Goals and Classroom Implementation

Develop and implement curriculum that is aligned to NYS Next Generation standards, engaging and motivating for students, meets the needs of the overall population as well as individual students, and can be applied across content areas.

• Adapt curriculum for in person and online instruction to offer differentiation in the medium of instruction.

• Gradually releasing responsibility for students to ensure confidence, accuracy of application for skills taught and promoting independence.

Teach to the whole child to ensure students are happy, safe and healthy, and have the coping mechanisms in order to solve real-world problems that arise within themselves, among peers and in difficult situations.

• Daily emotional check-ins with students for reflective teaching practices and adapting to student needs.

• Practicing a responsive classroom so students feel safe and secure within their classroom and school environment, with the goal of becoming balanced, caring and principled citizens.

Utilize varied assessments to make informed teaching decisions based on student schema, understandings, learning and misconceptions.

• Summative Assessments: Using pre and post tests to show growth and mastery.

  • Example: In a Just Words reading group, students are pretested on spelling of high frequency words and phonetic words for the rule being taught in the unit. At the end of the unit, students take a unit test, which demonstrate the growth and acquisition of the rules and skills taught within the unit.

• Formative Assessments: Using daily, independently student completed assignments to assess concept knowledge based on the daily objective to drive subsequent lessons.

  • Example: After students complete and hand in last night's math homework, I notice a student did not end up at the correct answers. I ask the student to show me their thinking on a question that assesses the same skill to pinpoint where their mistakes lie, as well as comb through their work to see if they are consistently making the same mistakes, to guide my small group or 1:1 teaching.

• Informal Assessments: Quick, anecdotal notes from observations of students during whole group, small group and 1:1 teaching to guide my instruction for the next day or lesson.

  • Example: During a first grade reading group lesson, I notice an ELL student is having difficulty with fluency and vowel teams. Another student in the same group, reading on the same level, is having difficulty with retelling stories and answering comprehension questions. The next lessons will consist of explicit instruction in these areas of need. 

• Standardized/Norm Tests: Using data from a normed test to guide instruction decisions.

  • Example: Testing students using Fountas and Pinnell Running Records, along with STAR assessment data to group students based on strengths and areas of concern to guide instruction.

Create a classroom environment that celebrates our differences that make each of us socially, culturally, creatively and intellectually unique.

• Encourage student-centered learning where questions, inferences and connections are made based on what students already know and understand.

• Use different modals of learning to meet the needs of diverse learners.

  • Example: Students are presented with books to read online to gather information for a research project. This encourages the use of technology, while meeting student needs - one student has ease in reading to themselves. Another student uses the features in the program (such as on Epic!) to hear an unknown word after decoding themselves to self-check. A different student listens to the entire story so they can follow along with an on grade level text, since they are an auditory learner who has difficulty decoding, but can comprehend grade level texts when they are read to.

• Encourage student choice, voice and ownership in their academics.

  • Example: Students are reading nonfiction texts that are presented online and in hand, on their grade-level, to gather information on a topic and produce their findings in their own non-fiction text, with a choice of how they present their information either using Google Slides, a hand-written book, or a combination of both.

    • To read texts, students are using the following standards: 

      • 2RF3: Know and apply phonics and word analysis skills in decoding words 

      • 2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension. 

    • To write their own texts, students are using the following standards:

      • 2W2: Write informative/explanatory texts that introduce a topic, use facts and other information to develop points, use content-specific language, and provide a concluding statement or section. 

      • 2W7: Recall and represent relevant information from experiences or gather information from provided sources to answer a question. 

    • To present their non-fiction writing, students are using the following standards:

      • 2SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly 

      • 2SL5: Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings. 

I consider myself a life-long learner and want to demonstrate to my students that their learning extends beyond the classroom through personal demonstration, real-world examples, and student-chosen activities.

• When engaging in conversations and questions or topics come up that are unknown to me, I tell students that I am unsure of the answer/topic and need to do more research on it. When a free moment arises for myself, I will do a quick and accurate search of the question to be able to let the student know of my findings in a timely manner. In other instances, I will do more in-depth research into the topic to be able to have meaningful conversations with my students on topics of their interests, and intertwine it into my lessons to enhance student engagement and show connections.

• Through the Moriches Youth Organization, I teach tri-yearly classes. So far, I have been able to guide groups of Lego Club, where students are challenged to build a structure with a prompt, while also being given free time to create on their own. I will also be co-teaching Spring Salad Series, where students will learn about the importance of planning in gardening and plant/take care of their own seeds.

• As a life-long learner, I take pride in reading for both learning and for pleasure/entertainment. The most recent professional book I've read (and continue to refer back to) is The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo and Dare to Lead by Brene Brown. The latest book that I've read for entertainment was What Alice Forgot by Liane Moriarty. Next on my book list are Make Learning Meaningful by Kristen Vincent and Verity by Colleen Hoover.

I would not be a successful teacher without collaboration and communication with my team of fellow educators, families and scholars. I aim to effectively communicate my open-door policy continually throughout the year to maintain transparency, understanding and common goals that are in the best interest of our students.

• Maintaining communication with administration to promote discussions about positive additions to curriculum, behavioral issues with students, parental involvement, miscellaneous student, staff and building needs that may go otherwise unnoticed.

• Colleagues and parents can get in contact with me via email, phone and the Remind app at any time and will receive responses during school hours.

• Strong communication with caregivers is essential to discuss both student needs and progress, but also to celebrate achievements both within and outside of the classroom. This helps to bridge the school-home connection and to create/maintain relationships with students beyond academics.

• Data is communicated frequently to ensure students are receiving the services they need that will best help them.

• Ideas, materials, strategies and operations are discussed daily both formally and in light conversation, which promote consistency in delivery of instruction, yet provide differing perspectives in order to support one another, ensure our needs as educators are met, as well as the needs of our students.

The goal is for students to realize that intrinsic motivation will guide them to succeed. As an educator, I can help them develop this by creating meaningful connections and relationships with them, as well as providing external motivators to recognize positive behavior and practice reflection.

• Students are held to high standards and are accountable for their learning, yet this looks different across grade levels.

  • For younger students, responsibility and accountability are more explicitly taught and reinforced through daily conversations, before choices are made, so they understand the possible outcomes to their behaviors.

  • For older students, expectations are reviewed and discussed in the beginning of the year. Ongoing conversations are held throughout the year when reminders are needed. Explicit, age-appropriate lessons will take place when needed to prevent negative behaviors that yield unfavorable consequences, or to recognize students who practice responsibility and accountability.

• Students use the Primary Year Programme Learner Profile Attributes to regularly reflect on their actions and thoughts academically, socially and emotionally.

• Classroom procedures are discussed collaboratively and in depth so students understand the expectations I have for them, as well as what they can expect from me. They are then provided constant opportunities to showcase their understandings to promote an effective learning environment.

• Students build on their independent and collaborative work habits.