2013-14+Evaluation+Portfolio

= = =__ Student Growth __= = = As described in LSEA Representative, Michel DePriest's, March RA Meeting Notes Email to Everett Staff (dated 3/12/14) = = =__ Goal Attainment __=

** Goal #1 ** **Incorporate Everett High School’s Literacy Goals into Curriculum**
Smart Goal: By May 2014, there will be an increase in the average score in each of our four literacy strategies (questioning, making connections, inferring and summarizing) from the pre-test to the post-test.


 * __ Part One __**** : ** Specific indicators/artifacts of goal accomplishment:
 * 1) Improvement records specific to me provided by School Improvement Chair
 * 2) Student samples which demonstrate skill progress toward achievement


 * __ Part Two __**
 * 1) ** What worked particularly well as you worked on this goal in your Professional Growth Plan? ** I believe that the students gained academic independence as a result of my teaching the specific reading strategies identified by the SIT team as literacy strategies for this school year. The students made gains in each area tested.
 * 2) ** What did not go as you had expected? ** I think that the students grew weary of hearing “Talk to the Text”, however, skill development was notable.
 * 3) ** If you had a chance to begin again, is there anything you would do differently? ** No, I would do everything just as I did. I am definitely excited about utilizing these strategies in future years as well. To have a way to guide students though text and observe them gain confidence in dealing with text is very rewarding.
 * 4) ** How do you plan to apply this new learning? ** I am applying this new learning in my lesson planning on a regular basis and intend to use it next year, as well.
 * 5) ** What significance has this Professional Growth Plan made in your work and/or in your students’ learning and/or families’ progress? ** By pursuing this goal, I have been able to reach some students who did not know how strategies could be used to help them become better and more independent readers.
 * 6) ** How has working on this goal helped you form future Framework goals? ** Working on this goal has helped me see the value of the reading strategies that Everett has pursued to help students become more independent learners. It makes me excited to participate in the summer Reading Apprentice professional development. I hope to learn more ways that I can help students through Reading Apprentice strategies and protocols.
 * 7) ** What other insights have you gained as a result of this professional growth experience? ** As a result of this professional growth experience, I realized that students can and will rise to the occasion and perform when supported and given specific ideas of what can be done to help them with academic achievement.

** Goal #2 **** Incorporate Everett High School’s Climate and Culture Goals into Curriculum specifically: **
====__ Safe Learning Environment __ : Uses rituals, routines and appropriate responses to create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. ==== ==== Smart Goal: During the 2013-2014 school year, I will identify and utilize 5 techniques for classroom management that enable students to take academics risks and to ensure a quality-learning environment. If students are not meeting the expectation, I will reintroduce expectations as needed in order to maintain the quality-learning environment. ====


 * 5 Statements Regarding Expectations For Ensuring a Quality Learning Environment **
 * ** Right: ** I have the right to feel safe in my classroom
 * ** Responsibility: ** I have the responsibility to make other safe by not using put downs or threatening actions.


 * ** Right: ** I have the right to learn in an orderly environment
 * ** Responsibility: ** I have the responsibility to make sure that I do not disrupt the learning environment of others. I will do this by following classroom procedures.


 * ** Right: ** I have the right to have my class start on time
 * ** Responsibility: ** I have the responsibility to make sure that other’s class starts on time.


 * ** Right: ** I have the right to a clean classroom
 * ** Responsibility: ** I have the responsibility to keep the classroom clean by ensuring that I take care of all of the items that I bring in.


 * ** Right: ** I have the right to have my voice heard
 * ** Responsibility: ** I have the responsibility to make sure other’s voices are heard by listening when others are speaking.


 * Part One: ** Specific indicators/artifacts of goal accomplishment:
 * 1) An orderly classroom
 * 2) A classroom environment in which students feel comfortable taking academic risks. RA Coach Lori Wojtowicz has specifically commented on the quality classroom environment in my classroom. See Lori's email below.
 * 3) SWIS Data (The ability to keep students in my classroom so that they may learn - the lack of sending students out of the room for disciplinary reasons).
 * Part Two **
 * 1) ** What worked particularly well as you worked on this goal in your Professional Growth Plan? ** I had an orderly classroom this year. Student behavior was exceptional.
 * 2) ** What did not go as you had expected? ** I am finding that students need consistency and reminders about expectations more often than I would have predicted. Also, we did not receive the PBIS training that was promised. I think that I could have learned from it and it would have informed my practice. Fortunately, Pam Schafer-Brown's professional development that I attended helped me tremendously prepare for student's this year.
 * 3) ** If you had a chance to begin again, is there anything you would do differently? ** I would have students take responsibility to evaluate the learning environment themselves. I would use a rubric to allow them to have a greater understanding of the behaviors that are going on in the classroom and their role in the classroom environment. I have created a document that I will have students use next year. See my rubric for next year below (under Lori's email).
 * 4) ** How do you plan to apply this new learning? ** I am applying this new learning in my daily activities in class.
 * 5) ** What significance has this Professional Growth Plan made in your work and/or in your students’ learning and/or families’ progress? ** By pursuing this goal, I have been able to provide a better quality learning environment for students.
 * 6) ** How has working on this goal helped you form future Framework goals? ** Working on this goal has helped me see the value of keeping up with behavior expectations and the need for communicating these and practicing them with students.
 * 7) ** What other insights have you gained as a result of this professional growth experience? ** As a result of this professional growth experience, I realized that I need to continually remind students about expectations. I also believe that having students become part of the process in monitoring behavior will increase the likelihood that they will participate more positively to increase academic outcomes.

Evidence: Lori's Email

Smart Goal: By May 2014, students will use 3 web-based resources to demonstrate their understanding of course content.

 * Part One: ** Specific indicators/artifacts of goal accomplishment:
 * 1) See specific web-based tools and student samples below.


 * Part Two **
 * 1) ** What worked particularly well as you worked on this goal in your Professional Growth Plan? ** I learned a lot from attending special workshops, as well as regular sessions, at the MiWLA and MACUL Conferences. I have helped the Spanish and French teachers in the district learn Wikispaces and they have begun collaborating online. I have shared some Web 2.0 tools with Lansing School District World Language staff at our Steering Committee meetings. I am teaching my Introduction to Computers class students media literacy and they are demonstrating their learning in a digital portfolio format. I think that all of my students have increased their media literacy skiils and have been able to demonstrate their proficiency in a way that it is available to others, including parents.
 * 2) ** What did not go as you had expected? ** I am surprised by the number of students who are not confident using the computer.The students whom we teach now are often described as "Digital Natives" and providing opportunities for them to use technology to demonstrate their knowledge is often described as a logical conclusion of their experience. I am finding that they need as much support using digital media to demonstrate their understanding of a concept as they need learning anything new.
 * 3) ** If you had a chance to begin again, is there anything you would do differently? ** No, I would do everything just as I did. I attended two excellent conferences, took lots of notes, and also shared notes with some other Lansing School District attendees and used my newly acquired knowledge to both aid student growth in acquiring content area competency and in communication with parents. The things that I learned this year will help to inform my teaching for the rest of my career.
 * 4) ** How do you plan to apply this new learning? ** I am applying this new learning in my lesson planning and in creating opportunities for students everyday. So far, students have learned use a number of Web 2.0 tools to demonstrate their acquisition of skills and their higher-order thinking. Their portfolios serve as part of their summative and formative assessments. Students are given choices in their projects so that they can all succeed, and they can all be challenged.
 * 5) ** What significance has this Professional Growth Plan made in your work and/or in your students’ learning and/or families’ progress? ** By pursuing this goal, I have been able to motivate some students who were not especially interested in Japanese, but who love to do work with computers. I believe that all of my students have grown academically because they have been able to use the Japanese they are learning to create very personal projects using technology. Students are being exposed to 21st Century tools for communication, while creating a visual representation of what they know and can do. Parents are also able to share in what their student is learning.
 * 6) ** How has working on this goal helped you form future Framework goals? ** Working on this goal has helped me see the value of using technology to make learning more personal and motivating. I would like to pursue this same goal even further in the future, so that students can create a project using technology for each unit, utilizing authentic materials when appropriate.
 * 7) ** What other insights have you gained as a result of this professional growth experience? **  As a result of this professional growth experience, I realized that best practices as they apply to educational technology are changing rapidly. Education technology is a very dynamic field and it is important to keep up with it in order to offer our students the most up-to-date information.  I need to keep up on current trends in technology, and should keep attending both the MACUL and MIWLA Conferences.

Link to Vialogues (Yahoo email, dsusual) The //Vialogues// website was useful in a number of ways. The could interact with one another and were able to use Talking to the Text (T4) in a digital format, responding to parts of the video that were meaningful to them. The text in this case was a video of a younger female, closer to their age, who explains how to learn Japanese. See a sample of student work below.
 * Vialogues**

Link to Socrative (Yahoo email, TEusual) //Socrative// is a wonderful Web 2.0 software that allows student to practice writing skills. One of the ways that my students used Socrative this year was to describe a video of a Japanese student's day (A Day in the Life of a Japanese High School Student). Below, please find a sample of student work from this exercise. I can project all students' answers on the board to provide feedback them. This software allows students see the answers of their peers, which provides the opportunity for students to expand their ideas of how to approach this type of problem in the future.
 * Socrative**

Link to Chart Go Chart Go was an easy tool to use to visually represent data collected by students. The students did a survey of their classmates in Japanese to find out what sports each of them play. After collecting their data, they produced a graph that represented their findings. It was interesting to watch students work out how to best show their findings using the graphing software. They had to understand the meaning of the fields that they had to fill in in order to create the graph (see the field information below the student sample). I believe that this will help them understand how graphs work in their future experience with them. Below please find a sample of student work. Other student graphs will be found on their individual portfolio pages. Link to digital portfolios on Wikispaces http://ninjasensei.wikispaces.com/home. At Wikispaces, students post examples of their work and their learning in a digital portfolio format.
 * Chart Go**



=__ Demonstrated Pedagogical Skills __= =__ Maximized Instructional Time __= =__ Classroom Management __= =__ Attendance at Meetings & Mandatory PD __= =__ Significant Accomplishments/Contributions __=
 * As determined by Dr. Gear's observations
 * As determined by Dr. Gear's observations
 * As determined by Dr. Gear's observations and SWIS data
 * 100% Attendance
 * World Language Steering Committee Co-Chair, Lansing School District
 * Shared my knowledge of technology tools in education at various Lansing School District World Language Steering Committee Meetings throughout the school year. Japanese, Spanish and French teachers are creating content that will be used with parents and students regarding the District’s World Language curriculum an are collaborating using Wikis that I created.
 * Japanese: http://lansingschooldistrictjapanese.wikispaces.com/
 * Spanish: http://lansingschooldistrictspanish.wikispaces.com/
 * French: http://lansingschooldistrictfrench.wikispaces.com/
 * Department Chair for Everett World Languages Department
 * School Improvement Team, Everett High School
 * Planning and Preparation for Japanese Delegation, Fall 2013
 * Everett Asian Club Advisor
 * Presenter at Michigan World Language Association Conference, October 2013
 * Unpaid tutoring of students after school
 * Supervision of Michigan State University seniors
 * Contribution of materials to Japanese Teaching Resources, Online Resource for Japanese Teachers
 * Contribution of items to the Lansing School District Japanese Wiki, which I created.
 * Received Japan Foundation Grant, which I wrote
 * Japanese Language Class Field Trip to take place on May 28, 2014
 * Participation in Foreign Language Teacher's Night at Lansing Community College

=__** Relevant Special Training **__= Link to Course (starkd, TEusual) Connected Learning Personalization Collaboration Reflection Implementation
 * ** Reading Apprentice Training & Receiving Coaching **
 * ** Michigan World Language Conference - **** November 2013 **
 * Workshops - Link to Notes: page 1, page 1, page 2, page 3, page 4, page 5
 * ** Michigan Association for Computers Users in Learning - March 2014 **
 * Workshops - Link to Notes
 * ===** K-12 Teaching in the 21st Century **===


 * Grades (find grades link in the upper right-hand corner)


 * Badges (find link under "My Achievements")



__ Disciplinary Record __
=Part Three (attached)=
 * None
 * Attach the Professional Growth Plan to this form.
 * Attach copies of Analysis of Self-assessment Worksheet (from both parties)