Professional Documents
Culture Documents
Melanie Lieu
Mentor Teacher
Name
Kristin Wright
School Site
General Ed. or
Ed. Specialist
Brandon Elementary
School
General Ed.
Data
CSTP/CTP Initial
Self-Evaluation
Mentor Observation(s)
Heres What...
So What...?
Ill keep doing the things that work, but also plan
on including more stuff thats important to our
districts strategic plan, but I didnt even touch
upon. For example, our district has a clear plan for
technology use and I would like to experiment
more with it in the classroom so that my students
have the same opportunities with it as the other
classes. During our planning times, I can touch
base with the other teachers and get their
feedback on the most effective ways to incorporate
technology so I have a solid way to start.
Synthesis
Use the frame: Given my analysis of the above information, I wonder _________.
What questions are raised? What concerns do you have? What problems/gaps do I notice? What assumptions can I test?
Given my analysis of the above information, I wonder how I can better support my students with expectations and task
management while in my class. I wonder how student on-task behavior and conversation connects with assessments. I am
concerned that I can not motivate my students to be engaged in the material if they are struggling with the method of communication
(reading) when they might be better at acquiring information in other ways. My biggest assumption is that on-task behavior in the
classroom affects their assessments.
INQUIRY QUESTION
(How do I...?, How will I...?, What does...?)
How will focusing on SMART goals concerning participation in groups and task completion in math
affect formative and summative assessments?
Im curious about Universal Design for Learning and how it can help those
students who are specifically struggling with written text. Group work is
difficult when it relies so heavily on one manner of content dissemination. I
want to explore other options.
RESEARCH SUMMARY
APPLICATION
MEASURED RESULTS
Research Item 1:
Discussion with
colleagues about SMART
goals
Research Item 3:
Online Independent Study
course on Universal
Design for Learning
There were several key ideas that I learned from the professional
development experiences associated with this inquiry. First of all, I learned
that students are more engaged with their achievement when they reflect on
their learningin this case, I saw this clearly with SMART goals. I also
learned that sometimes, I need to be very clear with my expectations in the
classroom of what are teacher jobs and what are student jobs. This
reinforces that student work in the classroom leads to student achievement. I
learned that as a teacher, I need to support students English language
development in order to see improvements in other subjectssuch as math.
I think that the biggest impact to my teaching was when I started breaking
down the parts of a lesson after looking at it through UDL principles. It
helped me reflect on the best ways that I learn and engage with material and
helped me offer a variety of ways to my students.
At the beginning of this inquiry cycle, I was very interested in student achievement.
Mostly, I was concerned about what I was doing as a teacher to support students. I
think that as Ive gone through this inquiry process, several
There are many parts of this inquiry that will continue. For example, I am still unsure
of the long-term affects of learning and achievement based on the SMART goals in
the class. For example, I do not know how much of the subject matter knowledge or
skill is retained over a long period of time (after summative assessments are taken).
I would be curious as to what this group of students remembers about their learning
process in 6 months or a years time.
As I near the end of this inquiry cycle, there are several questions that I have. The
first is that I wonder how SMART goals affect different aged groups of kids. For
example, in my sixth grade class, SMART goals worked really well because we were
able to talk about expectations and rationale. I wonder how introducing SMART goals
would be the same or different in a first grade or a high school classroom.