10-1 and 20-1
Teaching Subjects: English Language Arts 10-1 and 20-1
PSIII Professional Goals and attainments
Goal 1: Learn how to conduct successful parent-teacher interviews.
KSA 12: Parental engagement
Parent-teacher interviews were not part of my previous practicums, so I am inexperienced in this area.
Action Plan
I consulted with my two teacher mentors to learn their practices. I also attended SAPDC’s Beginning Teachers — Parents & Teachers, Feb. 13.
Attainment
For the 10-1s, I brought students' portfolios, which contain students’ work to provide parents with concrete evidence of students’ achievement levels. I also had exemplars on hand for comparison purposes. Feedback from parents was positive.
For the 20-1s, I copied formative and summative assessments to serve as concrete evidence of students' achievement levels; however, parent-teacher interviews were not formally scheduled due to low attendance in Quarter 4 in previous years. Instead, parents were phoned and invited to schedule an appointment with teachers. No parents from my class requested an appointment.
Goal 2: “Chunking” for student success, as per my PSII experience.
KSA 9: Instructional Strategies
Under the quarter system, each class is 3 hours in length. If I do not balance teacher talk with other instructional strategies, I will lose my students’ interest, which will lead to classroom management issues.
Action Plan
I consulted with my teacher mentors to learn how they successfully pace three-hour classes. In my lesson plans, I listed my instructional strategies to make a conscious effort to vary them. “Lessons in Comprehension” by Frank Serafini, “50 Literacy Strategies” by Gail Tompkins, and Bridging English by Joseph O. Milner, Lucy F. Milner, and Joan F. Mitchell were great resources.
Attainment
I broke my lessons into 2 or 3 plans, depending on the day’s events. For the most part, I planned for 8-9:22 a.m. and then 9:30-10 or 10:50 a.m.
I built brain breaks into my lessons to give students a break.
I was conscious about the time spent lecturing and make sure I planned hands-on activities for students, and mixed things up with think-pair-share, jigsaws where groups become the “experts” who present the information to the class, think-pair-share, small group discussions, and class discussions.
KSA 12: Parental engagement
Parent-teacher interviews were not part of my previous practicums, so I am inexperienced in this area.
Action Plan
I consulted with my two teacher mentors to learn their practices. I also attended SAPDC’s Beginning Teachers — Parents & Teachers, Feb. 13.
Attainment
For the 10-1s, I brought students' portfolios, which contain students’ work to provide parents with concrete evidence of students’ achievement levels. I also had exemplars on hand for comparison purposes. Feedback from parents was positive.
For the 20-1s, I copied formative and summative assessments to serve as concrete evidence of students' achievement levels; however, parent-teacher interviews were not formally scheduled due to low attendance in Quarter 4 in previous years. Instead, parents were phoned and invited to schedule an appointment with teachers. No parents from my class requested an appointment.
Goal 2: “Chunking” for student success, as per my PSII experience.
KSA 9: Instructional Strategies
Under the quarter system, each class is 3 hours in length. If I do not balance teacher talk with other instructional strategies, I will lose my students’ interest, which will lead to classroom management issues.
Action Plan
I consulted with my teacher mentors to learn how they successfully pace three-hour classes. In my lesson plans, I listed my instructional strategies to make a conscious effort to vary them. “Lessons in Comprehension” by Frank Serafini, “50 Literacy Strategies” by Gail Tompkins, and Bridging English by Joseph O. Milner, Lucy F. Milner, and Joan F. Mitchell were great resources.
Attainment
I broke my lessons into 2 or 3 plans, depending on the day’s events. For the most part, I planned for 8-9:22 a.m. and then 9:30-10 or 10:50 a.m.
I built brain breaks into my lessons to give students a break.
I was conscious about the time spent lecturing and make sure I planned hands-on activities for students, and mixed things up with think-pair-share, jigsaws where groups become the “experts” who present the information to the class, think-pair-share, small group discussions, and class discussions.