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Bondurant-Farrar Community Schools Artifact

Artifact Title: Reading Groups


Portfolio Author: Dohmen

Date: August- May

Iowa Teaching Standard #7 Engages in professional growth.


a.
b.
c.
d.

Demonstrates habits and skills of continuous inquiry and learning.


Works collaboratively to improve professional practice and student learning.
Applies research, knowledge, and skills from professional development opportunities to improve practice.
Establishes and implements professional development plans based upon the teachers needs aligned to the
Iowa Teaching Standards and district/building student achievement goals.
e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as
well as any standardized and district-wide tests.

I chose this artifact to show:


__X__ growth in this standard
_____ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
Our school has professional development set times every Monday of the week. We take this time to have speakers from
AEA come in and discuss professional development in content areas, behavior management, SST, and reading support.
Our district establishes and implements professional development plans based on teachers needs aligned to the Iowa
Teaching Standards, district, and building student achievement goals.
This artifact is my routine and materials for our reading groups during our 90-minute literacy block. These groupings
are made at one of our beginning professional development with our reading strategist. We learn how to use the FAST
data to group our students appropriately for their reading instruction. We also learn different strategies from our reading
strategist and AEA members to build fluency such as choral reading, echo reading, and poetry.
Reflection on artifact (what went right, what went wrong, how to make better)
It is so crucial to learn and practice the strategies that are presented during our professional development inside the
classroom. This year we have had lots of professional development on our FAST data. Our district reading strategist has
helped me understand how to group my students based on their data, and how to instruct them on the specific reading
needs. We were also given time to collaborate with our special education teachers to make sure my students with IEPs
have their reading needs met during my small group block.
Currently, all students are making growth in their reading fluency and comprehension. No student is left behind because
students that are struggling receive extra support through an intervention. I am very happy to be participating in
professional development weekly to benefit my teaching strategies and skills. I am becoming a better teacher by using
the instruction strategies that I am learning through professional development.

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