 |
|
|
Cynthia Fowler - Teaching and Leadership Center's Teacher Assessment
This self-assessment aligns itself with Socrates' mantra that the greatest knowledge is to know yourself. This opportunity for self-reflection will establish personal benchmarks to begin the journey to self-actualization as an accomplished teacher. Thank you for taking the time to complete TLC's self-assessment.
|
|
|
- I use data from a variety of souces to evaluate and ensure student learning at higher and lower levels. These sources include fromal and informal, traditional and alternative, observational and anecdotal records, and teacher and student self-assessments.
|
- Based on assessment data, I align instruction with individual and group needs (cognitive, social, linguistic, cultural, emotional and physical); determine individual strengths, weaknesses, and mastery; modify instructin and assessment strategies to improve student learning; interpret student progress knowledgeably; and communiate progress responsibly to students, parents, and colleagues.
|
- I prepare all students for the assessment process and am committed to using ongoing assessment to check progress and to monitor and promote learning for all students.
|
- I model effective communication strategies in conveying ideas and information and in asking questions to stimulate discussion. I establish high expectations for students and provide feedback to help students improve performance and behavior.
|
- My interactions with students are positive, supportive, and constructive, and create a positive learning environment with incentives and consequences. I listen to, and communicate effectively verbally, non-verbally, and in writing with students, parents, colleagues, and administrators, including families whose home language is not English, exhibitin sensitivity to cultural and gender differences.
|
- I send and receive communication in ways that invite and enable parties to understand each other and work well together to promote student achievement.
|
- I am relfective practitioner who recognizes that learning is a life-long process and that self-reflection is one of the key components of that process. I have high expectations for myself and model these expectations for students.
|
- I recognize problems, identify and implement solutions, and evaluate outcomes. I continually evaluate the effects of my actions on others (students, parents, and other professionals in the learning community) and actively seek out opportunities to grow professionally.
|
- I use data from my own learning environment as a basis for reflecting upon and experimenting with personal teaching practices, seek diverse perspectives and ideas in planning, and participate in the improvement of the school. I work with other professionals and independent activities to ensure that I am both using and continuing to develop best practices.
|
- I demonstrate and model the use of higher-order thinking skells in the classroom. I encourage all students in their development of critical and creative thinking, problem solving, and performance skills, and use a variety of strategies to teach and assess their acquisition of these skills.
|
- I provide opportunities for critical and creative expression, developing a repertoire of problem solving strategies, activities, and projects to assist all students in demonstraring their ability to use higher order thinking.
|
- Students in my classroom demonstrate that they can think critically and creatively and solve problems.
|
- I value students from diverse cultures and linguistic and experiential backgrounds, teating all students equitably. I model behavior and implement lessons that teach acceptance, tolerance, resolution, and mediation. I establish a comfortable environment that fosters diversity and exhibits a climate of openess, inquiry and support.
|
- I create a range of instructional opportunities that include multicultural activities and materials. I identify, adapt, and design instruction appropriate to students' strengths, stages of development, learning styles, socioeconomic status, disabilities and challenges, level of language acquisition, and other needs. I make provisions for individual students who have particular talents, perspectives, and needs.
|
- I use my knowledge of families, cultures, and communities to connect instruction to students' experiences and use school, family, and community resources in instructional activities.
|
- I demonstrate a professional concern for my students and an enthusiasm and positive attitude for teaching. I exhibit integrity and sound professional judgement.
|
- I know and understand the Florida Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
|
- I can identify situations in which the Code has been violated and the penalites imposed for various kinds of violations. I can project potential violations of the Code and actions required to respond ethically.
|
- I understand theories and concepts of how chilndren learn and develop (how students construct knowledge, acquire skills, and develop habits of mind). I use this knowledge to select developmentally appropriate material for instruction and remediation. I assess individual and group performance in order ot design instruction that meets learners' current needs in each domain (cognitive, affective, and psychomotor) and that leads to the next level of development.
|
- I stimulate student reflection on prior knowledge and link new ideas to already familiar ideas.
|
- I use multiple activites that engage and motivate students at appropriate developmental levels and vary activities to accomodate different needs, levels, background, and heritage.
|
- I have a command of the subject matter. I use a variety of teaching skills to create learning experiences that make the subject matter meaningful for students. This is accomplished by linking the subject matter to both the student's prior knowledge and experience, to other disciplines, and then applying it to real world integrated settings.
|
- I work collaboratively with colleagues and use the materials from professional organizations and the literature of the field to plan interdisciplinary lessons and to ensure currency. In teaching the content, I use multiple representations and explanations of disciplinary concepts, use a variety of materials and technologies, represent and use different viewpoints, and engage students in generating knowledge and testing hypotheses.
|
- I am competent in diagnosing basic skill problems in language arts and mathematics. I devise strategies to remediate basic skills within the content area.
|
- I understand individual and group motivation and behavior. I use this knowledge in combination with a repertoire of techniques and strategies to create a learning environment that encourages positve social interatction, active engagement in learning, and self-motivation for all children (including culturally and linguistically diverse).
|
- I provide opportunites for student input and for students to work effectively together. I have an approach to classroom management that incorporates smooth and efficient routines. I arrange the learning environment and activities to meet student needs.
|
- I provide clear directions, reinforcement, and constructive feedback (based on established rules and standards), use learning time effectively, maintain instructional momentum and focus, and motivate students. I create a learning community in which students assume responsibility for themselves and one another, participate in decision-making, work cooperatively and independendtly, and engage in purposeful learning activities.
|
- Individually and in collaboration with other professionals, I plan instruction based upon knowledge of subject matter, student needs, the community, curriculum goals, and specified learning outcomes.
|
- I set high expectations for students and select effective instructional experiences that are appropriate to goals and help students acquire effective study skills and test-taking strategies. I also ensure that instructional experiences are relevant to learners who have diverse interests, learning styles, and learning needs.
|
- I provide learning experiences that are varied, motivational, and comprehensible for all students and are lined to the Sunshine State Standards. I create short and long-term plans and adapt them as needed based on student performance and feedback.
|
- I serve as an advocate for students, provide meaningul feedback on student progress to both families and colleagues, and propose ways in which families can support and reinforce learning. I communicate and work cooperatively with colleagues and diverse families.
|
- I use the community to provide a variety of experiences, work effectively with school volunteers, and participate in school improvement efforts. I recognize and report substance and physical abuse.
|
- My actions involving my students and their families and relevant colleagues improve the educational experiences and learning of my students. My work has a positive impact on the school itself.
|
- I use technology to manage, evaluate and improve instruction. My classroom applications of technology include instructional activities for students, lesson and material preparation, data management and record keeping. I use standard references in electronic form.
|
- I actively engage my students in learning via computer-based instructional activities, and instruct the students in the use of computers or other technology. I work with on-site technology specialists to improve instructional delivery.
|
- I seek ways to provide students with hands-on experience with technology.
|
