Teacher Autonomy Proposal

Journal One in The Alternative by Galen Leonhardy, tells the story of a teacher who helps open an alternative school in Kozol Creek, Idaho, and the struggles he faces in attempting to implement a collaborative education process. The author writes of teachers who let students run free through the halls or simply ignored kids because they did not know how to handle them. He also writes of teachers who strive for a more personalized education by learning who their students are and understanding the environment from which they come. I have also dealt with both kinds of teachers in my educational experience, as I was a student of an alternative school. Mr. Lamar, to me, represents what a teacher should be. His personal dedication to making a difference in students’ lives and his willingness to go the extra mile by empowering students to take responsibility for their education changed how I perceived my own education. Mrs. Patton, on the other hand, is a teacher I would much rather forget. Her militarized style of teaching made learning an afterthought to the daily complications we encountered in the classroom. Both Mr. Lamar and Mrs. Patton taught me the importance of being included in your own education.

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Prior taking this RETELL class I thought differentiating meant “dummying down” work. I struggled with the concept of differentiating strategies because I thought it help students to be all they can be. Taking the class have given a clear understanding the meaning and the usage of differentiating teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught in the RETELL class. I realized that Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age

Throughout the United States teachers consistently deal with annual changes to the education system, some that completely change the way they must teach in order to follow a strict teaching rule. Teachers cannot express the natural talent they own, without the freedom to use it.

Despite the many challenges I face daily, remembering that I significantly influence the lives of each my students will help me in becoming a better teacher leader. Reason and Reason (2011) states that a mission will not come to fruition without ownership and ownership cannot be stimulated without consistently reminding everyone why they come to work each day. It is my mission every day to transform lives in my classroom and school environment. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world but to improve it.

Section II. Teaching Practice Question 1: The Washington County School District organizational strategies in place for teachers has increased academic student growth in my classes. Throughout the year, I participate in professional development activities that enhance my teaching skills and increase student learning. I collaborate with data analysis and colleagues to disaggregate student data, correctly identify the lowest benchmarks that students scored based on FSA performance and Washington County School District Progress Monitoring Program (three assessments from the previous year). For this reason, we develop an "Order of Instruction" for content areas based on data from various student measures that have been assimilated throughout the school year. In like manner, I meet with vertical/grade level teams during preplanning to gather resources and organize materials by units, critique online resources to incorporate new technology into daily lesson objectives. Prior to students entering my classroom on the first day, I locate my class roster in FOCUS, print out all student IEP 's and 504 's and incorporate that information into my data notebook. As a team, we meet weekly to design lesson plans, create informal/formal assessments, and collaborate with another to ensure that standards-based instruction is being implemented in our classroom. After students start the new school year and complete their baseline assessments, I meet with colleagues, data analysis and Washington

As a teacher, my job is to provide strategies and skills, such as making decisions, carrying out plans,

Wermke W & Hostfalt G. ( 2013) Contextualizing Teacher Autonomy in time and Space: A Model for Comparing Various Forms of Governing the Teaching Profession.

In order for a control-oriented teacher to motivate their students, they use “rewards, grades, and threats” whereas the autonomy-supportive teacher wants students to make their own choices. Students need to be able to make choices in the classroom whether its choosing which activity to work on or where they want to sit while they complete their assignments. Being able to problems solve and coming up with solutions without the input of their teacher is a skill they will use throughout their lifetime. I think it is extremely important for students to set goals for themselves and have a love for learning.

There are several ways a teacher can teach appropriate strategies in the classroom. The teacher will recognize student’s bias and values that reflect on how the influence and expectation of behavior of interaction with all students and get a view of what learning will look like. The teacher goals are to create an environment that form an appropriate environment for each student by creating a safe net where they can gain knowledge about their own cultural through communication and learning styles. Books are displayed on the theme to promote diversity. The teacher should always model the behavior she expect from all students.

Besides, teachers do not spend much time sharing their skills and knowledge with one another. Teachers need a countless amount of autonomy if they are going to be dynamic and independence life long learners, and effective in the classroom. Teachers need to have the freedom to recommend the finest treatment for their students as doctors or lawyers do for their clients.

As a future teacher in charge of my own classroom, I need to be prepared with a guidance management plan for the school year. This is when every part of the guidance strategies that I have learned in the classroom or used in student teaching will be implemented. Since it can be challenging to implement guidance in the classroom and especially in knowing what guidance strategies to use in certain situations, I as an educator, need to understand and know different strategy theories so when those situations do arise I can use the approaches that I have been learning.

Providing teachers with some autonomy in their classrooms and opportunities to affect school policies and instruction is essential. According to Pearson and Moomaw (2006), when such conditions existed, teacher satisfaction and professionalism increased, on-the-job stress decreased, and greater job satisfaction was achieved. Ingersoll explained that a lack of control in the classroom may make teachers feel hindered and ineffective, leading them to pursue other employment options. Thus, Ingersoll (2001) reported that schools have lower rates of attrition when they provide teachers with more classroom autonomy. Teachers are more likely to stay in schools where they have the opportunity to contribute to school-wide decision-making, including

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.

determining if teaching was effective and to determine how appropriate modifications and adaptations can be made to improve future instruction (Dreyer, 2014:7).