Absences – (1-2) March 5 and/or paper
Work Session – March 5 – JHS 4-6
Preview of March, April, May
| Unpacking IIa. Standard II Professional Development |
| II. (a) | |
| Evaluating the effects of his/her teaching through feedback and reflection; | |
Look at Descriptors of Practice IIa.
| 1. | The teacher conducts assessments during instruction to monitor student understanding and makes immediate adjustments to instruction as necessary. | ||
| 2. | The teacher uses multiple sources of classroom-based summative assessments, including school, district, and state data, to strengthen what worked well, identify needed changes, and make necessary instructional adjustments. | ||
| 3. | The teacher systematically seeks and receives feedback from a variety of sources, including parents, students, peers, and administrators. The teacher engages in reflective analysis of the best use of the information, and determines the appropriate response. | ||
Final Word
Debrief
| · | What do you gather? | ||
| · | How do you gather? | ||
| · | How do you utilize? | ||
| · | How do you communicate back? – How do they feel valued/were heard? | ||
| · | Parents | ||
| · | Students | ||
| · | Peers | ||
| · | Administrators |
Unpacking Standard III: Professional Contributions
| III. (b) | Participating collaboratively in school improvement activities and contributing to collegial decision making |
| 1. | The teacher uses performance data and research of best practice to participate in collegial efforts to ensure optimum implementation of the instructional program. | |
| 2. | The teacher honors school-wide agreements and expectations in support of school improvement efforts. The teacher shares responsibility for nurturing positive relationships and crafting a safe environment where autonomy, belonging, and competence are experienced by all. | |
| 3. | The teacher applies effective collaboration and communication strategies in a group decision-making context. | |
School Improvement Plan – Seeking opportunities to plug into process.
Date
| Activity Title + Location
| Amount of time
| Short Description
| Signature for extensive time on a project
|
The Portfolio must include the following components in this order:
| 1. | A copy of the Professional Growth Record (word ) ( pdf ) | |
| This is required documentation for certification file. | ||
| 2. | Student Learning Context Profile | |
| The purpose of this is to describe the classroom, school, district, and community setting that forms the basis for instructional decision-making. | ||
| 3. | Entries | |
| The entries may include instructional units, classroom procedures and systems, or other elements of your regular practice. Taken together, the Entries demonstrate that the teacher’s work meets or exceeds the criteria for Professional Certification. | ||
| 4. | Summary Reflection | |
| Describes and comments on your learning and growth through the entire process. | ||
| 5. | Professional Growth Plan (PGP) (word ) ( pdf ) | |
| The PGP is comprised of the Professional Growth Plan form completed for each of the criteria identified in your self-assessment during the Pre-Assessment Seminar. Most candidates will typically complete a PGP form for 3-5 of the 12 criteria though the number will vary. | ||