Skip to main content

Standard 7 Reflection

Seattle Pacific University's Standards for Teacher Leadership Standard 7 states that teacher leaders "utilize instructional frameworks for teaching to improve practice".  This work has been a central theme both in our teacher leadership classes and in my own work in becoming a stronger teacher.  We have looked at our own district's instructional frameworks such as the Danielson Framework and the "State 8" (OSPI, 2018).  We have also used many texts to learn about and work with instructional frameworks within the classroom such as instructional strategies (Hattie, 2012).  Finally, we have gained experience with frameworks for coaching other teachers, such as instructional coaching models and paraphrasing/coaching frames (Knight, 2018).

One of the first classes that we took, Accomplished Teaching, allowed us to look at our district's instructional framework to goal set and improve our practice.  Linked here is my reflection from that work.  When learning about instructional strategies in "Survey of Instructional Strategies" we demonstrated various not only how to effectively used research based strategies from Hattie's work, but also how to coach others who were teaching a lesson on that same strategy.  The experience of viewing someone else's lesson from a standard instructional framework and from the lens of a coach was invaluable.  Linked here is an example of one lesson that I observed and provided feedback for. 

We also got to experience looking at school frameworks from a leadership/building lens in our class "Leadership in Education".  The course goals were primarily to analyze and consider school vision and leadership style. Within this class we created a Visionary Leadership Analysis (VLA) that had us dig into our current school's vision in more detail. 

 The work that I am currently doing in regards to instructional frameworks is primarily within the Danielson Framework as I use those frameworks to continuously improve my practice.  This year I chose criterion three to focus on as I work with small groups in regard to reading instruction.  I am also using all of the Danielson Framework when working with other teachers as a mentor in the building.

References:

Hattie, John (2012). Visible Learning for Teachers. New York, NY: Routledge.

 Knight, J. (2018). Coaching to improve teaching: Using the instructional coaching model. Coaching in Education,93-113. 

 Program, T. E. (2018, November 15). Frameworks and Rubrics. Retrieved from http://www.k12.wa.us/TPEP/Frameworks/default.aspx
Labels:

Comments

Post a Comment

Popular posts from this blog

Standard 11 Reflection

Standard 11- Formative and Summative Assessment Standard 11 in Teacher Leadership standards for Seattle Pacific University states one must be able to “ utilize formative and summative assessment in a standards based environment .” As my skills in other teacher leadership standards have increased, this one naturally did as well.  While I used to shy away from the word “assessment” all together, I have realized that I cannot be a skilled and effective teacher without it.  I also realized how much I used formative assessments throughout my lessons without explicitly planning it. Throughout my experience in the Teacher Leadership program, my skills in both implementing specific formative assessment and choosing appropriate summative assessments have increased. At the very beginning of our program, we spent some time looking through our districts evaluation criteria, mine being the Danielson Framework.  We identified areas of strength and areas we want to work on throug
Post a Comment
Read more

Reflection on Teaching and Learning

Teacher Leadership Standard 3 The third Teacher Leadership standard states " Teacher leaders improve teaching and learning through the use of educational research a the classroom and school levels" ( Seattle Pacific University-Teacher Leadership Program Standards).  While various classes within SPU's teacher leadership program facilitated opportunities to improve teaching and learning practices, completing an action research project and sharing my findings with administration was a learning experience that best highlighted this standard.  Throughout my reflection you will notice that I was able to take charge of my own learning and growth within my classroom, and then share my findings with others.  Going through the practice of identifying areas of growth, doing my own educational research, and then implementing a plan of action within my classroom was an empowering experience as an educator and helped sharpen my skills as a teacher leader in order to facilitate actio
Post a Comment
Read more

EDTC 6433 Module 3 Reflection

Modeling Digital Citizenship to Young Learners The question I set out to answer for Module 3 was “How can I model effective use of technology to encourage students to be digital citizens?”.  I chose this question based off of the ISTE Standard 3: Model Digital Age Work and Learning.  I wanted to focus primarily on the “modeling” aspect of this ISTE standard, because it is so important that effective use of technology is modeled to students from an early age.  Since I teach first grade, I model everything I do.  It only makes sense to model effective use of technology right along with my students, even when I am not specifically teaching a lesson related to technology.  If I am modeling the correct ways to use technology, my students are more likely to use it the correct way as well when they get an opportunity to use it.  When reviewing the Module 3 assigned readings, I came across the article “The Difference between Digital Literacy and Digital Fluency”.  This article expre
2 comments
Read more