Questions On Teachers Background, Values And Beliefs

The Murdoch inquiry cycle for students includes tuning in, finding out, sorting out, reflecting and acting and evaluating (Murdoch, 2015). This is similar to the 5Es approach’s of engage, explore, explain, elaborate and evaluate (Australian Academy of Science, 2017). All three models have stages that are cyclic in nature that begin with an initial question or problem. They all launch from children’s prior knowledge and throughout the cycle engage children in activities that challenge their prior knowledge, deepen understanding and develop or rehearse new skills. Murdoch has a stronger emphasis on small group work as well as reviewing and revising earlier thinking (Murdoch, 2015). This is similar to the reflective nature of the PYP (International

In 1989 a group of voluntary researchers named the Assessment Reform group (ARG) were formed by the British Educational Research Association (BERA). The group had the task to take account of relevant research and evidence in regards to assessment for policy and practice. In 1996 BERA’s support ceased and was taken over by the Nuffield Foundation till the ARG dissolved in 2010. It was in 1996 that the foundation funded Paul Black and Dylan Wiliam members of the ARG to review literature on the use of assessment to help with learning. As a result, evidence was found that ‘formative assessment’ could help to improve learning and the findings were published under the title ‘Inside the black box’. The ARG was one of significant influences on the design of Scotland’s Assessment is for Learning (AfiL) initiative which aimed to develop assessment in learning in Scottish schools. This essay will discuss and explore how effective formative assessment of pupils’ progression can be carried out.

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.

Scotland re-evaluated assessment strategies which saw the Assessment is for learning (Aifl) initiative implemented in 2002 which aimed to improve children’s life chances through a more coherent system (Gov.scot, 2005). The revised system, A Framework for Assessment (BtC5), incorporates principles of Curriculum for Excellence (CFE) and the values of Aifl, which collectively aim to support pupil progression. Furthermore, they aim to build confident individuals and successful learners (Educationscotland.gov.uk, 2008) who are active participants in their own learning and set their own targets. However, ‘for this to be effective teachers need to build an intimate and detailed knowledge of their pupils’ thinking and assist them, with fairly specific advice and scaffolding, in achieving the next stage’ (Harris, 2007). Therefore, for formative assessment to effectively support learner attainment, teachers must have a detailed knowledge of pupil capability and support them progressively in developing their own metacognition.

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

As teachers, we need to create a comfortable classroom climate where there is a feeling of acceptance and celebrate differences among each student. Effective teachers will also demonstrate appropriate planning, preparing and execution of content. Standard 5 is focused on Middle Level Professional Roles. Along with understanding and applying knowledge of young adolescents, as discussed with Standard 1, it is equally important to be an advocate for the students. By using professional leadership strategies, being an advocate for all young adolescents helps maximize their growth and learning. In order to be fully effective, working closely with family member and also with the community strengthen the ability to achieve this success.

Both P.S. 13 and the PAL staff at 13 have the shared vision of a collaborative learning process, wherein parents, students and staff have a voice and maintain a responsibility in molding and adherence to high expectations resulting in the social and academic growth of every student. To do this the Center Director and Principal meet every Tuesday to discuss clear expectation and program development and continue to throughout the week via e-mails and one- on- one discussions. We have come up with a form of Professional Development that helps set clear expectations for staff in regards to program, behavior management and specific academic skills like Homework Help. Our staff assist teachers during the school year in the classroom, also allowing

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student

As a learning support teacher and special educator, I find that I am continuously asking myself questions about my teaching and what is best for my students. I spend a great deal of time reflecting on how I can improve and change my practice and how I can best meet the needs of my students. From many of these reflections come questions and wonderings that often require deeper understanding and focus. Finding answers or possible solutions to these wonderings takes time if changes are truly going to be implemented. In fact, Dana and Yendol-Hoppey (2009) suggest, “As teachers seek out change and reflect on practice, the first step of their journey begins with brainstorming questions or wonderings for exploration” (pg.20). One way to find answers to these wonderings is through problem-based action research and teacher inquiry. Problem-based action research and teacher inquiry allows educators to focus on specific wonderings and can ultimately provide educators with the information to make a difference in the classrooms and school. I know and understand that with teacher inquiry the engagement and involvement of the teacher is essential and the backbone of the inquiry. In my quest to becoming a highly reflective and effective teacher, participating and in problem-based action research and teacher inquiry is at the root.

I have a difficult time answering this question, because Dr. Carver failed to teach his students any subject. He was assigned to teach 6th grade science.