Examples from Charlotte Danielson:

The teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extend to which it achieved its instructional outcomes:

​I received my National Board Certification in 2010 (expires in 2020). The entire process focused on "Proposition 4" in the image at right, where teachers explain their lessons, reflect on their purpose, and offer suggestions for improvement. My teaching style changed more dramatically as a result of my National Boards than it has for any other reason in 20 years of teaching. ​ This year (2019), I began the process of renewing my certification for another ten years. I am focusing on WIN Time (a.k.a. RtI Time) and how I differentiate to meet the needs of all of my fourth graders. These are some of the reflective questions I'm asking and trying to answer: Why is differentiation & focused-reteaching important? How can I use quality assessments to pinpoint the specific needs of each child? How do I try to meet the needs of each student during WIN Time? ​The entire Re-Certification process is: explaining what I do, reflecting on why I do it, and identifying ways I might be able to improve the process. More specifically, it's described in the image to the right...

This component is difficult to make visible to others due to the fact that it involves reflection, which is generally an internal activity. For years, I blogged about my experiences in the classroom, sharing each activity, why I did it, and what the outcomes were. Unfortunately, I haven't done this in the past few years. These days, I reflect each weekend when using my year-long planner to plan out the next week of lessons. Some lessons need to be extended, while others need to be skipped due to time constraints. Some lessons need to be re-taught, while other lessons can be done quickly by focusing on the most difficult problems and seeing how successful each student is on each problem. Whenever I've needed a student's perspective on the effectiveness of a lesson or unit, I've used exit slips, written reflections, self-assessment surveys, and one-on-one discussions. These have proven successful this year and last to get the best information on each lesson from the students.  Ultimately, the lesson's effectiveness is determined based on the number of students who met the goal being taught and assessed. This is the true determining factor of a lesson's success or failure. I use these tools to help me determine the effectiveness of my lessons through student achievement:

As a National-Board Certified teacher, a reflective practitioner, and someone who works hard to make each lesson better than the last, I feel that I meet the requirements of the DISTINGUISHED LEVEL for Component 4a: Reflecting on Teaching.

Examples from Charlotte Danielson:

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

Evidence: I give my students blog feedback sheets and they are responsible for checking items off as they revise them. They submit the sheet to me when done & I re-grade. On the report card, they receive a grade "Before Feedback" and a grade "After Feedback." ​ ​ My students maintain a "Leader in Me" Binder that has a SMAARTER Goals section. Students set goals, monitor their progress towards those goals, and determine when goals have been met by putting a Post-It on our "Goals Accomplished" board. ​ ​ ​ ​ My students do attendance and lunch count each day without reminders from me. ​ ​ My students maintain an academic ePortfolio, follow the steps outlined on the "Blog Assignments" page, and determine when assignments are completed successfully. ​ ​ Although, I maintain an electronic gradebook of assignments, my students do most of the other clerical tasks in the classroom.  ​ Students put their permission slips into an envelope hanging on our white board and check off their name. Once it is mostly filled in, students remind each other who still needs to turn in their slips during REARJMCL or after morning announcements.   ​ Since 21st Century Skills attainment is a high-priority for me, I want to assess students' progress, have them self-assess, set goals for improvement, and report out to parents how we're doing. This is how I currently do that: Thanks to Corinne Duffy, our whole team is using these SBG sheets for collecting our data this year for each standard. ​ I use a combination of the sheets Corinne gave us and the online form that Chris Fahnoe gave us for keeping track of data. Both have their benefits and drawbacks. (Names and scores have been deleted.) For WIN Time (RtI Time), I have a spreadsheet where I plan all of my students' individualized education programs based on their needs. Differentiation based on interest, ability, and learning style is considered during this time, as well as creating flexible groups to re-teach skills and concepts that weren't mastered the first time around. Click on the image to see it more closely. After planning out the rotations for the week, each student gets a schedule of their activities. Students are in charge of reading the schedule and following it closely. Students are also in charge of announcing when it is time to rotate between stations based on the time. If they are meeting with the teacher, it will say so on their schedule. If they don't have a flexible seating option for a specific station, it will let them know where to sit. Students' IXL skills are printed at the bottom of each schedule, and students are asked to complete a written reflection on their learning each week at the bottom of the page. Click on the image to see it more closely.

Examples from Charlotte Danielson:

Evidence from 2017-2018 and 2018-2019 Classes:

Evidence: Not knowing which methods are best for each individual family, I communicate a number of different ways. One way is through email. I have a Class Email Group that I can utilize whenever I need to send information out quickly. ​ ​ I also communicate with parents via our "Online Newsletter" which is actually a blog, right here on Weebly! I share whole-class creations, announcements, links to important sites for parents, etc. Here are our "What's Going on in the Classroom?" newsletters for this school year: August/September October November December/January February March more to come! ​ One of my favorite Classroom-Parent connections is our Daily Photo Journal (5th grade) and Yearbook (4th grade). Now, when parents ask their child what they did in school, their child can show them! Students take most of the photos and are in charge of uploading them to our website every day. ​ ​ ​ In addition to all of those resources, we have most of our assignment directions and materials available online through our Blended Learning Portal (Weebly). ​ Students develop their own SMAARTER Goals (a framework I developed), set criteria for meeting those goals, and monitor their progress towards those goals in their "Leader in Me" binder. When students feel a goal is met, they fill out a Post-It and attach it to our "Goals Accomplished" board. Students are encouraged to share these accomplishments with their families. ​ ​ ​ Students are perpetually involved with a personal Passion Project that they complete in class (we work on them twice each week for 30 minutes each time). These projects must be approved by me first, but are supposed to encourage personal interests and provide students with time to learn more about things that they care about. Students are always talking about these projects with their parents! 2018-2019 Class: Round 1 Round 2 Round 3 Round 4 2017-2018 Class: Round 1 Round 2 Round 3 Round 4 Round 5 ​ Parents are invited into our classroom on a regular basis for special events, Classroom Parties, Field Trips, WIN Time assistance, and Literature Circles. ​ Student-Led Conferences (5th grade): I gave my students explicit directions and time in class to create a presentation that shows some of the most important aspects of our learning in class. They then recorded themselves presenting their slideshow and embedded it on their ePortfolio. Students were then asked to ACTUALLY present their slideshow to their parents at home and post a picture of the experience on their ePortfolios. Finally, they reflected on the experience. ​ ​ I had to take a 12-day FMLA leave to take care of my mom after a pretty intense surgery. During this time, I communicated with parents via email, making sure no balls were dropped as our guest teacher worked miracles with the kiddos! I created a new "Back to School Night" presentation this year for 4th grade. I embedded it on our classroom website for those who were unable to attend. It was very well-received.

Examples from Charlotte Danielson:

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

The teacher's relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty:

Examples: ​Since Grade Level Meetings just haven't provided us enough time to really work on curriculum, I organized a meeting where our 5th grade team could compare curricular ideas, co-plan, and discuss thoughts on our new Ecosystems Unit. Since our schedules are fairly complicated, I used a Doodle Schedule to try to find a time that we could all meet.   ​ 4th and 5th grade team meetings take place in my classroom, as the center trapezoid tables offer a comfortable place to sit and an effective way to communicate with each other. In 5th grade, we often ate lunch together as a team in Christie Carey's room which allowed us to collaborate and communicate whenever necessary.​ In 4th grade, we eat in Carol Nelms' room. We also go out to eat every Friday as a team.​

The teacher volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life.

Was an active member of the Standards-Based Grading district committee for the past three years. We worked tirelessly to assemble a new report card following the philosophy of Rick Wormeli and Thomas Guskey. Was a member of the "Leader in Me" Leadership Day Committee. Helped host Westgate's Leadership Day and visited Deerfield's Leadership Day with colleagues. Requested to be on the Social-Emotional Skills district Committee, but was not accepted. Requested to be the school's Instructional Coach (and applied to be an instructional coach in another school in our district), unsuccessfully. Informally assists many teachers (and frequently asks for help myself) on various tasks, especially technology assistance. Have been a member of dozens of district committees over the years, spending lots of time on various curriculum committees and the professional development committee.

I've been writing a lot of letters of recommendation recently. Here is one to a recent graduate who spent 12 days subbing in our classroom this year.​

The teacher takes a leadership role in promoting a culture of professional inquiry:

​I'm active on Twitter and other social media (Facebook, Voxer, Pinterest, Periscope, YouTube). I lead weekly Twitter chats under the #LearnLAP and #5thchat hashtags. I participate in several other Twitter chats regularly. I ask lots of questions and share willingly with others.​

Interviews

Published Articles

Books that I'm mentioned in:

Evidence from previous years:

​I raised over $3000 and helped organize #EdCampIllinois which took place in our district on 5/14/16 at South Middle School. This was done as part of the district's "Professional Development Committee." ​ I organized Westgate Elementary School's 10th Annual Science & Inquiry Fair on 5/4/16. It started out as just my class participating for many years and we slowly added more classes, until this year when we had six classes participate! ​ ​ Created an After-School Maker Space for students in my class, as well as students in Danley-Redmon, called Imagination Club. ​​I wrote "Learn Like a PIRATE" and led a summer book study on it with 40+ teachers from our district (and over 100 teachers from around the world) over Twitter and in person. I do professional development, write articles, provide interviews, etc.

Examples from Charlotte Danielson:

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

The teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research:

Workshops & Conferences Attended (2017-2019): Attended the "Midwest Social-Emotional Learning in Schools Summit" - by IL ASCD and Mindful Practices (July, 2018) Attended Sharon Nelles' Guided Reading Training (Winter, 2018-2019) Teaching Agriculture in the Classroom (Hydroponics) by Steven Ritz and Jonathan Toews Travel related to Professional Learning (2017-2019): Attended the Qudwa Forum: "Teaching for Tomorrow" in Abu Dhabi, presented on a panel, and was named one of 50 Qudwa Fellows (Fall, 2017) Presented the "Skills21" program and ARCSkills suite of products to employees at the Verizon Headquarters in Manhattan (Fall, 2019)(Presentation embedded to the right) ​ Presentations & Publications (2017-2019): Presented at the "Midwest Social-Emotional Learning in Schools Summit" - by IL ASCD and Mindful Practices. TOPIC: "Unlocking SEL in the Intermediate Grades: Social Emotional Learning in Our 5th Grade Classroom" (July, 2018)(Presentation embedded to the right) Presented at Union Elementary School in Joliet, Illinois: "Creating Student-Centered Classrooms" (August, 2018)(Presentation embedded to the right) Presented to St. Bonaventure Catholic School in Davie, Florida on "Rethinking the Way We Teach - How do today's students learn best?" (Presentation embedded to the right)(Summer, 2018) Informally presented to Annunciation Catholic Academy in Altamonte Springs, Florida on "Learn Like a PIRATE" (Fall, 2017) Currently writing two curriculum resources for the Van Andel Education Institute: "State of Sustainability" "Take a Stand"

Hydroponics in the Classrooom: Skills21 and ArcSkills Presentation: Unlocking SEL in the Intermediate Grades: Social Emotional Learning in Our 5th Grade Classroom: Creating Student-Centered Classrooms: Introduction to "State of Sustainability":

​Conducts Action Research in the classroom:

Fact Fixer: IXL Schedule: Words their Way: Maker Space:

KinderPals: ​ Writing City: Flexible Seating:

​​Actively seeking feedback from others (2017-2019):

Currently renewing my National Board Certification Hosted several observers from our district and surrounding districts in class and collaborated after school and/or at lunch with each Hosted a pre-service teacher for five observation days (Natalie)(Spring, 2019) Signed up to have guests observe in our room for "The Leader in Me" Leadership Day Signed up to have guests observe in our room for "Pineapple Day"

Evidence from Previous Years:

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.

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.