IVA - Reflection
Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
OVERVIEW:
I routinely reflect on my teaching, both informally everyday in the classroom, as well as more formally and collaboratively with colleagues in the ELA Department, the Special Education Department, an the faculty as a whole. As I mentioned earlier, no lesson plan or curriculum unit is ever finished; after each execution of a lesson or unit, I make changes and improvements based on informal reflection (how it seemed to work, or not work, in class) and based on collaborative common planning with colleagues. I also engage in "best practices" sessions with colleagues on a regular basis, to get and share new and proven ideas for lessons and instruction. Finally, at the end of each school year, I ask my students to complete an anonymous performance review, giving their opinion of my teaching and the course itself. I study those performance reviews every summer and use them to fine tune my curriculum and instruction for the following year.
I routinely reflect on my teaching, both informally everyday in the classroom, as well as more formally and collaboratively with colleagues in the ELA Department, the Special Education Department, an the faculty as a whole. As I mentioned earlier, no lesson plan or curriculum unit is ever finished; after each execution of a lesson or unit, I make changes and improvements based on informal reflection (how it seemed to work, or not work, in class) and based on collaborative common planning with colleagues. I also engage in "best practices" sessions with colleagues on a regular basis, to get and share new and proven ideas for lessons and instruction. Finally, at the end of each school year, I ask my students to complete an anonymous performance review, giving their opinion of my teaching and the course itself. I study those performance reviews every summer and use them to fine tune my curriculum and instruction for the following year.
|
EVIDENCE:
As mentioned in my SMART Goals, I make regular use of College Board's new AP Classroom, to engage in data collection with Personal Progress Checks. To the right are examples of the data provided. As you can see, the software provides me with Standards/Skills-specific scoring, which I use to adjust and determine subsequent instruction. |
|
|
EVIDENCE:
This year, as a result of my administrative practicum, reflection and data analysis have been center stage. This fall, I performed a comprehensive analysis of the SBRHS ELA curriculum. To the right is a PowerPoint with my findings, suggested improvements, and conclusions. |
| ||
[**MODELING NOTE: I presented these findings to my AIC colleagues in October of 2020.**]
