Standard Indicator 5.1. Professional Collaboration
The teacher contributes to school effectiveness by collaborating with other professionals on activities that support school improvement and student learning.
Evidence 1: 2022-2023
During my professional growth, I got to observe classrooms and learn about their routines. A fellow teacher recommended "The New Management Handbook." Using ideas from this book, I improved my classroom management.
I set up a clear system for students to submit and get grades on their work. This helped me organize tasks and made students understand what they needed to do. I also noticed patterns in students' work habits. This helped me support students who had trouble completing their work.
The consistent procedures taught students to follow directions. This is an important skill for them to have. The handbook's strategies helped me create a well-managed classroom. This has made learning better for my students and made my work easier.
The turn in bins to the left are color coded. My students learned that green is writing, red is math, blue is reading, yellow is spelling, and orange is science social studies. Any work from the day is completed and turned into these color coded bins.
The work is then quickly sorted into number order (alaphebtical by last name) and is logged into a coded system.
This is an example of a day of work. There is a coding system on the bottom that I am able to quickly track who the student is, the level of completion, and who's work is missing or not turned in. This whole process takes approximately 10-15 minutes.
Collected work that is unfinished is placed on top of the colored paper (that matches the color code for the subject). Any unfinished work is completed during morning work and other times throughout the day. If work is chronically unfinished, agreements are made with the families in order to practice skills and complete work. Finished work is placed under, while I wait until all work is completed. Work is then graded and put into my grade book.