The Teacher Intern Assessment Instrument, TIAI, is used by my university supervisor, Dr. Sheila Hendry, to critique my performance as a teacher intern. This instrument allows me to see how well or bad I performed as a teacher intern during my first experience at Sumrall High School. The TIAI was out of a maximum of seventy-two points, and I only earned fifty-eight of those points. There were sections of the assessment instrument were I exceeded expectations and sections were I only met the expectations. There was no section were I did not meet the expectations or performed unacceptably. The TIAI is divided into five different domains. The five domains are: planning and preparation, assessment, instruction, learning environment, and professional …show more content…
This domain was the shortest and was only worth six points. I earned four of the six points in this domain. Scoring only four of the points shows that I only met the standards with the two items listed under this domain. The first item listed under the assessment domain is about communicating the assessment criteria to the students and providing the students with feedback. To exceed this standard I would have needed to ask for and included the students’ input on the assessment criteria as well as shown them ways they could improve their grades. At my second experience my goal will be to do just that by providing the students with options for assessment. The second standard listed under this domain states that the teacher intern uses summative and formative assessments that has accommodations for all learners. Again, I met this standard, but there is always room for improvement. To exceed the expectations for this standard I should have engaged the students in monitoring their own progress. This can be achieved at my next experience by allowing the students to graph their grades so that the students can see their …show more content…
There are five standards listed under this domain and I only received the maximum amount of points for one of the standards. The standard that I exceeded the expectations on was creating a culturally inclusive environment. I receive the highest score here because it was evident during my interaction with the students that cultural inclusivity existed in the classroom. I will continue to create a culturally inclusive classroom that promotes safety, respect, and fairness for all students at my second teacher intern experience. Maximizing instructional time is a standard under this domain that I only received two of the three points on. Although the standard was met, in order for me to raise this score at my next experience I would need to work on my transitions and procedures more. I will be doing many activities during my lessons, and I will need to have efficient transitions and procedures to better manage my class time. This can be done by planning ahead and thinking about how students at this age level act. I would need to be very simplistic and thorough about procedures when working on activities that require moving. The next standard I will discuss is using multiple strategies to foster appropriate student behavior according to individual and situational needs. I met this standard at my last experience according to my score, but to obtain a higher score I will have to research ways
The most favorable response was to the question, “Staff at this school share a common understanding of instructional best practices” with a 92% agreement score. Conversely, the least favorable response was to the question, “I meet regularly and often with colleagues to plan for instruction,” with a 38% agreement score. Hence, the professional practices of the staff are considered to be superior but the organization of the schedule have not allowed for collaborative practices. Additionally, is in strong agreement (85%) that the staff does a good job identifying students who struggle
Overall, in my opinion in the future I will use these standards in my classroom because it helps with any type of problem you are facing but it helps you with any and it in details tells you what you can do it. NAEYC Code of Ethical Conduction and Statement of Commitment is provide to improve the well-being of children, with quality of education and the development of services for children. I would choose this for my program. Children come first and this is the way do to
As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
After scoring the survey, I noticed that I scored the highest in the section of During Test Administration with a perfect average score of 5 and scored an average of 4 in the section After Testing. The two lowest sections I scored in were in the General Considerations section with an average score of 3.3 and in the Prior to Test Design section with a score of 3.5. My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating on each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify them in private and then give the class a reminder for each section.
The district is now making all teachers use an assessment tool called iReady. It is a website that assesses students in math and reading. They are first tested on a kindergarten through fifth grade range to find out what they know. Then the program takes that score and determines the right level for the child and they are tested again on the level. Once all students have been assessed the program orders the students from highest to lowest and by average grade level skill they are on: early second grade, middle second grade, late second grade or any other grade. The teacher uses those scores to create her reading groups, math groups and the students she will give extra assistance to. They haven’t officially established how many times and when they will do this iReady assessment but for now they are doing it once a week for forty five minutes. The test also flags if they spent too long or too little time on a question. The ones that spent less than 15 seconds per problem are to go back and do the assessment again.
Reeves, D.B. (2008). Leading to change/effective grading practices. Educational Leadership, Vol. 65 No. 5, pg. 85-87.
Some may view the extra time and effort needed to make this program succeed a negative aspect of it. Everyone that takes part in the RTI program of a school should be knowledgeable about everything that goes on with the instructions and assessments. Teachers may be appointed extra jobs or duties to make time for small group and individual instruction for those students in Tiers 2 and 3.
One thing that does not work in our school-wide support committee is students not being responsible for their own actions. For instance, we have a big number of students that do not complete assignments in the classroom. Sometimes I go to the restroom and I observe students not flushing the toilet or throwing trash outside the trash can and I have to talk to them about being a responsible person. Another expectation that we need to improve in our school is students not respecting each other and not respecting other’s property. For instance, last year, there were many incidents about students not respecting other’s property and not being polite to their peers. In our district, we also need to improve on how to deal with the negative behavior of students in the classroom and stop sending them to the office or ISS (In-School-Suspension) because if students are sent out of the classroom because of inappropriate behavior, they are losing instruction in all their classes. These are not effective ways to handle student’s disruptions in the classroom; therefore, educators need to establish a learning environment that will decrease disruptions and increase student’s learning. These are some of the school-wide behavior expectations in my school that we are deficient and need to improve in
7). In order to obtain academic achievement learning needs to be challenging, yet exciting. The teacher needs to be able to facilitate the learning process for different cultural and linguistic groups. Teachers also need to understand and teach students that learning does not occur in a box and that there is a world outside of the classroom. In order for a teacher to be effective they need to have knowledge of the three dimensions and teach in a culturally sensitive matter. They need to create structured learning environments, implement a supportive classroom environment, and provide access to resources for CLD students who have learning
In order to enhance teacher participation, I am offering principals of participating schools $200 pre-paid VISA gift cards to encourage their teachers to take the survey. To sweeten the deal for teachers—taking advantage of my very generous budget—I am offering every participating teacher a $50 prepaid VISA gift cards upon successful completion of each survey ($100 total). Since the online surveys will be fielded by a member of my research team on site, I will be able to control survey conditions and ensure that teachers do not discuss answers with each other during the survey.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
There are many concerns that teachers have about rules and regulations in education. Depending upon the teachers’ focus areas, they might be worried about the development of special education; if their primary focus is athletics, they are concerned about pass / play; if a teacher is in charge of an organization that is in need of extra funds, they are worried about the new rules concerning fundraising that view raffles as gambling. All in all, they all have legitimate concerns. The new teacher evaluation system, however, seems to be the most relevant, pressing concern.
Although there is no clear definition, evaluations of teacher effectiveness are often used in studies as a form of formative and summative assessment about the quality of instructors’ teaching (Ahmadi & Cotton, 1998; Blackhart, Peruche, DeWall, & Joiner, 2006). Classroom observation by trained educators, peer review by fellow colleagues, and student evaluations of teachers often shape the basis for teaching effectiveness critiques. The above ways introduce formative feedback to educators, including different issues related to teachers such as perceptions of the level of teacher preparation, enthusiasm, subject knowledge, and presentation skills; the nature of teacher interpersonal skills, being fair, and concern for students; and the quality, quantity and frequency of teacher feedback are the issues that are important in evaluating teachers and these are the issues that learners will critique at the firs glance (Feldman, 1989, 1996). A continuous and important part of academic life, these evaluations also inform college managers when retention, merit, promotion, and other important decisions are going to made; and help students in selecting courses or individual parts of cour...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of