The paths to "Eureka" moments: Teaching Mathematics in Secondary Education

Posts tagged ‘Professionalism’

E2-Exemplify collaboration within the school

E2-Exemplify collaboration within the school

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Teacher-candidates participate collaboratively and professionally in school activities using appropriate and respectful verbal and written communication.

Teacher-candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

As a teacher, I must be able to work cooperatively with school staff and faculty. Throughout faculty interactions, I must not only be professionally appropriate, but also ensure that my tone and words communicate respect.

Throughout working as a student teacher, I have worked with my mentor teacher to create many student worksheets used either during lessons or as homework. I have also worked with math faculty to analyze assessment data in order to inform instruction. The school I student teach at is a pilot school for the Math Benchmark Assessment (MBA) and as such, the teachers are required to analyze their classroom data and provide feedback to the assessment creators. A “work in progress” is given in the following link. MBA Rational

 

This data analysis focused on one of the Washington State Standards and described the ability levels of students on that particular topic. Through the analysis, we worked to also describe the effectiveness of the district in providing instructional materials which aligned to the same standards.

In working collaboratively with faculty to create this analysis, I learned the power of multiple perspectives, gained insight from experienced teachers, and developed mutual respect for those I worked with. In the future, I feel collaboration will be key to my success as a first year teacher, but also as an effective member of the educational community.

E1-Exemplify professionally-informed, growth centered practice.

E1-Exemplify professionally-informed, growth centered practice.

Teacher-candidates develop reflective, collaborated, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

As a teacher, I am to reflect on my progress and growth as an educator. This reflection, along with feedback from supervisors will help me refine my skills and become a more effective teacher.

One way that I have reflected upon my professional practices has been through the creation of a Draft Professional Growth Plan Documents (DPGP: Josie Becker Draft for DPGP). In this draft, I have reflected upon four rubrics and self-evaluated my skills and abilities in the corresponding categories. Following my reflection, one of my education professors gave my feedback in order to prompt for further details and deeper reflection. This enabled me to further dissect my skills as a teacher and determine areas for future growth.

In creating this DPGP, I had the opportunity to reflect on my skills as a teacher and determine areas of growth in order to teach more effectively. This directly relates to student learning as well, in that while I give them regular feedback, as a teacher I should look to get feedback from my students, peers, and superiors in order to continue be as soft clay, sculpted to best teach and serve those around me.

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