Professional Documents
Culture Documents
The proposition that states An education leader promotes the success of every
student by ensuring management of the organization, operation, and resources for a safe,
efficient, and effective learning environment discusses the importance of a school
community. Proposition one was chosen in fostering school safety as the number one
factor in a school environment. In order for a student to learn, they must first feel safe.
This artifact describes how taking even the smallest steps can lead to success in the
classroom. Here is a direct quote from this artifact that summarizes the importance of
school safety and how it pertains to proposition one.
While you’re taught to educate the “whole child” you must also be
aware of the social and emotional aspects of your students.
Getting to know their home life situations and how they interact
with other students is just as important as their academics. Setting
a safe environment in the classroom where every child feels secure
and safe is the first step.
During my class instruction, from day one my students understand the importance
of a safe and caring environment. I do this by letting my students take part in the
classroom rules and consequences. I think when the children are involved in this process
it promotes a safe environment. Positive reinforcement and hand signals are used rather
than yelling and negativity. Children can relate to each hand signal and reflect and respect
positive praise rather than negative. This type of best practice impacts my class in many
ways. First, my students understand the expectations of the classroom from the beginning
and take part in creating them. Because of this process, students treat themselves and
others with respect and understand the importance of being apart of the classroom
community.
Reflection
School and classroom safety is the first aspect that I approach at the beginning of
the year. School safety is also the well being of one-self and others. Students are made
aware that language can also make someone feel unsafe and they must learn how to
phrase their words appropriately.
The district that I work for practices Responsive Classroom. What this program
does is allows children the first three weeks of school to develop and build classroom and
school community. I start off everyday with morning meeting. Morning Meeting
consists of a message, greeting, sharing, and a game. Coming together as a class every
morning brings a sense of community to the classroom and fosters teamwork. At the
beginning of the year my students develop their own rules. We talk about rules such as
“No Running”, “No Chewing Gum”, “No Bullying”, and the list goes on for a while.
Then I describe to the kids how it feels to hear the word “no” often. After our discussion
about the word “no”, we change all of our “negative rules” into positive ones. For
example: In this school we walk, in this school gum belongs at home, in this school we
use our self-control, etc. When they’re finished, all of the students categorize the new
positive rules. After I lead them, the students figure out that our classroom rules fits
under Cooperation, Assertion, Responsibility, Empathy, and Self-Control. The first
letters in these five rules spell out CARES. We go by cares throughout the whole year
and are reminded of it everyday. I’ve noticed my students taking on different roles in the
classroom after we establish these rules. When they know that they’ve controlled the
creation of the rules they really own them. This also stops behaviors turning into larger
situations.
Along with the classroom rules, we talk about what happens if someone breaks a
rule. We decide as a class, two consequences: You break it you fix it and Take a Break.
The take a break chair is placed in a spot in the classroom that all children are aware of
and have practiced often at the beginning of the year. Instead of the teacher yelling at
students when they don’t raise their hands or break one of the rules they simply say,
“please take a break.” The proper take a break is modeled at the beginning of the year to
ensure proper usage. I believe if these simple steps start in the classroom and common
language is used throughout the school, unwanted behaviors will stop.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects
to Students.
styles, the process in which students learn, and readiness levels. Being able to use diverse
artifact represents best practices in the classroom and describes what differentiation
should look like in a classroom setting. Here is a direct quote from Tomlinson’s book
and student differences become important elements in teaching and learning as well.”
(Tomlinson, pg. 1)
classroom safe, minds must also be taught in a “safe” way. I differentiate in many
strategies. Choice boards, agenda’s, frequent conferencing, and literacy menus are a few
Reflection
apposed to a traditional setting, my students are constantly learning from one another, and
learning to think about their own thinking. One way that I differentiate is through the use
of choice boards.
Choice boards are a way for my students to work at their readiness level and by
learning style. My students learn about their multiple intelligences and learning styles at
the beginning of the year. This language is used as apart of my instructional teaching.
Everyone in my classroom is well aware of their strengths and how to work on their
classroom.
My choice boards are used in two different ways. One way is as an extension to
what we’re learning in reading. Students can pick a block to explore based on multiple
intelligences. Another way I use choice boards is based on readiness level. Not every
student gets the same “board”. Fair is not the same in my classroom. I believe choice is
Differentiation
Differentiated Tic-Tac-Toe.doc
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
Rational
This artifact was chosen because it aligns nicely with proposition three. To
manage and monitor students’ learning there needs to be many variables in place.
children are given a choice board, here the children choose based on interest and I can
accurately manage a students’ learning when they are able to choose how they want to
Frequent check ins and small group instruction is also used to monitor student
growth over time. I will often use small groups to teach a lesson instead of whole class.
This artifact explains how important self-reflection is. When students are able to
think about their thinking and are brought to that cognitive level students can self correct
Reflection
During the unit my students were very engaged and I was impressed on the
background they already had on Rosa Parks. However, they were very interested on what
caused the Civil Rights Movement. We started here and built our knowledge as we went.
In my unit one of the skills the children had to work on was character traits. This
is normally a very difficult skill to teach. As I looked at the unit plans I noticed that in
order for my students to understand what a character trait is I would have to use some
other technique to pre-teach this skill. I decided to use our read-aloud Frindle. The
students really love this story and they connect with the main characters. We started with
two columns. One column for Mrs. Granger, the grumpy teacher, and another for Nick
the fifth-grade sneaky student. I was impressed with the words my students came up with
to describe these two characters. I copied the list to make sure everyone had a copy in
hand. They used this list to fill in a venn diagram. I wanted them to see how alike the
two characters really were even though in the book they’re so against each other. I was
In my unit the students had to research someone from the Civil Rights
Movement. They had to list character traits for their chosen hero and for themselves.
Just like what we did in Frindle, they did the same activity using a real person. If I
didn’t allow them to practice with our read aloud I wouldn’t have had the same
Some of the set backs I noticed was the lack of technology support I have in my
district. When I would take my students to the computer lab there was always a glitch in
our computer system. Some of my students could not use a computer so they had to
double up. It was frustrating for the students and me. This is something my district is
working to improve.
Overall my students did a nice job on the outcome of their projects. This will be a
unit I will implement year after year. The connection between reading, writing, and
technology were evident in this project. My students were making many connections,
which in turn nurtured the knowledge they already had on the subject.
Experience.
Rational
The reason I chose to include my action research report under proposition four is because
With the final results of this study I was able to improve the instructional practice of
motivation towards writing. This was important because I noticed a lack of motivation in
my room towards writing and I wanted to change this. Being able to reflect upon and
concentrate on this one area in my classroom has given me new insight on how to use
Reflection
Based on the research of this study, I intend to take further action in the future to
foster learning in my classroom. The following changes will have to be made in order for
distinction on the NECAP tests. This information indicated that modeling needed to take
place in order for my students to understand formats of writing. I was able to start my
action research with modeling the different components of the persuasive writing piece
and align it with the Holistic tests. As a result, 58% of my students scored proficient with
distinction. Next year I intend to start off with modeling each lesson first and then my
The five main strategies that I used during my action research were:
5. Pair-share
Although I have implemented many of these strategies in the past, they were taught
sporadically throughout the year, without consistency. My plan for next year will be to
integrate these five strategies into each lesson every week. I do believe part of the reason
why 19% of my students improved their writing scores is because of the consistency this
Choice is another important factor that this action research has shown. When
my students were asked in the survey what they liked best choosing their own topics
versus me choosing for them 80% either loved or liked the fact that they get to choose
their own. Through this process I noticed most of my students becoming motivated to
write about a topic they preferred. With this in mind, I intend to allow more choice
options in the classroom. My plan of action for next year will be a beginning of the year
brainstorm about topics they would like to write about each year. This list can be referred
Even though many of my students indicated that using graphic organizers was
not something they liked to do while writing, I still went ahead and added this to my list
of strategies. It turned out that once my students were able to organize their thoughts in
this manner they realized the importance of making a list or using a graphic organizer.
When I observed my students taking the Holistic test I noticed many of my students using
Another important strategy that I will consistently use next year is letting the
children share their pieces with the class. Doing this will motivate students to try harder
knowing their peers will be revising their papers. I will start doing this next year as apart
will have the opportunity to revise with a neighbor and get feedback from their peers.
In order for students to benefit from these strategies and to see continued
progress throughout the year, I will need to periodically check in with each student. I will
monitor these strategies by conferencing with each individual student. During this
conference I will give each student one area that needs improving and one area that they
did really well. During this time I will take notes about what each student is struggling
with and will be able to adapt my whole class modeling lessons as such.
This information will be used in my grade level meetings. I will share this
information with my colleagues to see if they can use the results in their classrooms as
well and get additional feedback from them. The school curriculum coordinator will be
aware of this action research and can take this information to another level if she feels it