I. Pre-Assessment and Analysis 

Candidate assesses the knowledge and skills of students in relation to long-term content goals and district standards and determines the knowledge and skills each student needs to meet the goals and standards.    

Over the past several years my school has developed a triennial assessment program for all students in grades K-8.  Three times a year students are assessed in reading, math, spelling, language arts, and writing.  For reading we use DIBELS in grades 1-6.  The assessments typically take place in September, January, and May. 

After I complete the DIBELS testing in September, I distribute a literacy interest and attitude survey for all my students.  My goal is to find out their thoughts about reading in general, how they perceive themselves as a reader, and what kinds of strategies they use when they are reading something.  I’m always interested in learning what all of my students have to say about reading, but I’m especially concerned with examining the thoughts and feelings about reading of those who struggle.  This allows me to gain a better understanding of their thinking and perception of themselves.  The results of the triennial assessments and literacy survey are reported to parents in a variety of ways, which might include email and/or conferencing.   

Another way that I have used pre-assessments is in math.  Depending on the topic or chapter of study, I have given the chapter test as a pre-assessment to find out what the students already know.  It’s important to communicate with your students and explain to them the purpose behind what they’re doing.  It needs to be made clear to them that pre-assessments are strictly used to help me understand what they already know how to do; they are not something that’s going to be graded.  This eases any concerns that students might have, especially if they are typically anxious about test taking.  Once the pre-assessment has been completed, I will analyze each student’s work and specifically look for trends throughout the class.  Is there a specific concept that the class seems to already have a good understanding of?  If so, perhaps this is an area of the chapter that can be quickly reviewed or even skipped over.  Is there a specific concept or certain types of problems that the whole class needs more practice on?  Through this type of analysis, I’m able to shape my teaching to fit the specific group of students I’m working with and their needs.

When it comes to planning units and lessons, I do my very best to recognize where each one of my students are developmentally and to acknowledge their interests, abilities, and learning accomplishments.  The Archdiocese of Portland has curriculum guidelines in place for each grade level, which meet or exceed the Oregon Content Standards.    

I teach one unit of spelling per week by using Houghton Mifflin’s Spelling and Vocabulary.  The program is phonics-based and, in addition, provides numerous activities that build vocabulary and proofreading skills.  At the beginning of each school week students take a pre-test.  If a student scores 100% on their pre-test, I use Scholastic’s 240 Vocabulary Words 5th Grade Kids Need to Know and supplement their regular unit assignments with it.  This is one way that I’ve found to challenge a student without giving them more work than their classmates.  Nobody wants to have more work, especially kids!   I have found that my students are more motivated in spelling since I’ve implemented this.  If a student knows how to spell all 30 words at the start of the week, why should they have to work on assignments and activities associated with those words?  Instead, I try to keep everyone interested and challenged by meeting them on whatever level they’re at.

I like to incorporate the use of short stories and novels into my reading curriculum.  One whole-group novel that I like to use is Island of the Blue Dolphins.  Before beginning the book, I spend a lot of time teaching students how to respond to literature.  I want them to have opinions about what they read, and I want them to be able to express them – orally and written.  Each student is given a folder that includes a variety of activities that they need to finish by the end of the novel.  I provide them with a rubric that shows what needs to be completed.  Some of the activities that I might choose to include in their folder are: journal responses, asking questions, making connections, mental sketches (drawing pictures), and character webs (words and phrases to describe a specific character).  After reading the novel aloud as a class each day, students are given time to work in their folders – choosing which activity or activities to work on.  I typically check their folders once every two weeks to make sure they’re on track. 

After we’ve finished reading Island of the Blue Dolphins as a class, students work on one final project.  Set up as a tic-tac-toe board, this project is designed so that students choose any three squares in a row (horizontally, vertically, or diagonally).  Each square has an assignment written in it.  I’ve included things from making a diorama to drawing a map of the island to doing research on dolphins and writing a one-page report.  Students really enjoy this final project because of the element of choice.  They are able to apply what they’ve learned throughout the novel into these three assignments. 

In the summer of 2004 I took a curriculum design class, and I completed a curriculum project based on one of the social studies textbooks I teach from: Oregon: Adventures in Time and Place.  Over the past three years I’ve been able to use this project to guide my Oregon curriculum.  I’ve experimented with the different activities and have found that I prefer some more than others.  I also try to mix things up each year and do different activities, rather than just repeating ones from the previous year.

The very next summer, in 2005, I took a course on differentiated instruction, and I completed a differentiated curriculum project based on Jack and the Beanstalk.  I designed three lesson plans based on readiness, learning styles, and interest.  This was a challenge for me because the topic of differentiating instruction was still so new.  Although developing the project was challenging, implementing it the next fall was a lot of fun!

Candidate establishes a classroom climate conducive to learning, e.g. positive classroom management, a safe and developmentally appropriate environment, efficient organization of time and materials, and effective transitions.    

Creating a positive classroom climate is one of the most important things you can do as a teacher.  When students feel safe and comfortable in a classroom, and they know you are their advocate, anything is possible.  I begin working on creating this classroom climate before my students even arrive on the first day of school.

I physically set up my classroom so it is conducive to cooperative learning.  Desks are typically arranged in table groups of four.  After experimenting with various arrangements in previous years, I’ve come back to groups of four.  I find that it’s easy to have kids do small-group work or pair off with another student for a partner activity.  During a lecture it’s convenient to ask students to discuss an idea with the three other students they sit with or have the opportunity for them to share an idea with their classmates.  It’s also imperative that none of my students will be sitting with their back to the white-board.  Another important aspect of the physical classroom is organization.  My entire classroom library is organized into baskets.  Each numbered and color-coded basket has a card with a specific genre.  All the books have a colored dot and number so it’s easy for students to find and return books they borrow from me.  I also have ample cupboard space which provides me with an easy way to organize board games, puzzles, notebook paper, and other supplies that students can easily access, if needed.  Every student has their own mailbox where they can retrieve corrected papers, tests, or any other materials that need to be sent home at the end of the school day.  Students love having their own mailbox, and it also helps to promote responsibility.

“Road Rules” is a behavior system that I use based on cards.  I have a small bulletin board set up behind my desk area with 28 library pockets that each contain an index card.  The index card either has a green dot, a yellow dot, a red dot, or two red dots showing at the time.  Each student always begins the day with a green card.  If a child does not correct their behavior after two warnings from me, they will be asked to turn their card.  The purpose of this system is not to punish a student for their behavior, but rather help them learn to manage their behavior and stay on-task during the school day.  If a student turns their card, I will talk with them individually and they will understand why.  A yellow card results in 10 minutes being taken off of their recess; a red card means the student is sent home with a conduct slip; and a double-red card results in a phone call home and a trip to the principal’s office.  This is a system that I have found to be effective in classroom management and helping to keep a positive classroom climate.

My class also works together in their table groups to earn table points.  We first establish a goal together, points-wise.  Then we agree upon a celebration for the entire class when we reach our goal, and a small celebration for the individual table group with the most points when we reach our class goal.  Examples might be an extra recess for the class and lunch with me for the winning table group.  It’s important to me that my students be a part of the planning and goal-setting process for this system.  Table groups can earn points during various times throughout the day.  I like to give out points during transition times.  My students are motivated to have their materials out and ready to go for the next subject.  During these times they also look out for one another and help their classmates with what materials they’re supposed to have out on their desk.

When students arrive each morning I greet each one at the classroom door and shake their hand.  As they enter the classroom they know to find their desk and read the message on the white-board.  I always tell them what they need to have out on their desk, the books they’ll need for the day, and anything they need to accomplish before the tardy bell rings.  A daily schedule is always posted so that students know what’s going on during the school day.  As we transition from one subject to the next, I like to allow time for a stretch break.  Typically we’ll have one or two stretch breaks during the day.  I encourage students to stand up, stretch, and even move around the classroom.  After a minute or so I ask students to have a seat, and then we’re ready to move on to the next activity.

IV. Implementing Instruction 

Candidate implements instructional plans that employ knowledge of subject matter, use research-based educational practices that reflect how students learn, and are sensitive to individual differences.   

I try to learn as much as I can about each and every one of my students at the beginning of the school year.  What kinds of things are they interested in?  What are their likes and dislikes?  I typically have students fill out a survey about themselves.  In addition, I like to incorporate several ice-breaker activities on the first day so that I can get a sense of who my students are, but also so that they can get to know one another a little better.  I also like to give parents a survey to fill out about their child.  What do they perceive as their child’s strengths and weaknesses in school?  What kinds of things does their child enjoy doing?  One other piece of the puzzle that I view as extremely important is having my students complete a learning inventory about themselves.  How do they learn best?  I’ve teamed up with the learning specialist at my school to do this.  She typically comes in once a month to teach a lesson from Dr. Mel Levine’s book All Kinds of Minds.  The book was written to help elementary students understand how they learn and how they may have different strengths and weaknesses in some areas of learning.  Completing a learning inventory is one of the first things she has the students do.  The inventories help me to recognize how my students learn, and they also make me more aware and sensitive to the various learning styles in my classroom.

I make a conscious effort to present information to my students in a variety of ways.  Reading something aloud or writing something down is not enough.  I consistently try to give information orally and in written form.  I also try to incorporate a lot of hands-on activities or assignments.  In science we study about trash and landfills.  Why just read about landfills when you can make one?  I have students work in groups to collect garbage (pieces of food, coffee grounds, scraps of paper, etc.) and construct their own landfill in a shoebox.  They water their landfill for several weeks and then have the opportunity to take it apart and observe what changes occurred.  In math we do a lot of work with multiplication and division.  It’s important to me that my students understand what multiplication and division really mean, not just how to do it.  I like to incorporate the use of base-ten blocks to model multiplication and division.  I’m fortunate enough to have a manipulative kit for each one of my students that includes a variety of hands-on math materials.

I incorporate a variety of literacy strategies into my teaching.  One strategy that I like using with nonfiction textbooks is an anticipation guide.  Anticipation guides are great for activating background knowledge about a topic.  I used an anticipation guide last fall to introduce the topic of bullying to my class.  The guide included several true statements and several untrue statements, which were based on common misconceptions.  I read through each statement on the anticipation guide and had my students mark whether they thought it was true or false.  Then I read them the picture book My Secret Bully.  After briefly discussing several specific points about the book, we went back and looked at the anticipation guide.  Once again, I read through each statement with the class and they marked whether the statement was true or false.  This strategy prompted some great discussion about bullying, and it was a fantastic way of introducing a new topic.  Another literacy strategy I’ve used from time-to-time is the cloze procedure.  This is an informal way for me to gather my students’ knowledge of syntax and semantics to predict the words that are missing from the passage.  My students typically view this as a fun, challenging activity.

Throughout my time of taking classes at Pacific, I’ve been exposed to a plethora of educational resources and textbooks.  I continue to use these books to find new and different ways to present information to my students.  Some of the books that continue to be useful guides to me are:

·         50 Literacy Strategies Step by Step – Gail E. Tompkins

·         Locating and Correcting Reading Difficulties – James L. Shanker and Eldon E. Ekwall

·         Strategies That Work – Stephanie Harvey and Anne Goudvis

·         Guiding Reading and Writing in the Content Areas – M. Carrol Tama and           Anita Bell McClain

Although I don’t teach at a culturally diverse school, I do teach students with a wide-range of academic abilities.  When I plan lessons I always consider the full spectrum of abilities in my classroom, and I try to plan lessons and assignments that meet the needs of all my students.  This can be a challenge to do, but it is possible.

V. Collaboration 

Candidate collaborates with parents, colleagues, and members of the community to provide internal and external assistance to students and to their families, if needed, to promote student learning when necessary.   

I take a great deal of pride in my working relationships with students, parents, colleagues, and members of the St. Clare community.  Getting to know each and every one of my students is the key to a happy and successful year.  Before school even starts, I take the time to send each student a postcard over the summer.  As the school year begins many activities are designed so that I can get to know the students and they can also get to know me.  My students know that I am there for them: to teach, help, and guide them throughout the year.  

Establishing communication between home and school is vital.  Parents and teachers are partners in the learning process, and I do everything I can to make communication between home and school accessible and easy.  Making the Grade, my weekly classroom newsletter, is available on my classroom website.  Parents can choose to access the newsletter online, or if they prefer, I can email them a copy or send home a paper copy at the beginning of the week.  My newsletters are meant to keep parents informed about what is happening in my classroom.  Access to email from home and school allows communication with parents to be easy and efficient.  Parents also have the option to leave a voice mail for me on my classroom phone.  I am also available before and after school to meet with parents.

Working at St. Clare allows me the opportunity to work closely with my colleagues.  With only one class per grade level, classroom teachers collaborate in both levels (K-2, 3-5, and 6-8) and as an entire staff.  Staff meetings happen several times a month and give us a chance to come together to discuss the calendar and upcoming events, scheduling, and even a chance to reflect on school events.  For example, after our Open House and Art Fair we took a few minutes during our meeting to reflect on how it went and what we might do differently in the future.  As a non-Catholic I am not the primary religion teacher, so my principal comes in every afternoon to teach.  We meet at the beginning of each week and plan lessons and activities together.

Lastly, I have been involved with the St. Clare community by coaching two CYO (Catholic Youth Organization) girls basketball teams.  This opportunity has allowed me to get to know and work with students that I have not taught in the classroom.  I volunteer to do this because I have a passion for the game of basketball, and I believe in the mission of CYO.  I also attend school and parish functions, such as the auction and BINGO Night.

VI. Evaluation 

Candidate evaluates student progress in learning, refines plans for instruction, and establishes alternative goals or environments for learning when necessary.   

Evaluation takes place in my classroom on a daily basis, and on a variety of levels.  Not only do I evaluate my students' progress in numerous ways, but I also evaluate my own teaching in order to meet the needs of my students.  This self evaluation typically takes place after a lesson, but there are times that I make specific changes or adjustments while I am teaching.

Students are also responsible for evaluating themselves.  Sometimes a combination of their self evaluations and my own lead to specific adjustments during a lesson.  For example, when introducing long multiplication there are some students that catch on right away while others need more guidance and practice.  When I realized the different levels my students were on, we made adjustments to the lesson right on the spot.  Those students that were feeling confident proceeded with the assignment on their own.  Those that thought they had the idea, but wanted to make sure, started with the assignment and would come up every few problems and check their work from the teacher guide. Those students who felt that they needed step-by-step help went and worked with me on the carpet.  At any point during the work period students could move to the group that best fit their needs. This example of differentiation was not a part of the original lesson plan, but it was something that was necessary in order for students to be successful.  

Providing a variety of assessment tools to evaluate my students is an essential part of my teaching.  There are times that I use a traditional paper and pencil test or quiz to evaluate what my students have learned.  However, I also use a variety of tools to assess my class. These may include, but are not limited to, written reports, oral presentations, answering questions based upon a reading (written and oral), group projects, discussions, literature circles, differentiated projects, and video projects.

VII. Documentation 

Candidate documents and reports the progress of students in achieving content goals and district standards.    

Documenting student progress takes a great deal of planning and organization, and it is well worth the effort.  It’s not enough to solely rely on working with and observing your students on a daily basis.  By having documentation accessible, it can be utilized for a variety of situations, such as parent conversations, meetings, or conferences, student and teacher meetings/conferences, meetings with other faculty and/or staff members, and progress report and report card entry. 

I keep my grade book in a small binder, and it is split up into sections; each subject has its own section.  When entering in an assignment I include all of the assignment information and the date it was due.  All of my students’ work receives either a grade or a check to show that credit has been given.  I also use my grade book to keep track of late assignments, or assignments that were never turned in.  This is a valuable resource when there’s a discrepancy with a student’s grade or a particular assignment.  At home I take all of the information from my grade book and put it into Class Action Gradebook, a computer program I use to compute grades.

I have a file for each one of my students.  Throughout the school year I put various work samples, assessments, and parent communication pieces into the folders.  I also keep any student information, given to me by our school’s learning specialist, in the appropriate folders.  I often refer back to this information, which sometimes provides specific strategies to try with a certain students.

Triennial assessments take place in September, January, and May.  I share the September assessment results for math and reading with parents at the October conferences.  I only communicate the assessment results for January and May if the student is lower than where they should be.  For example, after doing DIBELS if the student is not reading at the specified benchmark goal, I typically email parents to explain the benchmark goal versus where their child scored.  

As a part of the triennial assessment that takes place at our school, each classroom teacher keeps a file for each student and puts all of that student’s assessments into the folder.  At the end of the school year those folders are passed on to the teacher in the next grade.  This is one of the benefits of being at a small school with only one classroom per grade level.  We’re able to easily communicate with one another, and we’re aware of the students that we’re going to be getting the following year.

VIII. Research 

I have been introduced to so many new topics, ideas, and strategies during my coursework at Pacific University over the past four years.  I had two years of teaching under my belt before I began the MAT/CTL program at Pacific.  When I graduated from University of Portland in 2002 with a degree in elementary education, I had the option to go right on to graduate school.  However, I decided that I wanted to get some practice in the classroom first.  Beginning my graduate program with some classroom experience helped me easily make connections between my coursework and classroom teaching. 

My classes at Pacific have addressed the current issues and trends in education, and have challenged me to take a good look at myself as a classroom teacher.  Several summers ago I took a course on differentiated instruction.  When I arrived back at school in the fall, we were being introduced to the idea of differentiation and were making a plan to implement it into our classroom instruction.  I felt that I had an advantage over some of my colleagues because the topic was still so fresh on my mind.  By no means was I an expert, nor am I now, but I felt I already had a foundation to understand differentiation, and therefore I could put more time and effort into my instructional planning.

As a part of my MAT/CTL program, I have been working on my reading endorsement.  Through my courses and in my own research, I’ve had the opportunity to explore so many different facets of reading.  Specifically, I’ve been introduced to a variety of ways to assess a student's reading performance through a variety of programs.  Several years ago my school began using DIBELS (the Dynamic Indicators of Basic Early Literacy Skills) as a part of our triennial assessments to monitor literacy skills.  As the fourth grade teacher, I only use DIBELS to measure my students’ oral reading fluency.  I’m then able to report to parents, and the assessment results help me in planning instruction.  After some experimentation and additional research, my school no longer uses DIBELS to measure comprehension using retell fluency.  I have sought other methods for assessing my students’ reading comprehension.  This includes using a variety of supplementary materials with my reading curriculum, but also applying these materials to other subject areas, such as social studies and science.

My coursework through Pacific has also allowed me the opportunity to conduct my own research.  I’ve always been interested in the use of technology in schools, so I decided to explore the topic of implementing technology in the elementary classroom and the benefits it has on students.  I specifically wanted to explore whether elementary teachers were using available technology to teach their students, and if they felt comfortable and prepared to do so.

IX. Teacher Participation 

I believe it’s essential to find ways to be involved at school, whether it’s through a contribution that is directly related to your staff, or through something connected to the students.  In the three years I’ve been working at St. Clare School, I’ve tried to be involved in numerous ways.

During the 2006-2007 school year I served on a leadership team, with one other teacher, and helped facilitate our school’s upcoming accreditation for the fall of 2007.  It was our job to work closely with our principal and oversee the accreditation process, which included having our faculty work on various committees to write a document showing how we provide high quality learning opportunities and one that demonstrates our commitment to the self-improvement process.  It’s evident in our self-study document what we want our students to know and be able to do, and what systems we have in place to be able to meet the needs of all of our students.  The accreditation process will be completed in October 2007 when a visiting team comes to our school.

For the past several years I have worked with other teachers and been involved with Student Council and P.I.P. (Partners in Peace).  Student Council is comprised of students in grades four through eight.  These students help in planning pep assemblies, fundraising events, Spirit Week, and special Masses.  In addition, they run the student store several days a week.  Student Council meetings are held once a month.  P.I.P. is a program that trains fourth and fifth grade students to help monitor students in kindergarten through third grade during the morning recess time.  Partners in Peace act as coaches for minor playground issues and help the younger students to work through their problems with one another.  The first grade teacher and I train groups of students throughout the year, and we have meetings at lunch to discuss any concerns the students have.

As the only fourth grade teacher at my school, I work closely with the third and fifth grade teachers in our intermediate level.  At our monthly level meetings we might discuss our curriculums, examine new textbooks and programs, share joys and concerns, or address other topics as requested by our principal.

X. Professional Responsibilities 

Candidate works to enhance job performance and advance teaching as a profession.

One of the many advantages that I have found of working at a small school is the relationships that I have formed with my colleagues.  I work very closely with the third and fifth grade teachers – the three of us make up the intermediate level.  We typically meet once a month to discuss curriculum and ensure that continuity is occurring.  We also might share some of our successes and failures, or discuss a dilemma we are having.  This is a very valuable support system that is in place school-wide.  I also work closely with my principal and our learning specialist.  Because I am a non-Catholic, I don’t teach religion.  Instead, my principal comes in four days a week to teach my students.  She and I meet before school every Monday morning to plan out the week for religion.  We’re able to bounce ideas off one another, and I often assist her in class with special projects or assignments.  Our school is also very fortunate to have a learning specialist to support exceptional learners.  I work closely with her to accommodate the various learning styles and abilities in my classroom.  We often meet with parents to set up a plan for how to best address the child’s needs, or to discuss additional strategies that can be used in the classroom or at home.

At least one part of a faculty meeting each month is devoted to professional development, and the staff is provided with some kind of an inservice, usually headed up by our learning specialist.  Some of the topics we focused on this year were assessment and differentiated instruction.  With the help of our learning specialist, we have implemented a triennial assessment process for students in grades K-8.  Students are assessed in reading, math, spelling, language arts, and writing three times a year.  We continue to work on using assessment to guide our overall curriculum.  My school has also made a commitment to differentiated instruction.  I was among several teachers who were asked to present how we differentiate in our classrooms to the rest of the faculty.  Opportunities like this are very valuable because you’re able to learn from your colleagues and develop new ideas to implement in your own classroom.

I began working on my Master’s of Arts in Teaching and Continuing Teaching License with a reading endorsement several years ago.  As a practicing teacher it has been so rewarding to take the things I’m learning from my program and apply them to my daily teaching.  My coursework has helped to strengthen communication with my students’ parents, and I’ve also been able to share new ideas with my colleagues.

XI. Technology 

I’m dedicated to continuing to develop new ways of using technology in my classroom and with my students.  When I was first interviewing at my school the topic of technology kept coming up.  My principal felt it was essential that the teacher she would hire would have a strong sense of how to use and implement various forms of technology.  This is something that I continue to be interested in and I work hard to do.

I have created my classroom website and update it at least once a week.  This is one way I have for communicating with parents and students.  My website includes things such as a classroom handbook, calendar of upcoming events, weekly classroom newsletter, weekly brain teaser for students to solve, and suggestions for books, to name a few. 

One project I love to do each year with my students is to make a video of idioms.  Students work in groups of four to act out various idioms like they sound, not what they really mean.  For example, students might demonstrate “Keep the ball rolling,” not by showing how to keep something moving along, but to literally keep a ball rolling.  Each student is able to choose an idiom to act out with their group, and they have the opportunity to be a director and decide how best to show the idiom. 

Another example of a technology-based project came with the students having to learn the Schoolwide Learning Expectations that were established for the Accreditation process in the fall of 2007.  Rather than have the students strictly memorize the expectation or draw it on a piece of paper, I had my students work in groups to act out the expectation in a photograph.  Not only were they able to recite the expectations, they were able to explain what each one meant.

My school is continuing to work on expanding its technological resources.  They’re hoping to have laptops and SMART Boards available for every classroom teacher in the next year or so.

XII. Reflection 

One of the most important aspects of teaching is reflection.  If you don’t take the time to carefully consider what occurs in your classroom on a daily basis, there’s no way to improve as an educator.  I firmly believe that all good educators take the time to reflect on their own teaching.  Fortunately, as teachers, we don’t just get one chance to make sure that each and every single one of our students understands the material the first time.  If that were the case there would be a lot of failures!  If a lesson doesn’t go as planned, or students just don’t seem to understand a concept, we have the opportunity to go back and try it again.  Perhaps the lesson needs a bit of revision in terms of how it’s set up, or maybe we need to try presenting the difficult concept in a whole new way.  Reflection allows us as teachers to do just that. 

I’ve always held the belief that, as a teacher, you need to be real with your students.  I’m a firm believer that you can learn something new each day from your students if you take the time to listen or see.  I typically do literature circle groups in the spring by having the class split up into four groups; each group reading a different novel.  As one group was winding up their final discussion, some of the students shared that it had been frustrating to not be allowed to read ahead in the book.  At that point, I decided to try something that I’d never done before.  I asked the seven, fourth grade students that were sitting out in the hall with me how they might change the format of the literature circle groups for next year.  What suggestions would they make for doing a group novel?  I have to admit, I was a little leery of what some might say, but I found seven students who had some really good thoughts and ideas to share.  I was amazed!  When appropriate, I think it’s a very valuable tool to have your students reflect with you.  They certainly gave me some ideas to consider for next year!

My colleagues also help me with the reflection process.  I feel fortunate to be at a small school where I know everyone that I work with, and could call upon anyone for advice or a favor.  I’m formally observed once a year by my principal.  She always invites me in to discuss the lesson she observed, and she shares any thoughts she had.  We also talk frequently about how students are doing in my room.  I’m able to share things that are going well, and also share things that I’d like to improve.  Our school’s learning specialist also comes in frequently to informally observe students in my class.  We’ll often touch base after she visits and discuss specific students, but I’m also able to bounce ideas off of her about my teaching.

Putting together this online portfolio has afforded me the opportunity to do a lot of reflection on my teaching, and I’m very grateful.