Ask Dr. BKW - How to create teacher portfolio?

A NC pre-k licensed teacher asked for information on how to create a teacher portfolio ensuring all of the required documentation was prepared when the evaluator came for the summative conference.  This information is based on NC birth through kindergarten (BK) license and will differ depending on your state licensing requirements that you will have to align accordingly.  Below is the outline of teacher portfolio content that will be placed in a notebook or complied electronically via approval of your evaluator.  However, this will be based upon placing documents in a notebook.

1.      Purchase a notebook, section dividers and sheet protectors are optional,

2.      Label the sections (a) teacher license, (b) Standard 1, (c) Standard 2, (d) Standard 3, ( e) Standard 4, (f) Standard 5, (g) Annual Professional Development Log, (h) Reflective Journal and (i) Mentor Log, if applicable,

3.      Place required documents behind the labeled sections such as copy of teacher license under Section A, 

4.      Remember when you start placing documents under the Standards make sure every element has at least one (1) artifact.  For example, Standard 1 “Teachers demonstrate leadership” – Element B “teachers demonstrate leadership in the school” your documentations can be copy of professional learning community meeting agenda, summarized information discussed in your teacher reflective journal (dated), copy of school improvement plan presented to administrators, outline of school improvement plan to be implemented with target dates and so forth.  NOTE:  Always review the Standards requirement prior to placing in teacher portfolio and all documents being collected are dated,

5.      Record all trainings attended and/or presented on the Annual Professional Development Log then place certificate copies below the  log,

6.      Write reflections in teacher reflective journal the minimum number of times per week, and

7.      Record multiple means of communication with mentor, if assisted one.

As you continue to create your teacher portfolio, hopefully the list above has given a clearer vision on the sections and information required.  Remember, if in doubt always talk with your evaluator prior to the summative conference.  It is always great to display works being done with students, families, colleagues, and community stakeholders at-large.

Ask Dr. BKW: How to provide evidence of data driven instruction throughout the classroom?

A teacher is having a difficult time providing evidence from the initial assessment tool(s) used at the children’s entry date how data is taken to plan individual and/or small group activities according to domain skill level(s).  Here are some helpful tips that will assist in the process to show and plan cultural developmentally age appropriate activities to monitor children’s growth.

1.       After completing the required assessment tool(s) chart the domain skills that the child needs to work on throughout the school year (mid- term and long-term goals).  NOTE:  create an individualized goal sheet to record progress;

2.       When writing the lesson plan review the class list with co-teacher to determine which day(s) specifically will be given to children to work on specific skills from their individualized goal sheet.  Record the children’s code (e.g., initials, symbols) with specific activities to work it.  It is suggested to have related study them activities for them, if possible;

3.       As the children are engaging in specific skills record observational notes that will be transferred to their individualized goal sheet determining whether mastered or modifications need to be put in place.  Remember, engage parents in the conversation of activities they can do at home with progression notes and/or conversation.  It is a team effect to provide the best quality education; and,

4.       Place in children’s portfolio the individualized goal sheet with artifacts showing date(s) and dictation, if possible. 

Following these steps and make modifications to them for your classroom to ensure that assessment tool(s) data is being used to drive your planning of culturally developmentally age appropriate activities and you have documentation.  As you use the assessment tool(s) data it will enhance the planning skill levels to show progression or review levels of activities planned.  If you have helpful tips, please share because knowledge is powerful.

Ask Dr. BKW - How to plan an intentional lesson?

The teacher is discussing with colleagues on how to plan an intentional lesson as stated on the teacher standard rubric?  As a first year teacher or even a veteran teacher may ponder this question ensuring students are given high-quality education.

After the teacher has determined the study theme for the week this intentional lesson will focus on reading related story (literacy component), view or use multi-media (resource PBS Learning Media) and differentiation of activities that reinforce study theme (related to different domain skill levels).  You will be introducing the study theme in three different ways to connect with student’s learning styles.  Below is an example on how to plan an intentional lesson.

1.      Study theme is “Weather” for students to gain an understanding of weather changes,

2.      Engage the students in discussion about clouds, rain and weather changes.  This will give you student’s knowledge on the study theme to build upon,

3.      Inform the student’s they are going to be “scientist” today (like Sid the Science Kid) and investigate clouds and rain,

4.      Select a book related to “weather” such as “Little Cloud” by Erik Carle, “The Cloud Book” by Tomie dePaola.  Read the story and post open-ended questions to enhance the student’s critical thinking skills.  And remember you select the book that works best for your student age developmental level,

5.      Select a multimedia resource to view with the students.  PBS Learning Media is a great resource if you are unsure what can be shown.  You can use “Rain, Rain Don’t Go Away” from Sid the Science Kid or the poem “I Like it When It’s Mizzley” from Between the Lions.  Discuss what was shown reinforcing what they know and what they learned or if they had questions of what they wanted to know more about,

6.      Plan different level activities that are related to study theme students can engage in such as create cloud pictures using recyclable materials, create a weather cycle song and perform to class at-large, collect water when it rains (relate to Sid video clip), go on a weather walk and observe in journal when it has just rained and so forth, and

7.      Summarize and/or review with the students what they did today and this assist with assessing their understanding and application skills to activities.

These are ideas to implement as you are planning an intentional lesson that embeds literacy, technology and hands-on activities.  Knowledge is powerful and as educators the intentional plan must engage students.

Ask Dr. BKW - Ideas for Pre-K Science Center

School has started and the pre-k looks at the science center and began wondering why during center time the children were not selected the center and even when encouraged to come into the center reply was “no”.  Therefore, the teacher has sent the question to Ask Dr. BKW “what are some ideas to engage children into the science center?”   

As you review the room arrangement try to place the science center next to a window for natural light to expand activities exploration for teacher initiated and/or child initiated experiments.  Some activities will be have the children chart different types of weather, plant seeds in clear cup then chart height after they have predicted the height before recording, have children record findings in individual science journal and so forth.  Also check out Sid the Science Kid to show small video clips and have the children conduct their own investigation on show themes.

Review your state requirement to have the minimum materials then add others based on conversations with children (their interest) and related study theme (lesson plan) hands-on activities.    You can add materials for the children to investigate without you sharing with them but peak their curiosity then proceed with activities for investigation, predictions, journaling and so forth.  Also, encourage children to bring in natural things that will be shared with others and investigated as needed such as leaves, rocks, acorns and so forth.  This will give you another opportunity to expose the children to global awareness when materials originated from and how transported to your state.  Here are some other websites to check out other science ideas. 

1.      http://www.prekinders.com/science-center/

2.     http://www.pinterest.com/prekpages/science-center-ideas/

3.     http://kellypfeiffer.hubpages.com/hub/Science-Centers-for-Preschoolers

Remember to add books into the center that will enhance the lessons.  Here is a list that you may want to include or rotate as needed.

1.      Science outside by Susan Canizare and Betsy Chessen

2.      Fall is for Friends by Suzy Spafford

3.      Weather Words and What they Mean by Gail Gibbons

4.      What Magnets Can Do by Allan Fowler

5.      The Four Season Book by Barron’s Educational Series, Inc.

The Early Childhood Environmental Rating Scale – Revised (ECERS-R) states that the center should include books, pictures, and/or audio/visual materials used to add information and extend the children’s hands-on experiences.  Also have natural/science activities that required more input from teachers that are offered least once every two (2) weeks such as cooking experiments with step-by-step chart, measuring, counting and so forth.

These are just some ideas that once taken under consideration should be inviting and expand children’s learning in science skills.

Ask Dr. BKW - Ideas for Pre-K Writing Center

The teacher shared the children were not going to the writing center after transition from circle to center time and is looking for ways to encourage them with making the center inviting.  Teachers please remember the goal for the writing center is not for children to formulate letters and words initially but this will come in time with maturity along with fine motor skills.  In addition, children can illustrate what is being stated and you can write the words for them.

Yes, the writing center gives preschoolers the opportunities to practice writing that enhance fine motor and literacy development giving them an appreciation for printed words.  Writing opportunities are just limited to the writing center but access to paper and writing utentils in every center for example clipboard with paper/pencil in the housekeeping center to record lunch order, science journal to record experiment results, use a large sheet of paper for children to sign-in upon entering the classroom for all the fun-filled activities for the day and so forth.

Here are some materials that can be added to the writing center.

1.      Recycled paper

2.      Pencils (appropriate size per children age/skill level)

3.      Wipe-off cards and dry erase markers

4.      Mini chalkboards and chalk

5.      Small stamps and stamp pads

6.      Index cards

7.      Markers

8.      Writing letters stencils

9.      Glue

10.  Scissors

Here are some other activities that can be used to enhance writing center.

1.      For upcoming themes (lesson plans) think of key words that will be enforced from conversations write (on sentence strips) and display throughout the classroom for children to write.  Also, add other items to assist with writing such as real leaves, picture of leaves and leaf stamp.   

2.      Write children’s first name on sentence strip and laminate for them to use dry markers to practice writing and erase as needed.

3.      Create WORD WALL where you post children’s first name then add key terms from study themes (lesson plans) with photo.

4.      Write title CAPTIONS on different study themes (lesson plans) and other related materials used during circle time and other conversations.  The words can be rotated throughout the week in the writing center.

5.      Children can write a book related to fieldtrip or study theme (lesson plan) investigation from their point of view.  If possible, add photos and laminate for long usage.

6.      Use the writing center into the Post Office.  Ask children/parents to have family members’ mail cards/letters to children at school then plot on world map places they came from as part of global awareness.

These are just some ideas that can be incorporated to the writing center that will encourage children to participate in and work on their fine motor skills.  In addition, do not limit the writing experiences to the writing center only because the whole environment should be rich-print and literacy based in all centers.

Ask Dr. BKW - What should be in my teacher reflective journal entries?

Teachers has been asked to maintain reflective journals throughout the school that will assist assigned evaluator and mentor ensuring teachers are working toward highly-qualified education for children and their families. The question was posed “What should be in my teacher reflective journal”?

The teacher journal is used to aid teachers to reflect on practices in the classroom, relationships between teacher-child, teacher-parent, teacher-colleague, and teacher-stakeholders at large for the betterment of preparing children for school success in the 21^st century.  Journal entries provide a way to record teacher activities/strategies, thoughts and ideas about events, it is more thought provocative to better your skills as a teacher.  Remember teacher reflective journal entries should be used as ‘learning’ journals.

Scanlon and Chemomas (1997) have three-stages that can be used as you write entries in your teacher journal:

1.      Stage 1:  Awareness.  These are your thoughts about an event in teaching that went well or strategies for implementing different.

2.      Stage 2:  Critical Analysis.  You are exploring what happened and why.  Also, you will relate previous experiences with the ideas and practices used.

3.      Stage 3:  New Perspective.  This is confirmed or reinforced based upon your reflections.  This stage supports your understanding of when development occurs, in thinking and/or feelings, and sometimes change may occur in your practices.

Here are some helpful tips for writing reflective journal entries as you progress forward this school year.

1.      How are thing going overall?  What seems to be going well and/or not well?

2.      Select a specific situation you were directly involved in (with children, colleagues, parents, etc.) which you want to think more about.  Your journal entries will focus on your interaction as a teacher (i.e., what you said and did).  Here are some prompts that can assist in your reflective writings.

a.       Describe the meaningful experience in detail so your reader will gain a clearer understanding of the situation (what happened?, what did you do/say?, what did the children/adults involved in the situation do/say? , and so forth).

b.      Elaborate on what you hope the outcomes would be in this interaction.

c.       Elaborate on how you used questions, comments, materials and/or other means to facilitate or participate in interactions.

d.      Envision how you would re-do the situation with same children/adults, what are two or three things you would do differently to improve outcome?

e.       What did you learn about yourself as a teacher though this interaction?

Remember there are different resources you can Google on reflective journal writing entries that best works for you to show your growth through this process as a teacher.   As you continue to reflect hopefully it will enhance the conversation among your assigned evaluator and mentor as they work with you the be the best educator for children.

   

Ask Dr. BKW - How to write professional development plan goals?

The school year has started and teachers need to review their teacher evaluation rubric to conduct a self-assessment then select at least two (2) as goals to work on to ensure the students and their families receive the best quality education given by the teacher.  The question posed was “how to write professional development plan goals?”

Here are some helpful tips one can follow:

1.       Complete the self-assessment used by state teacher licensing agency;

2.       Review all Standards and Elements as self-rated;

3.       After review, select at least two (2) then share self-rating with administrator and together agree on the lower scored Standards and Elements that would best benefit and enhance the teaching performance;

4.       Review the “Professional Development Plan” use by state licensing agency such as the one below.

Teacher’s Strategies

Goals for Elements       Goal 1   Goal 2

Activities/Actions

Expected Outcomes and Evidence of Completion

Resources Needed

Timeline

 

5.       Record goals 1 and 2 according to the selected Standards and Elements.  These are goals and strategies identified to improve performance.

6.       Think and record draft notes of activities/actions you will do that relate back to goals.  NOTE:  Remember the activities/actions must relate to goals in conjunction show linkage to the “Framework for 21^st Century Learning.”  Think about activities/actions that will be implemented throughout the school year.

7.       As you think about “Expected Outcomes and Evidence of Completion” this will be documented evidences of artifacts/data that can be reflected in teacher’s portfolio, children’s portfolio, teacher reflective journal writing, on-site learning environment and children’s assessment data to name a few ideas as you record your own.  Remember you must have documented proof/evidence you are working toward completion of goals during mid-year review and completion at end-year review.  Therefore, it is important to select beneficial goals to work on per school year.

8.       Record the “Resources Needed” to meet the goals set.

9.       The “Timeline” should be ongoing and completed the last month – year of school.  This gives you the opportunity to edit goals, if needed and reviewed during summary evaluation.

10.   Share the draft PDP with your administrator ensuring they will support all recorded information to meet goals.  When agreement has been made complete final draft.

11.   Submit final draft to mentor (if assigned) or to evaluator for review then obtain required signatures and date to complete the initial process.

Hopefully, these tips will give a better insight on how to write professional development plan goals.  Knowledge is powerfulJ!