*** PART 1 *** SYSTEM-WIDE
* Student Achievement (Interim Assessments)*
- 7th Grade Skills interactive activities (Math, Reading, ELA)
- 8th Grade Skills interactive activities (Math, Reading, ELA)
- DC BAS assessments inform instruction
- Test Taking Strategies
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* Implementation of COLLABORATIVE PLANNING*
- Focus and Participation
- the focus of our collaborative planning time is based on student achievement (see letter from team member)
- we bring curricular documents to share with colleagues 90% of the time (see letter from team member)
- always present and actively participates 90% of the time (see letter from team member)
- * I bring and email to all teachers research and articles to share (also see educator's blog)
- * leadership role: recording secretary for Teaching Team meetings (emailed: 21 Nov 2007, 30 Oct 2007, 24 Oct 2007, 16 Oct 2007, 10 Oct 2007, etc...)
- Evidence of Application and Implementation
- collaborative planning is focused on integrated curriculum and writing is central (see lesson plans - right sidebar, journals, video, CD project and anthology as evidence). Ms. Martinez suggested the dialectic journal in the beginning and it is working with my students.
- * evidence of application through increased student achievement (were able to publish a book anthology, digital anthology, compose and write songs in CDs) and my students are excited and was able to write more knowing that there are people who read and appreciate their work.
* PROFESSIONAL DEVELOPMENT Application*
Focus of Professional Development
- I attend PD provided by the school and school system, focus is in one or more of the key content (see list)
- My PD goal: to assess the current level of performance in my classroom, experiment with new ways of doing things from trainings & workshops, measure the results, and begin again as necessary.
- *I attend PD nationally even after the school year (National Board Certification process ongoing all year round for 3 years see list).
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Evidence of Application
- Evidence of PD is observed in the classroom (see photos and class blog, videos)
- action research, lesson plans (right sidebar), student work performance
- * demonstrates student achievement (see letter from a parent, published books, digital anthology and compositions on CDs)
- * demonstrates teacher leadership by sharing the practices learned by providing PD to others (see educator's blog, and letters from audience)
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SCHOOL-WIDE
* Instructional target *
* School initiatives *
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*** PART 2 ***
* TEACHING STANDARDS FOR SPED TEACHERS *
1. Demonstrates a commitment to student learning
- * links students' academic needs with the goals of the IEP (see IEP Page 2 and goals), student-related services operating procedures regarding school and system expectations.
- creates a classroom environment that incorporates the concepts and skills that optimize opportunities for inclusion (see photos which are same requirements in the general ed classroom, IEP goals are aligned to grade level state standards to have access to the general ed curriculum).
Mr. Jackson writes about his structured observation:Mrs. Angala's classroom is an inviting room that has current work, as well as rubrics
posted. The classroom also has technology available to students. For the most
part students were orderly and appeared to know what the order of operations was
from day to day (routine). The students began with a warm up that
focused on parts of speech... Students were in two groups and began the lesson
(cooperative learning). The lesson was a PowerPoint (visual
aid) directed activity where students were to complete a holiday story
"A Christmas Surprise" using words from different parts of speech. Mrs. Angala
provided the students with half sheet of paper for the students to refer to that
gave suggestions for words for the different parts of speech being addressed in
the exercises. Some students understood the lesson very quickly and those
students dominated the discussion (active involvement and
participation)...The lesson was more of a group guided lesson with students
having to create independent stories (authentic writing, elements of
the story, parts of speech)...Most students were on task during the entire
exercise and enjoyed the lesson..Overall, the classroom and organization was fine. Students,
for the most part, were engaged in the warm up and lesson...You have a great
opportunity to help students using a similar exercise using things that happen
to them everyday in order to help students recognize when they are using parts
of speech. I do also appreciate the use of technology during the lesson and in
the classroom day to day.
- understands and implements IDEA regulations and district special education procedures.
- understands and shares information about the policies and regulations with colleagues (see educator's blog, emails of articles).
- consistently maintains and cares for school property, equipment and materials appropriately and carefully (see photos of equipments). * Is resourceful in acquiring additional resources (see DonorsChoose.org).
- * maintains & submits appropriate records (see binder of IEPs submitted, can be verified from Ms. Shelton and Ms. Jones too)
- * serves as appropriate role model to students (see letters from students), commitment to library media program (letter from a parent)
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2. Demonstrates knowledge of subject matter and how to teach it to students
- *consistently applies the principles of child growth & development, uses a variety of learning strategies in the related services program to enhance student progress (With advice from social worker, OT and specch pathologists, I create, select, and adapts instructional plans and materials to accomodate learner differences that include age groups, learning styles and achievement levels, interests, and cultural background)
- *demonstrates consistently a variety of techniques designed to enhance a student involvement and interactions in other areas, shares those techniques with colleagues (see educator's blog).
- *accomodates differences in learning using a variety of assessment strategies to monitor student growth. (WJ III, Brigance, WRAT II, student portfolios, classroom observation, interviews, others include...
3. Demonstrates the ability to manage & monitor student learning outcomes & program outcomes
- *uses a variety of strategies that help to monitor & track student progress. Shares the assessment information with colleagues (To implement student progress monitoring, I would determine my students' current performance level on skills that my students was going to learn this school year, identified achievement goals that my students need to reach by the end of the year, and established the rate of progress my students must make to meet those goals. I then measure my students' academic progress regularly (weekly, biweekly, or monthly) using probes—brief, easily administered measures. Each of the probes samples the entire range of skills that my students must learn by the end of the year, rather than just the particular skills I will be teaching that week or month.)
- *uses time effectively and has at hand a repertoire of strategies (and positive reinforcers) to maximize academic learning and keep students on task & attentive (see Mr. Jackson's feedback).
- * uses organizational skills in the implementation of classroom management practices (see Mr. Jackson's feedback)
- * assist teachers and staff to help students transfer skills through related services and shares the rationale for the program with the appropriate audience; * communicates with parents consistently (class website, emails, letter from a parent, letters from students, running record).
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4. Makes effective contributions to the total school program
- * participates actively in professional development activities within the school system, regionally, and nationally (see list).
- * serves as a resource to staff members and colleagues (see educator's blog)
- * develops innovative uses of evaluation information for communicating with students, parents & staff members (see class website)
- * promotes and shares strategies and encourages inclusion (see class blog has books on inclusion, educator's blog, photos, IEP goals are aligned to state standards to have access to the general ed curriculum),
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5. Fulfills professional duties & responsibilities
- *consistently adheres to and follows school/ school system SOP
- *reports to scheduled duty posts regularly, on time, and * volunteers (Jefferson MS Committee, recruitment, table vases and flowers and big framed painting in the sunroom, stage preparation for promotional exercises)
- * always maintains & cares for school property, equipment & materials. *Is resourceful in acquiring additional resources (DonorsChoose.org), I bring in my own LCD projector and laptop, buy my own ink and bring my own printer. I have 6 playstations and boxes of educational games for my students. During the previous years, i asked the retiring teachers to donate their computers for my special needs students. I fixed them so I had 8 working computers in my classroom installed with Kidspiration Software that my students were using for their writing activities.
- * consistently maintains appropriate records including portfolios & submits necessary reports and records in a timely manner, including student time, attendance & performance
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