Initial Reflection
During my time as a teacher I have benefited from personal
and collaborative practice. After each lesson I always have an internal
self-assessment on how I taught each lesson, such as how the students perceived
the concepts, any issues that arose, and what I perceived from the formative
assessments I have given. The next day I validate my thoughts of the lesson by
the homework questions asked by students. I then use the reflection as a guide
to how I want to continue following lessons. I want to create more variety of
formative assessments with technology that are more efficient for me to assess
the current pacing of each class.
My school fosters collaborative teachers for the purpose of providing
a strong education for our students. Being a math teacher of two different
subjects, I have had to collaborate with others at Spanaway Lake High School in
designing thorough curriculums. With my geometry and intensified algebra
departments we meet formally once a week to go over planning and reflect on our
instruction. Even though we strive to create a better education I always want
to make the departments better as well. One goal I intend to achieve is making our
departments more organized. In past years we always forget about analyzing our
summative assessments as a group. If we do the assessments, then the issues our
students had this year will be focused and improved upon the following year.
As I have reflected on my teaching I have noticed my
strengths and weaknesses. As I begin my fourth year of teaching I found I have
an ability to connect with countless students. This has been beneficial because
there have been moments when students who were not comfortable talking with
others but would speak with me about personal issues at school or home. I also
have an uncanny ability to simplify complex topics so the struggling math
students can comprehend the material. Even being a quality teacher I always
strive to improve. The school I work at is ethnically as well as culturally diverse.
This brings a struggle to my lesson as I
do my best to differentiate in meeting all of their cultural norms and learning
preferences. My goal is to meet all their individual styles based on their
cultural backgrounds in order for all my students to understand the
mathematical concepts.
As an educator in the Bethel School District I have become
fluent in the teaching rubric at my school. I have been through every criterion
in each cluster every year for the past three years. Over that time, I have an
extensive knowledge of what each section represents and how to be a proficient
teacher under each category. Each year I have moved towards or achieved level
four on each criterion. My ultimate goal is to become overall level four under
the Danielson framework which is considered “Distinguished”. It is a goal I
might never reach due to ambiguities in some of the criterions, but it is a
goal none the less. With all the skills I have and intend to achieve, I hope to
become a high quality educator.
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