Claim: My leadership skills have improved in my ability to be a student advocate, as well as, leader in my classroom.
Support: Images of my classroom student-oriented instruction method.
Support: Images of my classroom student-oriented instruction method.
I have noticed that my role as a leader reflects a stronger confidence with my teacher colleagues since I have been studying at Marygrove. In the beginning of my studies I was new to the building where I currently teach and my colleagues were already pioneer teachers. Therefore, I usually felt that they were more qualified to make decisions. When asked for my professional opinion about a particular student I would offer my best judgment. My input was always received with respect and appreciation. I just felt that my teaching experience lacked the quality and authenticity that the other pioneer teachers brought to the table.
During my studies at Marygrove I have been challenged to take more of a leadership role which has improved my confidence as a teacher. I have taken on new leadership roles within my school community during the 2013-14 school year. I learned that “A teacher leader is able to describe a vision for a better future and can communicate it clearly and persuasively enough to colleagues to help them both see its potential and clearly and persuasively enough to colleagues to help them both see its potential and join in the effort” (Danielson, 2006). One of the most successful programs that I launched in January of the past school year was the sensory unit, which was housed in my resource room for students who could not function in a general education classroom due to sensory deficits. The program was implemented using the TEACCH program (http://teacch.com/). This program uses work stations, individual Velcro schedules, and differentiated independent work which allowed my students to flourish in a sensory-controlled environment (See Product 1 and 2 below). The General Ed teachers joined in this effort to serve these students in a different way, and the program was very successful. The students that were part of the program were able to acclimate back into the classroom for at least half of a day (some were back in the classroom more than half of the day) by the end of the school year. Another program that I launched for the second semester school year was Math Olympics. Students signed up for this program, and met bi-weekly in the gym to participate in a whole group game oriented math activity, and then split up to complete individual activities in smaller groups that were supported by assigned teachers based on ability level . The students that participated received a gold medal at the end of the year. The math scores for the OAA 2014 tests reflected the success of this program. Our math scores rose to a 92.5% for the entire 3rd grade (which is the grade that we focused on the most). I am already collaborating with a Mathematics professor at Miami University (our local university) about ideas for next year Math Olympics. Finding ways to successfully serve our students with fellow colleagues is the greatest way that I can exercise my role as a leader.
Product 1 Product 2
During my studies at Marygrove I have been challenged to take more of a leadership role which has improved my confidence as a teacher. I have taken on new leadership roles within my school community during the 2013-14 school year. I learned that “A teacher leader is able to describe a vision for a better future and can communicate it clearly and persuasively enough to colleagues to help them both see its potential and clearly and persuasively enough to colleagues to help them both see its potential and join in the effort” (Danielson, 2006). One of the most successful programs that I launched in January of the past school year was the sensory unit, which was housed in my resource room for students who could not function in a general education classroom due to sensory deficits. The program was implemented using the TEACCH program (http://teacch.com/). This program uses work stations, individual Velcro schedules, and differentiated independent work which allowed my students to flourish in a sensory-controlled environment (See Product 1 and 2 below). The General Ed teachers joined in this effort to serve these students in a different way, and the program was very successful. The students that were part of the program were able to acclimate back into the classroom for at least half of a day (some were back in the classroom more than half of the day) by the end of the school year. Another program that I launched for the second semester school year was Math Olympics. Students signed up for this program, and met bi-weekly in the gym to participate in a whole group game oriented math activity, and then split up to complete individual activities in smaller groups that were supported by assigned teachers based on ability level . The students that participated received a gold medal at the end of the year. The math scores for the OAA 2014 tests reflected the success of this program. Our math scores rose to a 92.5% for the entire 3rd grade (which is the grade that we focused on the most). I am already collaborating with a Mathematics professor at Miami University (our local university) about ideas for next year Math Olympics. Finding ways to successfully serve our students with fellow colleagues is the greatest way that I can exercise my role as a leader.
Product 1 Product 2
References
TEACCH Autism Program. (2004). TEACCH Approach. University of North Carolina School of Medicine, n.d. Web. 21 June 2014.
Danielson, C. (2006). Teacher Leadership: That Strenghthens Professional Practice. Alexandria , VA, USA: ASCD.