Collaborating with colleagues (paraprofessionals, classroom teachers, other reading specialists) to observe, evaluate, and provide feedback on each others' practice.
I wish teachers could have a few scheduled observations of colleagues throughout the school year. Observing other teachers in action is a beneficial, enjoyable, and enriching experience. The few times I have been able to do it, I left the classroom with a multitude of new ideas. Humans are social creatures who learn from one another. Just as we encourage our students to collaborate and learn from one another, teachers should be allowed as many opportunities as possible to do this as well.
My first artifact is an observation report from my principal. She observes in classrooms as often as she can (usually 2-4 times per month), and provides feedback via email. Her comments and questions guide next steps for my instruction. The second artifact is an article entitled, Making Space: The Value of Teacher Collaboration, by Culberston, D'Entremont, Piazza, & Poulos (2014). In this article, the authors discuss building teacher collaboration to drive school improvement. Key practices include structures for consistent collaboration, constructive feedback, hiring teachers seeking a collaborative culture, and creating opportunities such as study groups for peer teachers to work together. Their findings point to the positive impact of teacher collaboration on student learning in many ways. These artifacts exemplify my understanding of the importance of collaboration and feedback.
I wish teachers could have a few scheduled observations of colleagues throughout the school year. Observing other teachers in action is a beneficial, enjoyable, and enriching experience. The few times I have been able to do it, I left the classroom with a multitude of new ideas. Humans are social creatures who learn from one another. Just as we encourage our students to collaborate and learn from one another, teachers should be allowed as many opportunities as possible to do this as well.
My first artifact is an observation report from my principal. She observes in classrooms as often as she can (usually 2-4 times per month), and provides feedback via email. Her comments and questions guide next steps for my instruction. The second artifact is an article entitled, Making Space: The Value of Teacher Collaboration, by Culberston, D'Entremont, Piazza, & Poulos (2014). In this article, the authors discuss building teacher collaboration to drive school improvement. Key practices include structures for consistent collaboration, constructive feedback, hiring teachers seeking a collaborative culture, and creating opportunities such as study groups for peer teachers to work together. Their findings point to the positive impact of teacher collaboration on student learning in many ways. These artifacts exemplify my understanding of the importance of collaboration and feedback.