4f - Showing Professionalism - What's going on in Mr. Solarz' Class?

4f - Showing Professionalism

3/16/2019

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Examples from Charlotte Danielson:

Evidence from the 2017-2018 and 2018-2019 School Years:

The teacher complies fully with school and district regulations, taking a leadership role with colleagues:

I've been CPI certified for the past 16 years, helping to de-escalate students in crisis throughout the building at all grade levels.
Last year, I served on the district Professional Development Committee (my third year in a row).
Last year and this year, I've served on the Standards-Based Grading Committee. We created the new report cards for the district, helped determine rollout logistics, and communicated with colleagues about upcoming changes.
I volunteered for the Social-Emotional Learning committee this year, but they already had enough people.

The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards:

Although new to my grade level, I've volunteered to take on several leadership roles on the team:

Organizing, purchasing, and implementing an app for pre-testing students to place into Words their Way groups.
I interpreted the data to create WTW groups for the grade level & led a discussion on who needed to be moved & for what reason.
I create assessment sheets for each math unit that we all use and send to parents.
As a 5th grade teacher (last year), I led many efforts including creating blended learning units for each science topic, planning field trips, and providing the team with online resources.

The teacher is highly proactive in serving students, seeking out resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school:

My students were lacking math fact fluency, so I requested a "Fact Fixer" binder to utilize as an intervention.
My students were struggling with some basic math skills, so I researched online programs and ended up requesting IXL for my kiddos. Our entire grade level now uses it several times each week for several different purposes.
Although we all may need to vent about frustrations with our job, our life, or something else, everyone that I work with is a professional. In addition, there are hundred's of correct ways to teach, not just my way! Therefore, I don't challenge colleague's attitudes or practices.

When it was announced that teachers were needed to serve as mentors to students in other grades and check in with them once each day as part of the "Right on Track" program, I immediately volunteered. I was assigned a fourth grade student who had some trouble with work completion, attitude, and behavior. He had lost his dad and had a tough home life. He and I quickly bonded and I continued with the program this year until he moved.
For the past 15 years, I've become CPI-certified by the Crisis Prevention Institute. This has allowed me to help students in crisis throughout the school. Whenever I was called to help a student, I either took charge of the situation or supported those in charge. In these 15 years, I'm estimating that I participated in over 50 calls.

The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues:

I maintain confidentiality for my students IEP's and 504's, during parent-teacher conferences, and between co-workers.
I post hundreds of photos and videos online, but never use student last names or divulge personal or academic information.
People know that I am good for my word and that I am honest.
Being new to 4th grade, I've relied on my teammates for support, ideas, and assistance all year long. I definitely haven't been shy asking for help!

I make a concerted effort to ensure that opportunities are available for all students to be successful:

During WIN Time, I work hard to meet the needs of all of my students by managing several different groups, while others are working on independent work & Passion Time.
I work with literacy, EL, and math support teachers to ensure the best supplemental education for each of my students when they are out of the room (and when I am working with them).
My most academically-gifted students have numerous opportunities to participate in enrichment and acceleration opportunities in math and various other subjects.
Every students gets an equal amount of personalized learning time, despite the amount of time they may be pulled out.

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Domain 4: Professional Responsibilities

The components in Domain 4 are associated with being a true professional educator: they encompass the roles assumed outside of and in addition to those in the classroom with students. Students rarely observe these activities; parents and the larger community observe them only intermittently. But the activities are critical to preserving and enhancing the profession. Educators exercise some of them (for example, maintaining records and communicating with families) immediately upon entering the profession, since they are integral to their work with students. Domain 4 consists of a wide range of professional responsibilities, from self‑reflection and professional growth, to participation in a professional community, to contributions made to the profession as a whole. The components also include interactions with the families of students,
contacts with the larger community and advocacy for students. Domain 4 captures the essence of professionalism by teachers; teachers are, as a result of their skills in this domain, full members of the teaching profession, and committed to its enhancement.