Distinguished Teaching

Criterion C: Distinguished Teaching: Focus on Students and Environment In order to analyze student development, keep my instruction challenging and on target with student needs, I use several different tools. One assessment I use three times every year to determine each student’s reading ability. This test evaluates their reading in a number of skill areas and allows me to chart growth over the course of the school year. At the end of the year, I share results with their next reading teacher. (evidence 3) (*1.1c) During the past eleven years I have directed thirteen school theatrical productions. The skills used in working with the high school students on stage are directly linked with the same skills I test for in class. The actors need to be able to: read fluently, use appropriate expression, volume, phrasing, intonation, smoothness, pace and comprehension to make their character come to life for the audience. Even though they are no longer in my classroom, I am still coaching them on the exact same skills! Other tools I use are CPS reports (evidence used in Criteria A), OAA test results, and Moodle. Moodle allows me to create question banks and have students log on individually. It will track students’ scores and allow for multiple attempts at the same material. I can create
Students know that they are required to treat each other and personal property with respect, reinforcing their collaborative efforts. I have developed a “community service” plan over the past several years. If a student does anything to disrespect my rule or room (i.e.: throws anything in my room) he or she will be giving up some of their study hall time to do work for me (or sometimes other teachers too). Things like cleaning white boards, dusting shelves, straightening books, wiping off desks, stapling papers, whatever I can come up with to have them take a little ownership in their