Professional Learning and Ethical Practice

This is the link to my Final Teaching Evaluation from my University Supervisor.

Field Experience Reflection

At the risk of repeating myself, I have a lot to do to become the best teacher I can be. I believe that it is an ongoing process, and that as long as I have committed myself to that process then I belong in the classroom.

My goals include building more authentic summative assessments by moving away from multiple choice exams, incorporating collaborative critical reading activities, reducing lectures, increasing inquiry based lessons and labs, developing a stronger classroom rapport from the outset of the school year, reducing negative self-talk in my students, and capping the number of videos I show in the classroom as second voice to instruction. I want to continue learning, and finish off the graduate course work I need to teach dual enrollment. My university supervisor did not surprise me with any of her comments, but she did offer strong strategies to increase my effectiveness as a teacher in the classroom and to support these goals.

This experience has brought me back to my guiding principle: "Do what is best for the students." I am comfortable with this concept, but the hardest thing for me was to remember that I have to protect my excitement and curiosity and not let bureaucracy crush me. This has been a lesson in learning to trust my own voice as a knowledgeable expert and professional, and owning my role and my space. I feel like my self-reflection is appropriately critical if others are seeing what I see I need to improve, too.

I exist as a part of a community. I want to live where I teach to become a stronger member of the community, because I think it helps build that ever necessary rapport. With my colleagues, it is an unofficial part of my job to support them by bringing food/chocolate/coffee, sharing resources from cleaning supplies to lessons and notes, offering my safe space to them and listening. This is a two way street, and we are supposed to take care of each other. This is a very important part of the school community, because teachers are constantly compassionate and constantly processing emotions for our students.

My best evidence of the necessity of this is that one of our counselors from an outside group passed away unexpectedly. The counselor in question was beloved by all of us, staff and students. When he passed the other counselors could not grieve, because they needed to care for our students. Mary, Ryan, and I offered our stockroom space, hugs, chocolate, and coffee. Other members of the staff fed them breakfast. We offered care. As a member of my professional community, it is my responsibility to offer care. This is very different from my scientific career, but it is so refreshing.

Professional Growth Plan

I want to be an International Baccalaureate Biology teacher, and I want to teach abroad at an international school.

I got about a year of teaching under my belt, polished my resume, did my research on where I would want to teach, and wrote some cover letters. I interviewed and got the job. I accepted an offer to teach science in Indianapolis at a Title I, IB For All school.  The principal taught abroad before coming to the high school and I am hoping to be able to improve as a teacher and polish international specific skills under his tutelage, so I may teach abroad, too.