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Induction Presentation

Danielson Domains 1-4 with reflections
by

Courtney Doran

on 7 April 2014

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Transcript of Induction Presentation

IF YOU WANT TO SEE AN EXAMPLE ON HOW TO USE THIS TEMPLATE, PLEASE CHECK:
2013-2014
Based on Charlotte Danielson's
Professional Framework for Teaching
Teacher Portfolio
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments
Domain 1: Planning and Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities
The Framework for Teaching
Domain 2:
The Classroom
Environment
2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space
Domain 3:
Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness
Domain 4:
Professional
Responsibilities

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

4e: Growing and Reflecting Professionally

4f: Showing Professionalism
I am a firm believer in the power of mnemonic devices such as acronyms. Most of my students struggle with memory as well as their organizational skills in their writing. In order to provide them with a tool to overcome these struggles, I introduced the acronym "RAPS" this year. This provided a framework for short responses: Restate the question, Answer the Question, Prove-it, Sum it Up. This was posted in our room for the second half of the year, and coupled with sentence starters such as "In the text it says..." and "This quote shows..." I show a vast across-the-board improvement in the quality of short responses in my class. Other resources, such as their writing goals, and a list of common question words, were also available for convenient student reference.
As students became more familiar with RAPS, I noticed they began labeling the parts of their response with the letters. The use of sentence starters "In the text on page _____ it says" and "This quote shows" also correlated to improved student work. I wish I would of provided my students a rubric to reference earlier. Next year I plan on guiding them through group evaluations of other students' work on and then self-evaluation in order to contribute to more complete short responses.
Reading comprehension in my classroom varied from level L to X, so engaging my students in a class novel that was content appropriate but not too high level meant we had a lot of class discussions before delving in. Often I was able to combine other skills, into these discussions, where we also constantly went back to the text to look for evidence.
I rely on a positive behavior management system as much as possible. With this goal in mind, this year I implemented several reward systems- one school wide, one whole class and one individual.
Our individual positive reward was our monthly book raffle. Throughout the month, students could earn tickets for varying actions: helping a classmate, good teamwork, 100% homework completion, outstanding performance and cleaning up the room to name a few. In addition, they could earn tickets for completing their classroom job. The tickets served a dual purpose: they encouraged good citizenship while also encouraging the students to take responsibility for our classroom. Next year I would like to use this system to target more limited behaviors, such as "saying something nice to a classmate" since I feel my class still has a lot of work to do on creating a feeling of community. However this reward is working far better than any reward system that I have used.
In order to create a more respectful environment, in addition to the positive reward systems, we also took advantage of educational opportunities outside the classroom. This helped establish a culture for learning by showing that learning is not done in isolation; it has real world application and value.
If I could instill three values in my students, it would be to treat others with respect, a love of learning, and a love of reading. The library is therefore a central space in our classroom. It is neat, organized, and sorted according to reading level.
If this isn't the epitome of professionalism I may need help on Domain 4!!
Looking forward to another year with these kids!
Communication with families is key to success in the classroom. I felt fortunate to have parents that were, for the most part, fairly responsive this year. I stayed in touch with them regularly with newsletters, phone calls, notes written in agendas and the awesome text message service Remind 101. However, next year I want to make these letters a bit more interactive, since sometimes it was hard to know if they were read at all. One idea, I am thinking about is to include short questions that might pertain to our current unit on each letter, something that might require the student to have a discussion with their parent/guardian before returning the letter signed.
Mrs. Courtney Doran
In order to ensure student learning, teachers must know not only the content but also the students to whom they wish to teach that content. At the beginning of the year, I had parents complete a simple survey on their child, which provided me with parent input, and students completed a Reading Interest Survey. The information that I gained from these two surveys were used to plan instruction and make accommodations based on student information and parent information.
Parent 3-2-1

This paper was sent home at the beginning of the year and asked parents to describe their child using 3 words, provide 2 pieces of information that I should know about their child and give 1 wish for this school year. I really gained a lot of information from this simple survey. A lot of the parents asked for their child to be pushed and gave insight into some behaviors.
This Reading Interest Survey started our journey with novels. I was able to gauge student interest and ability from this survey. I enjoyed students honesty about reading, and tried to take their feelings into consideration when grouping them for novels.
This is a combination of our individual and class reward system. If students stay on green they earn marbles for our class marble jar. The students earn marbles for following directions the first time, being prepared, and earning compliments. Once the marble jar is filled, students earn extra recess.
Hutchinson ROARS is our school wide positive reward system. Students can earn letters at Encore and Lunch. Once ROARS is earned they can earn a class reward. Some favorites, are electronic time, kickball game, and an ice cream treat!
The Fourth Grade went to the Westmoreland Museum of Art, and learned about Pennsylvania history.
Math Workshop
Understanding the essence of Everyday Math is key to teaching the curriculum. The Book Walks that were shared with us during our Math Planning day as well as the information presented at our 10-Minute Tuesday meetings were a great tool to refer to while teaching the units.
Language Arts from Then to Now
Blogging
My Language Arts class has been many years in the making. Being in various roles, my teaching had many trials and errors. I started teaching solely from the basal, but realized the students need rich text. I used novels to supplement, but was still depending on the basal. This year, I used the Common Core Standards and our Standards Based Report Card to guide my instruction. I explicitly introduced skills using our readers notebook and then had students apply their new learnings in their leveled novels. I don't know that I am fully satisfied and will make some tweaks next year, but I for once really feel like my students are interested in the skills, and are able to continuously apply the skills in different text.

Effort Creates Ability
At Greensburg Salem we believe that "The harder you work, the smarter you get." It is a motto rooted in the belief that intelligence, creativity and skill are qualities that a child can achieve through hard work and support, and not merely fixed qualities which each of us our born with. This video that was presented to us a our 10-Minute Tuesday's is a great example of our motto "Effort Creates Ability." I want to show this to my students at the beginning of the year in the future. I want them to really see that it is okay to fail, as long as you keep trying and don't give up.
In the past I taught my math lessons as an entirely whole-class event. I often stood at the front of the room teaching and had students who found the lesson too easy, and tried to do the work before I even finished teaching the lesson. On the other hand I had struggling learners who were often lost unless I stopped to work with them one-on-one. Thanks to my experiences last year, I was introduced to Math Workshop were I now can use developmental groups to differentiate my instruction.
Greensburg Salem Education Foundation Grant
Kidblog is designed for teachers who want to provide each student with an individual blog. Students are able to publish posts and participate in discussions within a secure classroom blogging community. My class along with Miss McMaster's used Kidblog to discuss our novels. Students were able to post questions and comments about their readings while responding to their peers. We found the blogging is a great way to motivate our students to write. Kidblog gave the students writing a meaningful purpose and an authentic audience (their classmates).
The Greensburg Education Foundation provided my class and Miss McMaster's class with the opportunity to purchase close to $1,000 worth of books. We were able to purchase over 6 sets of novels, many picture books to use as mentor text, and several pieces of non-fiction text. Molly and I are very excited to use these resources next school year.
I always begin my math units with a pre-assessment. The tests aligns with each lesson in the unit. From there I determine my groups, and which lessons will be differentiated, taught whole group or taught heterogeneously.
Students begin math lessons with a discussion of the essential question. We then go back to this question at the end of the lesson. I begin each lesson with a whole group math lesson that takes 20 - 30 minutes.
Students have the opportunity during Math Workshop to work with math games, math practice/enrichment and have a guided lesson with me. During math practice or games students complete a question on our "Show What You Know" door.
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