Becoming A Reflective Practioner
As a sixth grade teacher at Avondale Meadows I am partaking
in the upcoming professional community focusing on becoming a reflective practitioner.
I am currently assigned as a science and language arts teacher.
I hold endorsements in science, language arts, and library and information science
with additional technology coursework.
This past summer I found myself in several situations that validated the need to become a reflective practitioner and am interested in the opportunity to hone in on my newfound skills. I spent a month with the Meadow Brook Writing Project with much of the time focused on using student work as a model of excellence and as proficiency. I was able to compile my findings into a Range Finding Workshop and a Collaborative Assessment Workshop that I am excited to share with my colleagues. Just last week our sixth grade language arts team sat down and I had the opportunity to share the range finding skills. My fellow teachers clearly understood a need to use anchor papers as models for students. They quickly adapted this into MEAP prep and were glad to leave with the materials provided. The last week of my summer was spent in a WestEd Understanding Science Project. This workshop was dedicated to using student work as an instructional guide for teachers to strengthen instruction and also for validation of instruction. I have a general understanding of the process and would like to follow up with this learning in the professional development opportunity you are providing.
I am mainly interested in this endeavor in conjunction with National Teacher Certification. I believe this will enhance my application this year and give me strength in the reflection process. I am a true believer in the Professional Learning Communities model. I do believe that this process can make teaching stronger using sharing and collaboration as community building.
