EDU 6600: End of Course Reflection

M. Ed. Teacher Leadership Standard:

Foundations and Research 

1. Model Ethical and Moral Behavior 

3. Improve Teaching and Learning Through the Use of Educational Research at the 

Classroom and School Levels. 

Teacher Leadership Focus

4. Engage in Analysis of Teaching and Collaborative Practices.

6. Communicate and Collaborates with a Variety of Stakeholders.

8. Present Professional Practice for the Review of Colleagues

From this course I had a bit of preconceptions about communication and collaboration. It was mainly tied to my views of what is considered effective toward my school. The assumption I had were my school had effective forms of communication and high quality forms of collaboration. Working for five years as a mathematics instructor in a Title One school has taught me about teaching my students to be advocates toward their own learning. In that regards I have strived to be an advocate toward learning new materials. Over the course of the quarter I learned about having to implement better professional development.

One area I learned more about was through adult learning theories. Conlan, Grabowski, & Smith (2003) (as noted in Zepeda, 2012) notes "adult learning theory integrates action learning, experiential learning, self-directed, and project-based learning. In comparison to student learning, adults learn quite differently. During my times teaching adults I found I had a dilemma, which was my classes never, met their needs. As Marsick & Watkins (2001) notes, "informal learning is usually intentional but not highly structured. Examples include self-directed learning, networking, coaching, mentoring, performance planning that includes opportunities to review learning needs" (p.25-26). So I learned that I could be a much stronger leader in creating professional development that I know what to use and what not to use. As Sherrill (2016) notes, "Critical abilities for teacher leaders engaged in teacher preparation will include demonstrating expert classroom instruction and sound knowledge of effective teaching and learning strategies, facilitating conferences with pre-service teachers in a differentiated and reciprocal manner, analyzing approaches to their work via adult learning theory, and providing feedback tied to theory and research" (p. 224). With knowing that information I have grown to know how to help create functional professional development that meets each adults’ learning needs.

My main goal that I have focused my attention toward  is creating strong and supportive professional learning communities (PLC). Currently the PLC’s in my department can work more effectively in certain areas. What I would like to incorporate is learning circles.  "Observations by teams of teachers as a practice can be a dynamic springboard towards building stronger collegial relationships, particularly when they are structured, planned, and focused" (Zepeda, 2012, p. 230). One method to create a strong PLC is through learning circles. With learning circles there are specific features: a selection of a theme, discussion and storytelling, observations in the classroom, discussion about the observations, and sharing of practiced examples (Zepeda, 2012, p. 242). In those ways I can create better PLC’s that can be data driven that focus more toward student learning.

Throughout the course I worked hard with creating a plan how to implement professional development that would fully benefit the math department at my school. A way to look at when I developed a plan for professional learning for the department is what the lens to focus my attention on. Other education researchers asks questions of the teacher to think about the ways teachers can construct positive professional learning through the social justice lens. One question, "at what level do we believe our students can achieve the vision and goals we have set forth for them?" (Hirsh and Hord, 2010). Below is my final for the course that details the major sections I have issues with professional developments and the PLCs.

The plan for improving my coworkers can be accomplished with the recommendations and timeline provided. The hope is to raise the quality of instruction with in each of the areas through consistent communication between colleagues through different forms (surveys, meetings, trainings, etc.). This is clearly defined as a course goal within the course as, Teaching Standard Number Four, which states, “engage in analysis of teaching and collaborative practices.” Working on how to construct proper professional development and constructing strong PLCs has impacted what I want to learn more about. As I continue my work as a teacher leader I know how to help my colleagues  become stronger educators in their instructional practices.

Works Cited

          Hirsh, S., & Hord, S. M. (2010). Building Hope Giving Affirmation. Journal of Staff Development, 31(4), 10-17.

         Marsick, V. J. and Watkins, K. E. (2001). Informal and Incidental Learning. In Ross-Gordon, J. M. and Coryell, J. E. (Ed.), The New Update on Adult Learning Theory. A Reader (pp. 25-34). New York, NY: The H.W. Wilson Company.

         Sherill, Julie A. (2016). Preparing Teachers for Leadership Roles in he 21^st Century. In E. Blair (Ed.), Teacher Leadership: The “New” Foundations of Teacher Education. A Reader (pp. 152-156). New York, NY: Peter Lang Publishing.

         Zepeda, Sally J. (2008). Professional Development: What Works. New York: Eye on Education.

EDU 6600: Content Knowledge & Pedagogy Reflection

          Learning circles are an important part to education. As Zepeda (2012) notes it at "consists of any group of teachers that meet on a continual basis over a long or short period of time" (p. 240). It is a center that discusses not just a single problem, but a system for professional development that allows for action research and other collaborative models of professional development. Groups start large and then it can be split into smaller subgroups that focus on different aspects that is then in an effective manner, then come back to talk. "Learning circles have a purpose, a shared commitment to and interest in a specific topic, and a climate of democracy and trust" (Zepeda, 2012, p. 241).

          With learning circles there are specific features (as cited in Lovett & Gilmore, 2003): a selection of a theme, discussion and storytelling, observations in the classroom, discussion about the observations, and sharing of practiced examples (Zepeda, 2012, p. 242). The model could be extremely useful for my school. Since the school is Title 1 and has a diverse population we, as teachers are designing lessons that meet the different cultural norms of the students. To have it implemented properly it would have to be accepted by the administration. Afterwards the department would have to accept it as well. Some departments do not have a high level of trust among each other. Afterwards there it can be implemented. In the district contract a school is allowed to have one fully day dedicated to PLC professional development, if needed. For the observations we can use that time to do observations.

          We also have after-school learning time twice a month and that can be a great time to have a session to share practiced examples. Overall, this is a system I would like to implement into my school. It would help many of our veteran and new teachers become stronger teachers. There needs to be trust sessions to be used a prerequisite in order for all teachers in a department to trust each other. 

EDU 660: Adult Learning Theories Reflection

          Professional Development is important to all teachers. It gives them updated, "research-based" training that well help craft their teaching skills. For training in teacher leadership, my district has tried its hardest to give opportunities for teachers. As Zimpher & Howey (1992) (As stated in Blair, 2016) note the standard prerequisites for leadership roles to focus within professional development has to include key areas. That can be knowledge of classroom processes and effectiveness; knowledge of adult development; knowledge of instructional supervision, observation, local district needs; and inquiry (p. 225). Within these key areas there are theories that is best practiced within my district. Conlan, Grabowski, & Smith (2003) (as noted in Zepeda, 2012) notes that "adult learning theory integrates action learning, experiential learning, self-directed, and project-based learning. In comparison to student learning, adults learn quite differently.

          From my district there is a variety of classes that are geared toward teacher leaders and other educators. For teacher leaders, they are encouraged to lead classes over the summer to teach colleagues. They are allowed to teach the classes as they see fit. As a learner I have seen teacher leaders create lessons that are engaging, project-based, interactive, and useful in the classroom. THey sometimes allows for teachers to be more hands-on. Research on adult learning theories by Glikman, Gordan & Ross-Gordon (2009) (as noted in Zepeda, 2016) found, "professional development should provide for different learning styles, includes hands-on activities, and allow for individual teacher goals and self-directed activities" (p. 53). I have also seen the opposite of proper adult learning. Classes that are more like lectures where we learn about topics that don't pertain to our professional work. What I have seen in all the classes was the lack of a follow up. Zepeda (2016) found, "moreover, professional development that honors the adult learner has followup to ensure transfer of new knowledge into the land of practice" (p. 49). Overall, the reading hasn't changed much of my opinion on the classes I have taken as a teacher. As a leader I have a better sense on what I can do if I create effective classes for adult learners.

EDU 6600: Pre-Assessment Reflection

          After working in my school for five years now there have been waves of different teaching practices that have come through mathematics. From the article, "Building Hope" by Stephanie Hirsh and Shirley M. Hord brings up facilitating questions that helped me focus on what professional practices have come through. The first question asked, "how will educators acquire the necessary knowledge and skills to implement the strategies successfully?" An example on that question is my school's initiative to having a one-to-one school with the use of iPads. The district offers classes over the summer on how to implement these tools into the classroom for a more rich learning experience. There are also classes throughout the year called, Learners In-service Training (LIT). On these LIT days, teachers have the opportunity to get paid for an hour of their time, after contracted hours, to work on implementing iPads in a class sponsored by fellow teachers. The iPads are just one example of how the school and the district helps teachers to implement strategies.

         I found a few strategies my school has done to implement proper professional practices. For new teachers there has been a teacher mentor program. Basically, there are veteran teachers who help brand new teachers with classroom management strategies, instructional practices, and ways to relieve stress so they don't burn out. The hope is to create high quality teachers that may not have the proper tools in teacher preparation courses and reduce the teacher burnout rate. The first year it was implemented was successful with less classroom management struggles with the new teachers. This year it has switched from veteran teachers in the same building to be the mentors to the Teachers on Special Assignment. So I am hopeful that the change will help the new teachers and not hinder it. Going back to LIT, there are more than classes that are for iPad implementation. The teachers have the chance to work in their department to work in their corresponding professional learning committee or as a whole. These are the main areas teachers have to work with on professional learning practices.  

EDU 6613: End of Course Reflection

          Education is important to students. It provides them a view of the world and how they can make an impact on it. As a teacher I am responsible to get students to understand key issues that they can overcome. Working in the specific subject of math, my goal is for students to be able to critically think deductively and inductively with a major emphasis on problem-solving skills. To check to see if students understand the material is through the use of assessments. Whether it is formative or summative the uses are to analyze what students know and how as a teacher I can effectively teach my students. From this course, Standards-based Assessment I was given a main goal, to “utilize formative and summative assessment in a standards-based environment.” From that class goal I am to think how far I have come from when I started the course to the end.
       
          My views on standards-based assessment have been a bit misguided. Whenever I have heard the term used it has been in connection with a school wide grading system. I was unaware of the use of the term toward formative and summative assessments. During the duration of the class I was opened up to new ideas to how I can help my curriculum become better to teach students with. As Lalor (2017) notes, “formal curriculum describes what students need to know, be able to do, and be like through statements in the form of national and local standards, content-specific understandings and practices, district- or teacher-generated outcomes and objectives, and other types of learning targets” (p. 3). By adding formative and summative assessments into the curriculum it allows for teachers, like myself, to give students an education with a curriculum that properly focuses on student learning.
   
          From the course there are two goals. The first is for the person to, “develop a sense of assessment vocabulary and conversation”. After taking this course I have learned the importance of developing more conversations with my students as well as the use of the curriculum’s vocabulary. I first want to make sure all activities are aligned with standards. “Standards that are taught and assessed are the standards that are the focus of instruction and are evaluated during the unit of study” (Lalor, 2017, p. 35). After analyzing my curriculum I found I have to add in formative assessments that assess student understanding of the vocabulary and content in multiple areas. It also has to be engaging to the students. As Williams (2011) points out, “high-engagement classroom environments appear to have a significant impact on student achievement” (p. 81).

          The second goal is to, “define and implement a strong understanding of sound classroom assessment practice and experience within an authentic classroom context.” After taking the class I learned that it means to have proper formative and summative assessments. One area I focus deeply on are formative assessments. As Lalor (2017) points out, “formative assessment serves as a check for understanding” (p. 82). With my formative assessments that I have used in my geometry curriculum I now learned I should create a variety of formative assessments. Lalor (2017) finds that feedback comes in a different forms are in peer conferencing, creates small-group discussions, students seeing if they are aligned using rubrics and checklists. Most importantly is the feedback is descriptive toward each student. In the Figure 1 is my learning progression for a particular unit in geometry. The green squares represent different formative assessments used in the class. From left to right each formative assessment helps me figure out how my students are progressing and what they need if they have not mastered the concepts. As Williams (2017) states, “the processes are: finding out where learners are in their learning, finding out where they are going, and finding out how to get there” (p. 45). With each of the formative assessments they have different methods of assessing students but also giving me as the teacher ideas on where the students need to go next. With that I will have to look at the rest of the curriculum to ensure they are getting proper formative assessments that will help them succeed.

Figure 1

       
          Overall the class has been helpful. The ideas presented by the instructor and the fellow classmates have been helpful in finding new methods to proving students with stronger, research-based instruction. As Silver, Berckemeyer, and Baenen (2015) note, “By having students solve problems, students practice authentic learning rather than merely memorizing” (p. 92). Through problems within the formative assessments such as the ones presented in Figure 1 my students will be given an authentic education. I also have learned how to create a better conversation with my students toward them understanding the curriculum. Since the school year is starting soon I will work to look through how I have taught in the past with the curriculum and construct new progression of tasks using formative and summative assessments. After taking this course I know my students will receive a stronger education.

Works Cited

Lalor, A. D. (2017). Ensuring High-Quality Curriculum: How to Design, Revise, or Adopt  

Curriculum Aligned to Student Success. Alexandria, VA: ASCD.

Silver, D., Berckemeyer, J. C., & Baenen, J. (2015). Deliberate Optimism: Reclaiming the Joy in

Education. Thousand Oaks, CA: Corwin.

William, Dylan (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.