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2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
Level of Development: Integrating: Maintains physical environments that reflect student diversity and provides a broad range of resources, displays, and artifacts that are current and integral to instruction. Students routinely use a range of resources in learning environments that relate to and enhance instruction and reflect their diversity. Students share in monitoring and assessment of interactions to improve effectiveness and develop a positive culture for learning. Date: 9/26/17 Evidence: The physical learning environment in my classroom is complete with visual resources are displayed to support student learning and student learning. As a social studies teacher, these resources include many maps created for a variety of audiences and purposes. My walls also include anchor charts and cues to help students remember terms we use throughout the year. I have also included several travel posters from around the globe, particularly the regions of the world we learn about in class. Not only does this anchor the information, but sparks interest for future units. I also display student work regularly on our board outside the room on our large map of the world. See the images to the right for further evidence. |
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2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
Level of Development: Applying/Integrating: Develops shared responsibility with students for resolving conflict and creating and maintaining a caring classroom community.
Supports students in taking leadership in developing a caring community that is responsive to the diverse cultural norms of identities of all students. Students demonstrate efforts to be positive, accepting, and respectful of differences.
Date: 9/26/17
Evidence: In addition to modeling fairness and respect in the classroom, I am aware, knowledgeable, and respectful about the cultural diversity in the classroom. I mention and ask questions about specific cultural norms in their community and tie them to culture throughout Southern California. In an activity introducing medieval Japan's developing culture, we explored cultures that impact us here in Southern California. We warmed up the new unit using Nearpod to access students' previous knowledge of cultural influence. We reviewed the definition of cultural diffusion and added the definition of multiculturalism to our vocabulary. I then led students through a collaborative warm-up in which students brainstorm about cultures they see in Southern California.
Nearpod link found here.
Level of Development: Applying/Integrating: Develops shared responsibility with students for resolving conflict and creating and maintaining a caring classroom community.
Supports students in taking leadership in developing a caring community that is responsive to the diverse cultural norms of identities of all students. Students demonstrate efforts to be positive, accepting, and respectful of differences.
Date: 9/26/17
Evidence: In addition to modeling fairness and respect in the classroom, I am aware, knowledgeable, and respectful about the cultural diversity in the classroom. I mention and ask questions about specific cultural norms in their community and tie them to culture throughout Southern California. In an activity introducing medieval Japan's developing culture, we explored cultures that impact us here in Southern California. We warmed up the new unit using Nearpod to access students' previous knowledge of cultural influence. We reviewed the definition of cultural diffusion and added the definition of multiculturalism to our vocabulary. I then led students through a collaborative warm-up in which students brainstorm about cultures they see in Southern California.
Nearpod link found here.
2.4: Creating a rigorous learning environment with high expectations and appropriate support for all students
Level of Development: Emerging/Exploring: Some students ask for teacher support to understand or complete learning tasks. Strives for a rigorous learning environment that includes accuracy, understanding, and the importance of meeting targeted learning goals.
Works to maintain high expectations for students while becoming aware of achievement patterns for individuals and groups of students.
Date: 9/26/17
Evidence: My class goes beyond the traditional names, facts, and dates. Students are required to think critically in my class in a variety of mediums. We have been specifically looking into reliability, sourcing, and pulling evidence from primary and secondary sources in order to find the "truth" about historical figures and types of sources we frequently read. Not only does this encourage critical thinking outside school, but creates successful citizens. One method of practicing these skills is our CLOSE reading activities. At this point in the year we have completed 2. These are rigorous activities that require students to examine documents closely, make comparisons, and create arguments. All my students participate in these rigorous activities, including English Learners and my special education rotation. As the majority of our population are English Learners, I prepare my students with vocabulary CLOZE activities. What I have been working on is scaffolding my materials for my SPED rotation, which is pushed into my class, rather than pulled out. Below are the PDFs of scaffolded materials I give to my rotation. These are designed to meet their needs, while maintaining rigor. I write in the answers to the longer response questions for them, but expect them to fill in the one-word short responses with me or the para-educator. We are working toward independence, as the year progresses I am going to require students to fill in blanks of pre-written long-response questions.
Level of Development: Emerging/Exploring: Some students ask for teacher support to understand or complete learning tasks. Strives for a rigorous learning environment that includes accuracy, understanding, and the importance of meeting targeted learning goals.
Works to maintain high expectations for students while becoming aware of achievement patterns for individuals and groups of students.
Date: 9/26/17
Evidence: My class goes beyond the traditional names, facts, and dates. Students are required to think critically in my class in a variety of mediums. We have been specifically looking into reliability, sourcing, and pulling evidence from primary and secondary sources in order to find the "truth" about historical figures and types of sources we frequently read. Not only does this encourage critical thinking outside school, but creates successful citizens. One method of practicing these skills is our CLOSE reading activities. At this point in the year we have completed 2. These are rigorous activities that require students to examine documents closely, make comparisons, and create arguments. All my students participate in these rigorous activities, including English Learners and my special education rotation. As the majority of our population are English Learners, I prepare my students with vocabulary CLOZE activities. What I have been working on is scaffolding my materials for my SPED rotation, which is pushed into my class, rather than pulled out. Below are the PDFs of scaffolded materials I give to my rotation. These are designed to meet their needs, while maintaining rigor. I write in the answers to the longer response questions for them, but expect them to fill in the one-word short responses with me or the para-educator. We are working toward independence, as the year progresses I am going to require students to fill in blanks of pre-written long-response questions.
| close_reading_scaffolded_guides_.pdf |
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2.5 Developing, communicating, and maintaining high standards for individual and group behavior
Level of Development: Applying: Uses multiple strategies including culturally responsive instruction to develop and maintain high standards for individual and group behavior. Utilizes routine references to standards for behavior prior and during individual and group work. Students follow behavior expectations, accept consequences and increase positive behaviors. Date: 9/26/17 Evidence: I have a very specific behavior cycle to maintain high standards for behavior in my classroom. I have learned that when my students know the routine, and the upcoming consequences they can more easily regulate their own behavior with fewer reminders from me. My cycle also prevents power struggles that can easily occur with middle-school students. Rather than students perceiving consequences as personal, it is part of a larger, very clear system. Below is a PDF of my behavior cycle displayed in class and referenced as necessary. |
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| behavior_cycle_.pdf |
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2.3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
Level of Development: Applying/Integrating: Integrates support for students to take risks and offer respectful opinions about divergent viewpoints. Models and provides instruction on skills that develop resiliency and support intellectual and emotional safety. Students develop and practice resiliency skills and strategies to strive for academic achievement, and establish intellectual and emotional safety in the classroom. Date: 9/26/17 Evidence: Classroom learning environment is centered around student discussion making resiliency and a safe environment key. Students are well-versed in Kagan Cooperative Learning activities, in which they participate regularly. During these activities, students not only talk to each other about the material at hand, but coach each other. We have also been working toward formal discussions and debates by using language frames to scaffold student discussion as they build on what others have said. See the slide below for a list of frames we regularly use in class. See the PDF slide below of language frames we frequently reference when building on others during class discussions. | ||
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
Level of Development: Applying: Maintains regular use of routines and procedures that are culturally responsive and engage students in the development and monitoring of norms. Provides positive behavior supports. Responds appropriately to behaviors in ways that lessen disruptions to the learning climate. Students participate in routines, procedures, and norms and receive reinforcement for positive behaviors. Students receive timely and effective feedback and consequences for behaviors that interfere with learning.
Date: 9/26/17
Evidence: Students demonstrate established classroom procedures even when I am not present; substitute teachers are provided with information about the established procedures and routines when I do need to miss class, though this happens rarely. See the attached substitute plans from early November.
Level of Development: Applying: Maintains regular use of routines and procedures that are culturally responsive and engage students in the development and monitoring of norms. Provides positive behavior supports. Responds appropriately to behaviors in ways that lessen disruptions to the learning climate. Students participate in routines, procedures, and norms and receive reinforcement for positive behaviors. Students receive timely and effective feedback and consequences for behaviors that interfere with learning.
Date: 9/26/17
Evidence: Students demonstrate established classroom procedures even when I am not present; substitute teachers are provided with information about the established procedures and routines when I do need to miss class, though this happens rarely. See the attached substitute plans from early November.
| sub_plans_11.9.17.pdf |
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2.7 Using instructional time to optimize learning
Level of Development: Exploring/Applying: Paces instruction with students to provide adequate time for instruction, checking for understanding, completion of learning activities and closure. Students complete learning activities and, as needed, may receive some adjustments of time allotted for tasks or expectations for completion. Date: 9/26/17 Evidence: Creating goals is essential in my classroom. Goals and structures are aimed at helping students manage time, materials, and responsibilities in order to complete the task. When completing multiple-day projects, I write out and review our "daily goal" at the beginning of class. This goal explains what students should have completed before they leave class. Students who complete this goal do not have homework, but those who mismanage their time will have to complete the work independently either at home or during my designate tutoring hours. These goals are carefully planned to ensure that the majority of students can independently meet the goal. I am aware of the the students who may not meet the goal and offer individualized help and structured/scaffolded tasks. My lessons are paced and adjusted to meet the needs of the students, taking in account for check-ins, brain breaks, and cooperative learning structures. Attached is a page from my interactive notebook that demonstrates my thought process and placement of Kagan cooperative learning structures. I included the student version to show what students will have to complete with me during the class. I have also linked the lesson plan for a formal administrative observation that outlines a typical lesson in my classroom, paced to student needs. |
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Technology emphasis
CSTP 2.1: Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
Rating: Applying- Reinforces positive, responsible, and respectful student interactions. Assists students to resolve conflicts. Incorporates cultural awareness to develop a positive classroom climate. Students demonstrate efforts to be positive, accepting, and respectful of differences.
Evidence: Creating positive digital citizens is a big part of my classroom environment. Students need to be aware that their online actions are permanent and have consequences. Promoting a positive digital footprint is a big part of being a digital citizen. Although we integrate these elements in my class, I am developing the public digital skills to promote citizenship in the classroom. One our first steps is to initiate collaboration tools in a safe environment. The "collaborate" feature on Nearpod is a great way for students to practice sharing information in a safe space. I have been working with Google Keep and Padlet to allow students to collaborate with one another in a safe environment. Our goal at the end of the year is to contact profession blogger, specifically from Teen Vogue, to investigate how professionals promote a healthy digital footprint.
Rating: Applying- Reinforces positive, responsible, and respectful student interactions. Assists students to resolve conflicts. Incorporates cultural awareness to develop a positive classroom climate. Students demonstrate efforts to be positive, accepting, and respectful of differences.
Evidence: Creating positive digital citizens is a big part of my classroom environment. Students need to be aware that their online actions are permanent and have consequences. Promoting a positive digital footprint is a big part of being a digital citizen. Although we integrate these elements in my class, I am developing the public digital skills to promote citizenship in the classroom. One our first steps is to initiate collaboration tools in a safe environment. The "collaborate" feature on Nearpod is a great way for students to practice sharing information in a safe space. I have been working with Google Keep and Padlet to allow students to collaborate with one another in a safe environment. Our goal at the end of the year is to contact profession blogger, specifically from Teen Vogue, to investigate how professionals promote a healthy digital footprint.
NBPTS Incorporation
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CSTP 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.
CSTP: 2.5:Developing, communicating, and maintaining high standards for individual and group behavior. NBPTS 1.4: Teachers Know Their Mission Transcends the Cognitive Development of Their Students TLMS Domain 1b: Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning. Evidence: My biggest educational philosophy is the idea of the “whole child.” All my students are individuals and have needs outside of the classroom. In my room we work with those needs. For example we practice Way of Council to meet our social emotional needs. Way of Council is a program stemming from Circle Ways, in which teachers and students come together to create a community where everyone is safe. Students practice Council on Thursdays with their advisory teachers. In my classroom we have created a place where student share freely and are heard. As a teacher I know that students success can be affected by forces outside the classroom. During Council not only do students have a chance to talk about their feelings, but I am able to see a new side to them and can intervene more effectively. My Council circle is unique in that it is student-led. At the beginning of the year I set up the routines for Council and modeled some topics. At this point in the year, I have student volunteers create and lead Council every week. |
Additional evidence: I have been fortunate enough to be a part of our school's Council Committee. On this team I have the opportunity to lead staff Councils in PD and model effective speaking and listening skills, in addition to mediation in the Harm Circles and Conflict Resolution Councils I have organized for student. Attached is a monthly newsletter from the Council Committee.
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