Skip to main content

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.


Labels:

Comments

Post a Comment

Popular posts from this blog

Standard 1 Reflection

Standard 1 of Seattle Pacific University's Standards for Teacher Leadership states that teacher leaders “model ethical and moral behavior”.  The class EDU 6085 was one class that focused specifically on this standard.   Below is a reflection from reading “The Charged Classroom” by Judith Pace that demonstrates my understanding related to this standard.    When considering “The Charged Classroom”, Judith Pace is primarily referring to the many challenges that both teachers and students face when encountering differences or potentially uncomfortable conversations within the classroom.  Many factors can contribute to a “charged” classroom, such as academic rigor and pressures that both teachers and students face, opportunities for discussion around conflicting viewpoints, or communicating academic standards and results.  While Pace highlights the many difficulties that can accompany a “charged” classroom, it is evident that such is unavoidable and can c...
Post a Comment
Read more

Standard 6 Reflection

Seattle Pacific University's Standards for Teacher Leadership Standard 6 states that teacher leaders "communicate and collaborate with a variety of stakeholders".  Both within the classes "Communication and Collaboration" (EDU 6600) and in "Engaging Communities" (EDAD 6589) I realized the huge impact that partnering with involved parties can have on a school building.  Prior to my teacher leadership program work I felt as though I was very narrowed in on things that I felt directly related to my students and I: my student's families engagement with curriculum, communicating academics to parents, providing updates, etc.  It wasn't until I looked more broadly at the entire school community that I realize the more involved I am as a teacher and the more community outreach we do as a building, the more successful our students can be.   One artifact that demonstrates my learning process when engaging with communities is my Community Engagement ...
Post a Comment
Read more

Standard 12 Reflection

Standard 12 for Seattle Pacific University's Teacher Leadership Standards states that teacher leaders "evaluate and use technology for teaching and learning".  The class EDTC 6433, Teaching with Technology, was a great learning tool to move forward in this standard.  Technology is something that has been a passion of mine since before becoming a teacher.  It seemed so natural to me to integrate technology into my classroom practices in order to get the most out of instructional times.  Where this class helped me the most, however, is thinking about leveraging technology for our entire school building, our communities, and in working with teachers who aren't as comfortable with technology.  While I think the entire "Teaching with Technology" blog page demonstrates various aspects of this standard ( linked here ), I think both reflection #3 and reflection #5 highlight key understandings from the course related to the standard.  These two subjects, digital...
Post a Comment
Read more