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Standard 2

Standard Two of Seattle Pacific University's Standards for Teacher Leadership states that teacher leaders "analyze learning to promote student growth".  While I believe this standard was woven throughout all of our courses in the teacher leadership program, I was able to demonstrate using the most through my action research project. 

Linked here is my action research reflection, that discusses what I did for my research project and why I selected that action research topic.  It also includes some sample student work in which I analyzed to move forward with student growth.  The part of my action research project that I feel highlights the analyzing of student learning the most was the data collection process.  Linked is an outline that I used for my action research project.  This holds the information of how much dialogue was able to take place using accountable talk sentence stems by my first graders with and without my interjecting.  This, along with the resources provided within the action research reflection with using digital portfolios, shows how I analyzes student learning to promote student growth. 

Today, I still find myself tracking how often my students are able to carry on an academic conversation using sentence stems with each other.  I realized from analyzing my student's growth in this area that the more independent my students are with explaining their thinking, they are much quicker to grasp a concept, especially when using powerful tools such as accountable talk (Michaels, 2013).  I have also worked more recently on incorporating goal setting in every subject and allowing my first graders to take ownership of their own goals in order to promote student growth.  This work can also be powerful, as students' mindsets shift as the focus shifts from my responsibility to theirs to learn something (Ferlazzo, 2017).


References:

Ferlazzo, L. (2017, January 23). Response: Students 'Take Ownership of Their Learning' Through Goal-Setting. Retrieved from https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/01/students-take-ownership-of-their-learning-through-goal-setting.html

 Michaels, S. (2013). Accountable Talk Sourcebook: For Classroom Conversation that Works. Pittsburgh, PA: University of Pittsburgh.


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