Now that the end of 2017-2018 has arrived, I'll assess my success with the goals below.
Student Learning Goal
The majority of students will attain mastery with 5th grade math standards and show growth with systemwide assessments in the 2017-2018 academic year.Y es, the majority of students did demonstrate growth and mastery.
Action Plan:
- Begin year with a focus on team building, growth mindset, optimal learning-to-learn behaviors, and cultural proficiency with activities such as "What's Your Number?," "Birthday Graphs," "Jo Boaler Ted-Talk" since research shows that children who feel like part of the team and welcome to the learning environment do better. (complete) We did this, and it provided terrific language and community for the year that followed.
- Assessment of 2016-2017 teaching/learning program with online learning data, MCAS, & unit tests looking for teaching/learning trends, successes, opportunities for change. A good analysis of last year's program helps to better this year's program. (complete) This helped us to pinpoint curriculum program needs and efforts.
- Creation of data charts for 2017-2018 school year to track ongoing process. (complete) Very helpful.
- Give assessments to collect early year and ongoing data including Track My Progress, Symphony Benchmark, and Facts Assessment to inform instruction. (ongoing) Again completed and helpful.
- Introduce math tech use, reference and study: Math Tech page, Magnificent Math website, Learning Menu/Homework, TenMarks, Symphony Math, That Quiz, and an assortment of other approved standards-based math games and activities (initially introduced, ongoing use) I did this, but I want to do it with greater detail and practice next year. I felt the introductions were a bit rushed and this prevented some students from taking advantage of this. One way to do this better next year is to introduce prior to Math RTI times and then give students time to practice one site at a time during the RTI times at the start of the year.
- Teach all standards outlined in systemwide Grade 5 Scope and Sequence with differentiation in engaging, empowering ways. (ongoing) I did this, but we were a bit rushed by the time MCAS rolled around. I'd like to get an earlier start on this by better matching our early standards learning with the relationship building activities.
- Work with grade-level team and cross-system educators/leadership to develop successful teaching/learning strategies to meet this goal including Response to Intervention (RTI) data meetings and teaching efforts. (ongoing) This was not as successful this year due to the fact that we have a tight structure to follow and I don't believe that the structure matches the students' needs for consistency, deep number work, and a developmental approach. I've tried to work with system leadership on this to no avail yet. I will continue to think about how to better this area of our work.
- Use of unit booklet approach to provide students and parents with a ready study guide of standards, vocabulary, unit concepts, skills, and knowledge. (ongoing) The strength of the booklet approach is that it gave students and families an ongoing reference and practice document with which to prepare for unit assessments and learn the standards. The problem was that the booklets were dense and many students found them overwhelming and I could not keep up with adequate response. Next year I plan to update this year's booklets to the "prove-it process" where students have to complete small sections of mini problems related to the curriculum using a process approach that includes problem solving, writing w/numbers, models, and words, and an editing process. I think this will be more engaging, collaborative, and in line with the math practices.
- Provide students with the opportunity to take unit tests online and offline to provide practice with the kind of thinking and approaches you need to use when taking online tests in preparation for spring MCAS tests. The fact that students are able to see their scores right away supported greater reflection, discussion, and depth of learning related to the content area and assessment in general. The hard copies of the tests promoted students ability to show their work and carefully complete computation and other processes to solve the problems. Teachers are able to review this work as needed. The online tests were successful. I want to break apart the multiplication sections and the open response sections so that they take the multiple choice online and complete the open response parts offline so I can give good feedback on the open response sections.
- Collaborative development of a pattern of coordinated services for all students and in particular students who work with multiple educators and receive numerous services. (after numerous efforts to do this, we finally reached a god model which helps us to serve a class that has a very complex overall profile- we revisit this strategy weekly and make small revisions) In the end, I was unsatisfied with our approach. In hindsight, I wish I had sat down with all the specialists to truly look at the IEP time designated and how we used it effectively. We had many, many students on IEPs and in my opinion, less staffing. Next year I want to start the year with a thorough assessment of the students, the time they have for
- Ongoing reflection with students and individually about program efforts and success. Students have the opportunity to reflect on their learn efforts and success regularly, those reflections are shared with family members at family member-student-teacher conferences. Putting the students in the driver's seat of their education this way has been very helpful. We need to look over our efforts in this regard to make them more organized, streamlined, and regular.
- Ongoing research to elevate the program including regular program discussions with grade level team, regular reading, and attendance/presentation at the ATMIM conference in the spring (ongoing) Continued reading and research will support next year's program too beginning with Boaler's fifth grade book.
- Ongoing reflection: I created a Google doc to lead my math teaching/learning practice efforts forward. The document includes many questions as well as areas for change and areas that are currently very strong. This document will lead my efforts in the days ahead. Summer reading, assessment of scores and the program, and working with colleagues will lead us forward.
Professional Learning Goal
Continue to research optimal culturally proficient teaching and relationship-building with the grade-level team to develop effective orientation and school year student/family inclusion and team building via student/parent meetings, identity projects, holistic assessments/surveys, grant proposals, curriculum efforts, and team building events.
- Wrote and received summer work funding for three grade-level teachers to further research and plan an orientation list of events to support greater cultural proficiency for two days each. (complete) The orientation overall was successful.
- Research: Read Emdin's book, For White Teachers Who Teach in the Hood, and embed research into teaching/learning program. Also read Between the World and Me by Ta-Nehisi Coates and embed Coates' insights into the teaching/learning program. (still working on second book) I still haven't finished Coates book, but I did read and embed Emdin's research into the year's program.
- Listen to Angela Watson podcast related to effective teaching of black boys: https://thecornerstoneforteachers.com/truth-for-teachers-podcast/principal-kafele/ (on agenda) I have not listened to this yet, and have added to the summer reading list.
- Orientation: Plan and attend special orientation(s) and other meetings for parents, new students and students who are distanced geographically from the school including attending the METCO picnic and a pre-school year brunch/orientation with Boston resident students. (completed) This was successfully completed.
- Teaching/Learning: Plan and implement culturally proficient learning/identity activities throughout the year to build relationships, team, belonging, and success for all students.
- Selfie Project: Project to share students' personal lives, interests, and experiences via collective project work and project displays. (completed)
- Smile Video: a positive video which presented family members and students with a video snapshot of students' initial teamwork and shared learning. (completed)
- Birthday Graph and What's Your Number Projects aimed at building community, students' knowledge of each other. (completed)
- History of People presentation to all classes which examines the evolution of skin shade, learning history, and obstacles that prevent learning. Specific attention to the fact that racism and prejudice of any kind is not allowed at the school. Signage that reiterates that message. Later visit Harvard Peabody Museum to learn about the ancient culture of Mayans, and creation of culture flags to build identity and respect for individual and collective culture. (completed, students built an anti-racist service learning project from this effort on their own)
- In the Heights play attendance and related teaching/learning with regard to geography, privilege, power, and perspective. (completed)
- Specific attention throughout the year on teaching in ways that invite all children to belong to the teaching/learning community. Using Emdin's research as a guide. (see below-there's still opportunity for more change and addition here.)
- Attend to this article: https://teachwellnow.blogspot.com/2016/04/teaching-well-cultural-proficiency.html in efforts to create a culturally proficient environment.
- Invite students to take part in fall and early spring parent-guardian-teacher conferences. (completed successfully for the fall and will repeat in spring)
- Use a showcase portfolio to help students build a practice of metacognition, self-knowledge, goal-setting, and self advocacy. (good start with this)
- Plan a number of informal and formal reflections/assessments to understand what students' need to inform the teaching/learning program. (ongoing)
- Extra help math support and relationship building in order to teach with greater cultural proficiency and sensitivity to students' teaching/learning needs. (offered most mornings at 8am - 8:30am) I want to think about how we might grow this more.
- Write a grant to support visits by experts in a variety of fields representing a variety of cultures as mentors for students' biography project. (grant drafted and will be submitted last week in February) We started this, but need to follow-up to institute next year.
- Provide special accommodations for students distanced geographically from school for evening of school play (to be completed) We included this for the fifth grade play.
Curriculum, Planning, and Assessment
To further develop student showcase portfolio efforts by incorporating more regular and meaningful student reflection, goal setting, and action plan (learning path) efforts. To restructure student-teacher-parent conferences so that students present their work and goals at both the fall and winter conference. We developed this effort and can continue to develop more.
- Review 2016-2017 portfolio efforts
- Begin School Year with significant portfolio efforts
- Make time for portfolio overview and updates prior to conferences and throughout the year after signature learning events.
- Create a script for students to follow and/or modify to lead the family member-student-teacher conferences.
- Work with team to refine and develop efforts, include more time for reflections and stats stickers
- Use portfolios at parent-student conferences to enrich the goal setting conversations.
The portfolios are powerful. This year we included data stats sheets for students and parents. Making good time for this is always a challenge and we probably want to think deeply about this as we map out the year's program.
- Chart progress and growth using data chart
- Review and update curriculum map
- Attend Brain/Mind Professional Learning Event, Apply Learning to school efforts.
- Read, study, organize, and implement new STE curriculum and STEAM curriculum including Mixtures and Solutions FOSS kit for all fifth graders and STEAM projects including solar oven, water filters, and plant packages.
- Wrote a grant to support a teaching/learning environment that invites greater teamwork and collaboration.
Teaching All Students
To assess our cultural proficiency and student/family orientation efforts for 2016-2017 and build on those for next year by incorporating the following events:
- Starting the year with "Selfie" Project.
- Surveying our students and families with regard to culture and making sure that we include their cultural backgrounds in the curriculum regularly. (early year parent-student surveys)
- If WPSF affords us the opportunity, write a cultural proficiency/growth mindset/SEL signage grant to a local organization - rather than this grant we wrote a grant to support expert visitors that represent many disciplines and cultures to serve as mentors to students who will be working on their Global Change Makers project. Signage is important, but the kind of signage I seek is not easily found so this idea requires more research and will perhaps be supported by a student/family signage creation contest.
- Including one or more field studies that boost our program's cultural proficiency. We attended the play, In the Heights. We also went to the Harvard Peabody Museum to the ancient Mayan culture. Then we decided to bring in experts.
- Developing greater cultural awareness and related materials, experiences into all learning experiences. (Look for ways to include cultural proficiency in the floor-to-ceiling Boaler explorations in math). This is a goal I will continue to research and think about.
- Relevant Article
- Another relevant article
- Read Thank You for Being Late, Tribe, For White Folks. . ., and Empowered Educators to inform practice.
- Attending an artistic performance that builds cultural awareness (In the Heights) and our PTO has also sponsored a number of cultural events that do this too.
- Identifying a historical-mentor for the biography project that supports greater cultural awareness. (Benjamin Franklin and others named in our recent grant proposal)
- Possible continuation of trip to MAAH, or similar location with Boston-Resident students and friends, family members. We decided not to go here this year as our visit last year was challenging for a number of reasons related to the Museum's ability to welcome and teach ten-year-olds.
- Start-of-the-year project that welcomes all students and embraces their individual and collective stories, experiences, cultures, dreams and desires. (Selfie Project - this was a successful starting project. We also created a class film).
- A grant to support greater cultural proficiency, SEL teaching, and growth mindset via beautiful signage around the school. As noted above this remains in the research arena since I was unable to identify the kind of signage that truly matches my vision and the school need.
- A meaningful orientation that supports all learners at the start of the year including tech integration/access for all. We did this and it was successful. We hope to do this again next year.
- Riding school bus to analyze situation to build greater success. (This was not allowed by administration, though it is advised by Emdin as one way to build understanding of students. I will reach out again to see if this might be possible in the spring.)
- Early morning 8am help sessions most mornings to support student homework completion and learning needs.
Family/Community Engagement
Continued efforts to develop newsletters, website, parent conferences, and response efforts. Continued outreach and intersection with the community via our field studies and other learning events. Continuing to advocate for combining our STEAM study with real-world community events, needs, and places.
Propose and possibly carryout an orientation for families. Write grant proposals to support this.
- Updated intake survey with colleagues - we did this.
- included family-to-family information on curriculum presentation - we opened up the door for this, but received little interest. In general, the PTO offers lots of opportunity for parents to do this and I believe we should acknowledge and advertise this at the initial parent meetings at the start of the year.
- Weekly newsletters - we continue to do this.
- Showcase Portfolios - we continue to do this.
- Parents-Family-Student-Teacher Conferences - we do this too and encourage students to lead their conferences.
- Meetings and two-way communication/support as needed
- Reaching out to the greater community for learning and service work such as possible spade foot toad, river study efforts: We wrote and received a grant to support the spade foot toad and standards-based environmental study. We will put this into place soon.
Professional Culture
- Continued share of professional learning opportunities and teaching/learning outreach and information via my blog Teach Children Well, WTA website, and systemwide information share.
- Continued contribution as local union secretary and member of the state's DESE TAC and the Union's TPL. Contributions to NBPTS blog. Presentation at MTAs JFNT conference. Presentation at ATMIM (expected). Blog post for Education First. Member of the Teachers Collaborative too.
- Continued collaboration with grade level team to teach a dynamic fifth grade program using a shared model.
- Response to building level/system opportunities and requests for support via grants such as the SUASCO and WPSF grants for environmental study, change makers mentors, and modern collaborative learning environment.
- Serve on Child Study and Faculty Senate Committees as available.
- Reaching out to better understand system-wide and school policies, schedules, and protocols to best aline my work with those structures.
