CORE PROFESSIONALISM 2013-2014
BELL SCHEDULE LEAD
When new govt. requirements were revised for instructional minutes, the principal asked the leadership team for a volunteer to spearhead the effort. I agreed to help because I believe the bell schedule will make a huge impact on student learning and our school-wide initiatives including common core standards, project based learning, and character-building through Advisory. Leading the Bell Schedule Task Team went a step above my role as a Department Head and Grade Level Chair, adding additional responsibility to my leadership roles. I facilitated several meetings that went above and beyond contracted hours, dedicating my best effort toward a fair bell schedule decision that represents teacher’s contracted rights. Leading this effort exemplified the following elements:
- COMPLIANCE WITH SCHOOL AND DISTRICT REGULATIONS- I comply fully with school and district regulations, taking a leadership role with colleagues.
- I researched, studied, and communicated the complex requirements for a new schedule to the Bell Schedule Task Team, and the general faculty. This involved seeking out new approaches, evidence-based studies, and non-traditional solutions to a difficult problem.
- I also made sure the voting process met fully with school and district regulations.
- INTEGRITY & ETHICAL CONDUCT - I can be counted on to hold the highest standards of honesty, integrity, and confidentiality and take a leadership role with colleagues: 02_BellVote.pdf
- Although I felt strongly toward a specific bell schedule choice, I represented the options equally to the faculty without promoting my personal preferences.
- Throughout the election process, I maintained the highest level of confidentiality, honesty, and integrity, even though my personal choice did not win the majority vote. Even when the first vote resulted in a tie (and I was in charge of keeping the cast ballots until an official count could be made), I did not tamper with or skew the votes in favor of my personal choice.
- DECISION-MAKING- I take a leadership role in team and departmental decision making and help ensure that such decisions are based on the highest professional standards:. 03_BellPresentation.pdf
- Throughout the decision-making and election process, I presented and clarified the pros and cons of each choice based on our school’s current goals and initiatives.
- As the leader and facilitator, I focused our efforts toward students’ needs and our school-wide goals first and foremost above convenience and self-serving needs.
I agreed to facilitate the Instruction Group (one of 5 focus groups) for our school-wide WASC self-study. Taking the lead as a WASC Facilitator goes a step above my role as a Department Head and Grade Level Chair, adding additional responsibility to my leadership roles (and a two-year commitment). I agreed to facilitate this focus group for our school because I believe a true and honest assessment of school-wide instructional practices is essential to our professional growth and will help us learn how to continually improve our support of student learning through Instruction. I also believe it is important to identify what Instructional strategies are working and present an accurate assessment so that we attain the WASC rating that is most favorable for our school. Leading this effort exemplified the following elements:
- DECISION-MAKING- I take a leadership role in team and departmental decision making and help ensure that such decisions are based on the highest professional standards: 04_WASCupdate.pdf
- I have met with our WASC coordinator during my prep on several occasions to help organize the schedule and overall strategy/process for our school.
- I facilitated several WASC meetings that involved group decision-making about how to best address each prompt.
- COMPLIANCE WITH SCHOOL AND DISTRICT REGULATIONS- I comply fully with school and district regulations, taking a leadership role with colleagues:
- I spent one work day attending a district WASC training to learn how to successfully fulfill my role. I brought back important information which I communicated to my WASC focus group.
- I have read and studied the HIDOE-WASC-FOL2013 Process Guide and I helped to re-design the 2013 Self-Study Chapter IV-Cat. C template in Google Docs to make it more user-friendly for all WASC groups at our school.
- On my own personal initiative, I incorporated technical training of Google Drive (recommended by the WASC experts at the district training) within each WASC meeting to better streamline our efforts, make collaboration more efficient, and also give teachers a tool that they can use to aid instruction in their classrooms.
STUDENT DISPLAY OF ART
As an art teacher, one of my primary goals is to publicly recognize and celebrate the talents and accomplishments of students. I dedicate enormous effort to the current and continual display of student artwork throughout the year. Upon completion of every project, I contribute hours outside of my workday putting up artwork in my classroom and the main office with special attention to parent conference and open house dates. I make it a priority to display work from every student with name tags, descriptions and artist statements. In addition to the displays, I also encourage students to submit artwork to various organizations that hold art contests throughout the year. This involves the entry forms, labeling, packaging, delivery and pickup of artwork for these events. In 2013-2013, twenty-two of my students won awards and were recognized for their artwork in art contests, including the local utility company’s calendar of student art contest, the county museum’s 51st anniversary student art exhibit, and the Lion’s Club Sight is Beautiful Contest. The culmination of this effort was my organization of Elective Family Night, when I collaborated with my department to showcase the talents and efforts of students in our classes throughout the year.
Having their artwork and the work of their peers on display gives students an opportunity to compare, critique, reflect, and feel recognized for their work. My displays of student artwork make a positive impact on the culture and climate of our school while making students feel validated and appreciated for their artistic abilities. Display of student work best exemplifies the following element:
- ADVOCACY- I make a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved , are honored in the school: 06_ElectiveNightFlier.pdf
- I display work from ALL kids, not just the best examples.
- It is important to recognize and appreciate students’ artistic accomplishments alongside the academic successes of students who excel in Core subjects. Academic success is frequently measured by state testing, whereas creativity, imagination, and technical art skills are sometimes valued to a lesser degree. While a large number of students may not show strength in core subjects, many of our students are brilliant artists, athletes, and performers. I advocate for those kids by publicly showcasing their talents. This is why I lead the Elective Department in the organization and promotion of Elective Family Night (the flier I made is attached).
- SERVICE TO STUDENTS- I am highly proactive in serving students, seeking out resources when needed.
- I spend time researching, calling, and making arrangements for student Art contests to provide as many opportunities for outside involvement and learning as possible.
- I involve all students in the promotion, set-up, and display of artwork for Elective Night because authentic learning motivates students.
STUDENT INCLUSION & ACCOMODATION
I always involve and include all students in my Art class (on and off the record), and make a special effort to include and accommodate those who are traditionally underserved. For example, this year I have 3 students that participate in Art from the self-contained class. These students are not on my official roster, have severe behavioral and emotional issues, and often require a modified curriculum to be successful. I believe all students deserve to participate and it is important to identify their strengths and challenges in order to support them in achieving their individual best. While I accommodate and support a diverse group within each class including ELL, SPED, 504, and GT (across all 3 grade levels), my inclusion of self-contained students demonstrates an effort to go beyond the students in my own classes to also include some of the most difficult students at our school. This best exemplifies the following elements:
- SERVICE TO STUDENTS- I am highly proactive in serving students, seeking out resources when needed.
- I coordinated with Mr. Edwards (who teaches self-contained) to provide an alternate assignment for a boy whose behavior was too dangerous to complete a specific assignment in my classroom environment. I provided alternate supplies, instructions, and a rubric that were all designed specifically to meet the needs of this individual so he could be successful. I did this even though the student is not officially in my class (and I am not required or expected to provide instruction for him).
- ADVOCACY- I make a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved , are honored in the school: 09_RTIstudent.pdf
- I publicly display artwork from EVERY student with name labels, not just the best examples. I even display work from students who are not officially in my class to give credit for their talents and abilities (especially those who struggle with academics). For example, I submitted a painting from one of Mr. Edward’s students for the Sight is Beautiful contest and also displayed his work in the office.
- I work with two RTI students who only come to my class one day per week. I work with the RTI teacher to give them credit for their attitude and efforts in her class, and I design alternate assignments for them so they can be successful in my class. (I also publicly display their work).
PDE3 WRITE- UP
Alert to student need.
Act upon knowledge. Obtain needed resources even at personal cost in time, money, reputation.
Challenge assumptions in practices that presume negatively toward students, limiting support and opportunity to some students.
Describe EXAMPLE A:
We are preparing to sell and display our student art productions for the year in an Elective Parent Night, April 23, 2014. Students are engaged in every step of the process from selecting their show pieces, to pricing if selling, to advertising the event. To expect students to take responsible actions as an art connoisseur takes persistent dedication. It aligns with my philosophy that learning be authentic to real world conditions. In addition, I am careful to include everyone in this process, both students and staff. I was able to provide safe practice places for one student to progress to the standard of excellence. Because I made it my moral mission to not leave any student behind, I will have high standards and 100% student participation in our Elective Night Art Show.
Alignment to elements:
- Service: Believing that authentic learning motivates students, I spent extra time/money to organize this event.
- Advocacy: Believing that every child is worthy of success, we will have all students’ high quality work displayed at our Elective Night.
Supporting Documentation ATTACHMENT A
Pictures, flyers, personal costs in time/money.
Comprehensive moral code
Service to student needs
Self-sacrifice and inconvenience
Challenging assumptions and practices that limit opportunity for learning
Open-mindedness and using new approaches
Comply especially when difficult; convince others to comply