Cycle One
Inquiry 1 - How can I complete Advanced 7th Math pacing that includes half of 7th grade math standards and the full year of 8th grade math standards?
CSTP 4: 4.3- Developing and sequencing long-term and short-term
instructional plans to support student learning
How am I going to fit a full year of eighth grade math and half year of seven grade math material in my pacing for one year?
The main takeaway from this cycle is my newly acquired ability to work on a yearly pacing being mindful of resources such as calendars and testing schedules. The pacing was done for an advanced math class but for any class one has to consider the long term goal of finishing all the grade topics in a timely manner. I also learned to focus both on the yearly goals, using the calendar and testing schedules and the short term goals. The short term goals are based on the yearly pacing which is broken down into chunks, by topics and all the lessons are planned for including assessments such as short term assessments and long term assessments.
My Professional Growth Goal
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My areas of growth were identified at the beginning of the year with the support of my coach and Assistant Principal. It was important for myself and my coach, to align my individual growth plan with the vision our administration had for the math department in general, and myself, as a new teacher in particular. My Inquiry Cycles followed the pathways that were most beneficial to achieve my targeted professional goals.
I worked on building positive relationships with my students and employed classroom routines and procedures to support positive behavior. I worked towards ensuring a climate in my classroom in which all students can feel safe to learn.
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Support Student Learning
Developing and sequencing long-term and short-term instructional plans to support student learning.
At the beginning of the school year, as a new teacher, I was given the task to teach Advanced 7th Math, my biggest challenge was on how to complete the Advanced 7th Math pacing that includes half of 7th grade math standards and the full year of 8th grade math standards. I had many resources at my disposable, including the pacing adopted by another middle school within the district. The challenge was that I needed to come up with the pacing required by my own students, to fit exactly where they were in their learning and also to consider the available teaching days to achieve that pacing.
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I met with my coach and addressed the question how am I going to fit a full year of eighth grade math and half year of seven grade math material in my pacing for one year?
Under the guidance of my mentor coach, equipped with our school calendar, all the topics I needed to cover and the information I had from the teacher who previously taught my class advanced math, i did the pacing, day by day.
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This process developed a newly acquired ability to work on a yearly pacing being mindful of resources such as calendars and testing schedules. The pacing was done for an advanced math class but for any class one has to consider the long term goal of finishing all the grade topics in a timely manner. I also learned to focus both on the yearly goals, using the calendar and testing schedules and the short term goals. The short term goals are based on the yearly pacing which is broken down into chunks, by topics and all the lessons are planned for including assessments such as short term assessments and long term assessments.
Analyzing Assessment Data
Collecting and analyzing assessment data from a variety of
sources to inform instruction
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My daily reflections had a returning question, how am I gaining understanding on what my students know as my lesson progresses and at the end of the lesson? Was the lesson’s success criteria met by all students? How do I create more informal assessments so that my time is used more efficiently and I will be able to give support to my students in real time?
My outcomes are measured in the quality of work my students do, the reduced frequency I need to reteach certain concepts and the students overall performance, especially in classwork.
The most important takeaway from the above undertaking is the acquired ability to work on pacing using the sum of all topics which need to be taught and the calendar/time line one has to do the teaching and assessing.
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Checking for understanding has become part of my daily routine and I base my re-teaching on what I observe as I teach and see my students apply new concepts during each lesson. I use proximity and observation more efficiently now, and I re-teach a skill as soon as I see a number of students struggle with any particular concept. I also make notes on a clipboard with all my students' name/seating chart, identifying those who need more interventions and /or remedial steps. I started my tutoring after school
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Teaching Practices
Reflecting on teaching practice in support of student learning.
Teaching math during a time of unprecedented technological advancement has its specific challenges, as the resources are more divers then ever. Teaching a generation of students who from a very young age are frequent users of mobile devices is another challenge we all have to meet head-on. So the pertinent question came up if technology in math classrooms provide an opportunity to enrich student learning and allow for more efficient and effective teaching. The answer is a definitive yes, as i observed my students being more comfortable working on their math problems using technology, and making use of the extra support e-learning tools give a student.
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I am continuing exploring ways to use technology for myself and my students. I am working with the district tech coach on various topics, mainly all tech adopted by the district in teaching math and continue to work with my Induction coach to utilize resources available to me.
Supporting Positive Behavior
Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
For most middle school students the challenges of growing up, transitioning from childhood to being a teenager can be a difficult process and they need our empathy and support on a daily basis. My reflection was guided in how can I make my students know that I care about them, each and everyone of them, and practices can i implement for an individual student to support the growth of positive behavioral habits and academic success.
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As I was working with a particular challenging student, looking for various strategies to help him academically and to support him to make better choices in the classroom, I realized that I was addressing problems for all my students. Specifically how to create a safe environment where all students feel comfortable, feel listened to and their needs are met at all times, and how I should continue to check in on whether these strategies are working for as I have meant them to. I will need to revise and redirect as is needed.
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