for the following day. Weekly PLC's are informative by listening to other teachers' professional opinions on a variety of topics.

RE Program Year 1

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