The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
Attached is a picture of our team at structured teacher planning time (STPT). We meet twice a week to talk about things that may be working and things that need to change. We go over the resources and assessments as a team, to see how we can modify them to make them better. We collect data (in the form of an excel google document) on each assessment/student and break it down by standard. We look at the data from last year to see what needs to be changed for this year. After making those changes and administering the new test or after the modified curriculum we look at the new data and make notes on how we can improve for next year. Also one of our most valuable resources are our teachers from last year. These teachers have previously taught these lessons or administered these assessments and therefore still often times remember particular struggles these students may have had. As a special education teacher it is then valuable for me to go ahead and try to pre-identify the problems my students may run into.
copy_of_fettig-_increasing_influence_journal.doc | |
File Size: | 26 kb |
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copy_of_fettig-_increasing_influence.doc | |
File Size: | 65 kb |
File Type: | doc |