I Am A Public School

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

This case brings up to the administrators who are known as a legal representation that strive to create positive changes in educational policy and processes, that they have rights and power protected by law, but also have a duty to comply with the laws established by the district.

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success.

When a teacher is presented with this conflict, going against standard regulations may be tempting. To regulate this, many states have placed strict guidelines where the students’ teacher is not the individual proctoring the test. However, there are still several states that have the teacher administer test to his or her own students, often times without another proctor in the room. This inconsistency between state regulations also proves the biased separation between how students are tested from state to state, causing certain students more opportunities for assistance than others. With this lack of security, it becomes incredibly easy for teachers to go against common regulations, such as allowing more time on sections, allowing students to go back and work on previous sections, or answering any municipal questions the children may ask, or major, such as changing a student’s attempted answer to correct, or opening a test before the test date and teaching the students the exact test questions. These frightening test practices send a message that “examiners should take into consideration the appropriate changes to be done, keeping in mind the professional and standardization of the test” (Farah). Although these test tampering methods can be seen as the teachers way of assisting students with academic disabilities that do not receive the help they need, the

Regulations in place to ensure compliance is records locked and secures in a records room which only administration and secretarial staff have access, no work that has a student name and/or grade may be displayed or put where any other person besides the teacher could see, no release of any personal information over the phone, and many other policies set n place to protect the district, teachers and students. Although district policies are in place, there are some loopholes, which unfortunately result in litigation for non-compliance or different interpretation of the law.

Modeling is crucial for teacher leadership. In my twenty-three years as an educator, I have learned that the best way for me to teach others is by first modeling the practices myself. As a teacher leader, it is important that I model sound, professional characteristics to gain the respect of others. I have to maintain a positive, inclusive environment for all stakeholders of the learning community. This begins in the classroom by using scientifically-based, differentiated instruction to meet the needs of diverse populations of learners. In addition, this modeling continues to fellow colleagues and administrators by demonstrating a passion for educating myself, as well as others.

With cheating scandals becoming a reoccurring problem across the country, several states are rushing to put into place new testing etiquette before classes resume. In New York Education Commissioner, John B. King Jr., fabricated a task force last month to review all characteristics of student assessments. The Commissioner will be broadcasting a series of procedures to guarantee the integrity of our testing system before our students return to school in September. Specific measures haven 't been announced, but state officials said they want

When I first began teaching over twenty years ago, I do not believe I had a clear idea of what my vision of education was. I was hungry for knowledge myself and took every opportunity I could to attend professional development and implement new curriculum and instructional strategies. During the early part of my career as a teacher, I developed a

155: Diagnostic assessment in support of student learning highlights the explicit exercise of power. Within this policy framework is the overt role of the teacher in student assessments. Upon careful consideration, the policy points out the parameters of student assessment as it states, “teachers will use their professional judgment…| to determine which assessment tools are utilized]…from the board’s list of pre-approved assessment tools as well as the frequency, and timing of use of the tool” (Ontario Ministry of Education , 2013, p. 1). The explicit exercise of power can be seen through the language of this document, noting that teachers should use their discretion, but at the same time limiting their power by the standards set by the ministry. Exceptions to this policy document are clearly stated, giving allowances for special education assessments such as the Education Quality and Accountability Office (EQAO), the Trends in International Mathematics and Science Study (TIMMS), the Programme for International Student Assessment (PISA), and other national assessment organizations. Moreover, the policy also sets specific guidelines on the selection and criteria of the diagnostic assessment tools used by the teachers. Although the policy speaks directly to teachers and their use of the assessment tools, principals and school board staff all “share a collective responsibility and accountability for student achievement” and learning

The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic

I learned quickly that being an effective teacher is an art that takes time and devotion. Many times, teachers are not provided with the necessary materials in order to maintain the various learning styles in a classroom. It is up to the teacher to create an environment where students can succeed. This is a full time job, meaning that a teacher’s work is not done once they leave the school. A teacher must contribute a significant amount of time and effort in order to see positive results in the school and in his or her own classroom. After observing my cooperating teacher’s strategies and learning more about the profession, I knew that I was going in the right direction with my life. I took a significant amount of knowledge away from this experience and have continued to strive to be the type of educator that I was blessed to work with during this experience. .

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

When implemented and data gathered correctly, in the best circumstance, standardized tests can reflect the teacher’s ability to teach. Their knowledge and ability to relate said knowledge can be effectively measured, by the scores of their students. As written by Grant Wiggins, about the proper use of standardized test, “reform of testing depends, however, on teachers’ recognizing that standardized testing evolved and proliferated because the school transcript became untrustworthy,“ (Wiggins 354). In this Wiggins describes how the modern tests developed because of a lack of trust. Teacher dishonestly turned in altered grades, for students, to fake successful teaching and learning. Because of this, these tests depict the students’ true knowledge learned. Another factor that promotes standardized test, is, as written by Wiggins “rather than seeing tests as after-the-fact devices for checking up on what students have learned, we should see them as instructional,” (Wiggins 354). By this Wiggins suggests that such

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having