OHIO RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Resident Educator Year 2 Self-Assessment

Resident Educator: Alex Shaheen Grade Level/Subject Area: 11-12/Health Technologies Mentor: Bryan Krosse Date: 2/13/14

Purpose: One way to consider your strengths and areas for growth as a teacher is to take the following self-assessment. This self-assessment is based on the Ohio Continuum for Teacher Development. Check Developing or Proficient for the areas of focus for Year 2 Resident Educators; then list evidence which supports your selection. Resident Educator Self-Evaluation Tool: Standards-Based Guided Reflection Standard 1: Students Teachers understand student learning and development, and respect the diversity of the students they teach.
Developing Proficient EVIDENCE

Set specific expectations for each individual student

Expectations and objectives are given to students but not individually or based on performance X Level of challenge for instruction is dependent of performance on pre assessment data. Activities in class vary in expectations and challenges in an effort to cater towards those students with multiple intelligences

Set challenging expectations for each individual student

Set specific and challenging expectations for each learning activity

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RE Self-Assessment

Standard 2: Content

Teachers know and understand the content area for which they have instructional responsibility.
Developing Proficient EVIDENCE

Seek opportunities to enhance and extend content knowledge

Takes advantage of literature, research and text to constantly update content being taught in class Use of scaffolding allows student to build knowledge on foundation of content and skills acquired in class. Content from past lessons are reviewed in order to show understanding of concepts that connect to the current topic. Use of current content to lead to future learning is in practice but appropriate sequence is necessary to allow for better foundation on some topics. Other content is incorporated in class but not constructed collaboratively with other teachers

Utilize content understanding to link the developmental sequence of learning in content area to current instruction Utilize content understanding to link the developmental sequence of learning in content area with students prior knowledge

Utilize content understanding to link the developmental sequence of learning in content area with future learning

Collaboratively construct interdisciplinary learning strategies that make connections among content areas Use a variety of resources to enable students to experience, connect, and practice reallife and career applications Use a variety of resources to enable students to participate in service learning

Students are provided with clinical experience outside of class to practice skills learned in class Students volunteer time in community with partners outside of school

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RE Self-Assessment

Standard 3: Assessment

Teachers understand and use varied assessments to inform instruction, evaluate, and ensure student learning.
Developing Proficient EVIDENCE

Purposely plan and differentiate assessments to meet the full range of student needs

X x

Assessments geared towards multiple intelligences are utilized. Lessons allow for students to meet abilities through differentiation of assessments. Presentations, written, and oral assessments used Lessons geared towards multiple intelligences are utilized daily Learning is differentiated but data could be used to direct the differentiation of that data

Purposely plan and differentiate assessments to meet the full range of student abilities

Purposely plan and differentiate assessments to meet the full range of student learning styles

X x

Interpret data and use this analysis to differentiate learning for individual students

X
Interpret data and use this analysis to tailor instructional goals to individual students. Examine classroom assessment results to reveal trends and patterns in individual progress Examine classroom assessment results to reveal trends and a patterns in group progress

Objectives are tailored towards individual students in class based on the needs of their goals Data is consistently track to show improvement of student learning Group progress is examined when assessed Potential learning obstacles are recognized when assessment data is examine. Interventions are put in place if an issue arises Currently developing self assessment tools for students

X X X

Examine classroom assessment results to anticipate potential learning obstacles

Prepare student self-assessment tools and strategies

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OHIO RESIDENT EDUCATOR PROGRAM

Regularly monitor student use of self-assessment tools and strategies Monitor student goal setting

RE Self-Assessment
x X Student self assessment tools are not use enough to effectively monitor Student goal setting is done to optimize student achievement

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Standard 4: Instruction

Teachers plan and deliver effective instruction that advances the learning of each individual student.
Developing Proficient EVIDENCE

Align instructional goals with school and district priorities and with Ohios academic content standards Align activities with school and district priorities and with Ohios academic content standards

X X

All objective are aligned with benchmarks for ODEs career technical standards Activities promote partnerships i n the community and enhance student learning Curriculum is articulated to build a comprehensive set of skills necessary to succeed in clinical setting Concepts are organized based on necessity for success Sequence of concepts could use some improvement in terms of allowing students to succeed and move along with ease Group concepts need to be more continuous in order to connect concepts

X
Select concepts and processes to provide a continuous, articulated curriculum

Prioritize concepts and processes to provide a continuous, articulated curriculum

X X

Sequence concepts and processes to provide a continuous, articulated curriculum

Group concepts and processes to provide a continuous, articulated curriculum Select and prioritize teaching resources and curriculum materials for meeting individual students needs Develop students abilities to access, evaluate, and use technology

X X X

The resources in class are influenced by the curriculum and based on student need Students have access to technology every day in the class room by using cell phones, computers, iPads, and other devices

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RE Self-Assessment

Standard 5: Learning Environments Teachers create learning environments that promote high levels of learning and achievement for all students.
Developing Proficient Support and enhance positive social behavior Increase student motivation and engagement EVIDENCE

X X X

Discussion is always a large part of instruction when in class Students are motivated by the friendly competitive nature of the classroom Students are encouraged to think independently and gain more knowledge in areas of interest Students are encouraged to work independently to practice skills, concepts and topics that are learned in class Students do group work and projects that promote intellectual discussion Students work as a whole class to solve scenarios and compile lists The learning environment allows equal opportunity for all students to see and learn through out the class room and lab

Teach specific skills essential to self-directed learning

X
Create learning situations in which students work independently

Create learning situations in which students work collaboratively Create learning situations in which students work as a whole class Maintain an environment that is conducive to learning for all students (consider time and space)

X X X

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Standard 6: Collaboration and Communication and the community to support student learning.

Teachers collaborate and communicate with students, parents, other educators, administrators,

Developing Proficient Use effective communication strategies, ask questions, and stimulate classroom discussion

EVIDENCE

X X

Guided question allow for a teacher facilitated discussion Relationships are built through college and career guidance given upon request from parents and caregivers

Form partnerships with parents and caregivers to support student learning

X
Collaborate effectively with colleagues in planning and implementing instruction

Speakers and curriculum are developed with colleagues of similar teaching backgrounds

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Standard 7: Professional Responsibility and Growth an individual as a member of a learning community.

Teachers assume responsibility for professional growth, performance, and involvement as

Developing Proficient Follow district policies and state and federal regulations Separate personal beliefs from professional interactions with students and families Identify content knowledge, instructional strengths and areas for professional growth Develop and implement targeted goals for professional growth Participate in relevant professional development Incorporate the new learning into instruction

EVIDENCE

X X X X X X

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