• In just a few weeks I will be embarking on my second year of being a resident teacher. I will be working with a new, fabulous teacher who I believe will teach me a great deal. I also will be teaching English Language Arts and Social Studies in a new grade- 4th instead of 5th. I will use a lot of the experiences in my first year as guide to what not to do and I thrilled to make improvements. I want to be much more confident, clear and consistent this year. I want to be firm, but kind and I want to be organized! At the same time I want to let myself make mistakes and forgive myself. As a resident teacher, I will have a lead teacher to help guide me through lesson plans, evaluate my teaching skills and support me. However, she will be leaving in November to have a baby and I will take over the classroom. Therefore my overall goal is to be confident leading our students to be successful in reading and writing.
• I will constantly be learning new ways to tailor the material to foster success of students. I will be a consistent communicator, getting in touch with families, special education teachers, and administrators about the progress a child is making, what I should continue doing that will help the child learn and what I should stop doing. I will help all children, especially those with exceptionalities, to love reading, to want to read, and to read well. The attitude I want to have with students is one of patience. I also want my students to see I believe in them and that I have high expectations for every one of them to achieve.
• I will find out how a student learns by collecting information that can be used to detect prior knowledge and skills and use that information when planning lessons. I will seek out other teachers, professionals and information and ask for help on how to differentiate lessons and how to scaffold the information for different learners.
• I will try to make learning material as meaningful and relevant to students’ lives and background by making connections, using audio/video materials, bringing in props and giving students the opportunity to explore different subjects on their own. I will assess students in multiple and ongoing ways and I will give opportunity to allow students to make interest based choices with the books they read and homework choices
• I will program students’ phone numbers into my phone and call each student’s family within two weeks of school and keep a phone log of all contact with parents.
• I will ask parents what they think their child’s strengths and weaknesses are and how they believe their child learns best. I will ask parents and students what their hopes, fears and goals are for their son or daughter and remember throughout the year what those hopes, fears and goals were, especially when I am feeling frustrated.
• I will understand all IEP’s and meet with the Special Ed. teacher before school starts. I will email with the special ed teacher as well as the special ed. student’s parents to facilitate communication about progress, feelings, issues or question. I will create a file for each of my students and make sure that I am filing useful and important documents.
• I will create a comfortable reading area by providing pillows and a large in class library that has books of all interests and levels of the students in the class. I will love books at every opportunity by sharing different books and asking students to have book talks. I will display books all around the classroom and change the displays often. I will implement Reading Workshop, Writing Workshop, Read Alouds, Word Work, books clubs, fun skits, plays, and poetry reading that relate to books. I will model everyday my love for books.
Materials and Accommodations:
• Parents phone numbers, files, room and space to organize files, IEP’s, meetings with special ed. teachers, teacher supports, a great in-classroom library that is labeled, a sense of humor, pillows, audio/visual materials and ideas, creativity. I think I established the accommodations within the measurable outcomes.
• Throughout the year I will be assessed by a mentor teacher, a master teacher, multiple formal and informal observations each with a panel of mentor and master teachers, AU grades, student surveys, students’ parents, my dog, my husband and my dog.