Standard 3: "collaboration in Department meetings"
performances: the teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
As educators, we stress the importance of creating collaborative learning opportunities for our students in order to foster group management, team building, and effective communication skills. I believe that many teachers can benefit from collaborative learning opportunities, "working with others" as well, through department and faculty meetings. These meetings are good opportunities to learn not only about what other teachers are doing in their classes, but also current trends in education.
During my first ELA department meeting, the 2nd quarter grade analysis for all 9-12 ELA classes were provided, including ELL classes. This was a document that provided the breakdown of grade distribution of all ELA classes. Working with all the 9th grade ELA teachers, the grade distributions were discussed and questions were posed to each other about what everyone was doing to achieve proficiency, especially from the teachers who gave out the most A's.
I took away a better understanding of differentiation and implementation at this meeting and was able to take very good anecdotal notes. I believe that this can give teachers options and raise different awarenesses about other teachers who they feel can provide collaborative support, whether it be about curriculum, assessments, or even just moral support.
It is very critical that teachers have the opportunity to engage in collaborative opportunities with colleagues in order to gauge effective instructional strategies that others may be implementing. It can provide important self-reflection insight on how to improve and guide our own teaching, gain a better understanding of who we are educators, and translate into creating engaging leaning environments for our students.
During my first ELA department meeting, the 2nd quarter grade analysis for all 9-12 ELA classes were provided, including ELL classes. This was a document that provided the breakdown of grade distribution of all ELA classes. Working with all the 9th grade ELA teachers, the grade distributions were discussed and questions were posed to each other about what everyone was doing to achieve proficiency, especially from the teachers who gave out the most A's.
I took away a better understanding of differentiation and implementation at this meeting and was able to take very good anecdotal notes. I believe that this can give teachers options and raise different awarenesses about other teachers who they feel can provide collaborative support, whether it be about curriculum, assessments, or even just moral support.
It is very critical that teachers have the opportunity to engage in collaborative opportunities with colleagues in order to gauge effective instructional strategies that others may be implementing. It can provide important self-reflection insight on how to improve and guide our own teaching, gain a better understanding of who we are educators, and translate into creating engaging leaning environments for our students.
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.”
-Albert Einstein
-Albert Einstein