Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.
As an elementary educator, I value relationships above anything else. While my ultimate goal for every one of my students is an intrinsic passion for learning, I realize that the art of teaching requires a personal touch. In order to provide the best educational experience for my students, I must know every one of them on a personal level. In order to develop these relationships, I first start by establish a safe and welcoming environment for students to take risks.
Starting from day one, I address common misconceptions regarding making mistakes, asking for help, respecting every student’s unique strengths and growth areas, and collaboration with peers. Students get to know one another and themselves through whole-class, small group, and individual work opportunities. In my classroom, students are not afraid to share their ideas because every idea is valued. Once my students realize how much their input is valued, I provide opportunities for each student to share their strengths with the class and have their growth areas bolstered by the classroom community.
In my classroom, every student’s mastery is utilized and advertised to benefit the class as a whole. In order to enhance students academic performance and support the school districts goals, I have focused on aligning and implementing standards, teaching and enforcing school procedures, and keeping open lines of communication.
In order to make sure my instruction aligns to the district and state standards, I align my lesson plans to the Iowa Core. I record in my weekly lesson plans on a website that is aligned to the Common Core State Standards. I have also completed a curriculum map for reading to show where each standard aligns throughout the year and where there may be a few gaps. I plan to continue to work on this curriculum maps adding content as I add it to my instruction and filling any gaps that their may be along the way.
Besides aligning standards, I have also strived to implement the districts goals by teaching and enforcing district expectations through using researched based, best practices with students and teachers. I also have posters for tornado drills, fire drills and classroom expectations. I refer to the classroom rules on a daily basis.
Another way I strive to meet district goals is by keeping open lines of communication. I contact parents when questions arise and also consult out school MTSS team. I also have a classroom website where student, parents, teachers, and community members can keep up-to-date on the happenings in my classroom. I encourage parents to call or email if they have any questions or concerns. I also send home up-dates progress monitoring graphs, AR points, and behavior to keep parents involved in their child’s education.
In the same way I value strong relationships with my students, I also believe in establishing powerful connections with my students’ parents and guardians. I dig deeper into the potential of my students by reaching out to family members, asking for and valuing their input. Consistent communication with my students’ lives outside my classroom helps strengthen all-important relationships, benefitting my classroom community as a whole. I provide a continuous stream of digital and written communication with my students’ parents and guardians.
An additional fundamental skill I possess is an eagerness to collaborate with other teaching professionals. I believe that an individual never stops learning. This is especially true of educators. I am continuously looking for opportunities to grow and develop as a teacher through peer observation and professional development.