Module 4 & Module 5 Self-Evaluation

RESUME
Michael Smith
7427 25th Street.
Tacoma, WA 68794
Home (123) 786-4563
Cellular: (123) 456-2345
Email: HYPERLINK “mailto:[email protected]
[email protected]
DESCRIPTION
I am a results-oriented and dynamic teacher who is committed to
instilling a passion for learning, as well as establishing multicultural
awareness via teaching the basics of English language. I have an
incredible talent in developing, as well as implementing innovative and
hands-on curriculum that touches on the learning abilities and style of
every student, thereby empowering them to realize their academic goals.
I am also an approachable and trustworthy individual who incorporates
excellent communication skills that allow for cooperation with faculty
members and parents to meet the student’s needs, as well as advance
the goals, as well as philosophy of the institution.
CAREER OBJECTIVES
Encourage group participation, as well as active learning in class so as
to assist students to succeed both in life and academics.
I also aim at applying my academic knowledge and previous years
experience to establish a school environment that caters for the
spiritual, emotional and intellectual needs of students through positive
charter.
To acquire a position that will allow for continued professional growth
while offering a constructive, as well as challenging classroom
environment to the students.
I aim at obtaining a position in a private or public education
institution that will allow for the use of my strong educational
background, classroom skills, as well as capacity to work effectively
with others.
EDUCATIONAL BACKGROUND
Bachelor of Science, May (2003)
Major: Elementary Education
Screta College, Screta Springs, CA
Leadership and Volunteerism (1999)
Tennessee City Central High School,
Elementary Self-Contained (Grade 1-8)
Sarasota Central High School
AREAS OF EXPERTISE
Curriculum development, Effective Listening, Technology Integration,
Writer’s Workshop, Interactive Circles and the Use of Manipulative
TEACHING EXPERIENCE
Teacher
Sacramento Hills High School, Saints Park, CA
August 2010 – Present
Responsibilities included the following.
Fostering a conducive classroom environment for learning, as well as
promoting excellent interaction between the students and their teachers.
Developing and executing the daily and unit lesson plans for my classes,
as well as administering examinations and assessments, and analyzing the
performance of the students.
Participating in open forums where faculty members and parents
interacted to come up with solutions and strategies for enhancing
student performance.
Carrying out individual and group reading activities for science, math
and reading.
Teacher
Lt. Andrew Elementary School, Texas
July 2008- July 2010
Responsibilities in this position included.
The development and implementation of daily, as well as unit lesson
plans for 4th grade. I also administered examinations, tracked
individual performance in the same and analyzed their performance so as
to come up with enhanced strategies for teaching.
Creating a conducive classroom environment for teaching and learning, as
well as fostering enhanced engagement with the students.
Conducting individual and group activities involving reading and
writing.
Participating in open forums between parents and teachers to devise
strategies for effective teaching.
Teacher
Jemini Street School, Texas
June 2004- June 2008
Responsibilities included the following.
Designing and teaching lessons in social studies, math, reading and
science curricula in a fifth grade classroom.
Creating and put into practice an interdisciplinary literature study
that was founded on international theme.
CAREER HIGHLIGHTS AND ACHIEVEMENTS
Motivated students to be responsible for their own learning, as well as
setting their own goals and annual academic objectives. I documented the
progress, which enhanced the performance of students especially in
comprehension.
Enhanced the leading levels of students by devoting extra time on
reading in the classroom. I efficiently modified lessons so as to
accommodate lower language and reading levels.
I maintained efficient behavioral management in classrooms through the
integration of motivational activities, as well as positive
reinforcement strategies.
Supplemented and broadened the levels of literacy among students through
coordination of group performances of students in student Plays.
I instigated and led open forums and classroom meetings with parents who
do not speak or read English so as to assist them to enhance their
participation in their children’s education.
RECOGNITION AND COMMUNITY INVOLVEMENT
Recognized as Teacher of the Year in 2012
Member of the Association of Teachers and Parents
REFEREES
Available upon request
CAREER DEVELOPMENT PLAN
Outline of goals, sub-goals, techniques and measures
Goal 1: Increase the performance of students in mathematics
Sub-goal 1: Make use of student assessment results to improve the
curriculum
Technique 1: Conduct an analysis of the teacher-developed tests so as to
evaluate the instructional practice.
Technique 2: Attend the regional and provincial activities organized by
the Math Council
Technique 3: Examine and enhance the curriculum alignment between
teaching resources, studies programs, and student activities and
assessment
Technique 4: Network and connect with other math instructors so as to
share ideas on how to enhance academic performance in the subject.
Technique 5: Modify all mathematics units on the basis of data analysis,
as well as decisions pertaining to curriculum alignment.
Measurement: The Departmental Study Group will use provincial and
classroom data to analyze student learning results once the project is
completed.
Sub-Goal 2: Study, Execute and Assess the utilization of student
portfolio in assessing and evaluating students.
Technique 1: Undertake a comprehensive research on the use of student
portfolios in the development of responsibility in students for
learning, thereby enhancing performance in students. This will be done
through consulting other teachers who have been using portfolios, as
well as reviewing professional resources.
Technique 2: I will put student portfolios in math into action through
the development of student guidelines, as well as implementation of
portfolio activities in every unit.
Technique 3: I will carry out evaluation and assessment using the
student portfolios. This will be done through the development of a
rubric for student self-evaluation, as well as the incorporation of
portfolios in the student reports.
Technique 4: I will carry out an evaluation of the effectiveness and
efficiency of the student portfolio project. This will be done using
student opinion surveys, especially considering that students are the
main recipients or participants in the project. In addition, parents
will be surveyed so as to determine the portfolios effectiveness and
efficiency as a reporting tool. On the same note,
Measures: in determining the effectiveness and efficiency of student
portfolios, I will engage in personal reflection on its utility as a
tool for evaluating and assessing students. I will also engage in a
discussion with the teaching team and the principal on the challenges
and benefits of the same. This discussion is bound to determine whether
there is the use of student portfolios has a positive influence on the
performance of students in mathematics, both in the long term and the
short term.
Pedagogy: Module 5
Abstract
This paper incorporates an examination of pedagogy as a component of
the education system. It identifies its importance and dynamics in the
same. In addition, it outlines the relationship between pedagogy in
teaching and presentation while noting that presentation makes up a
fundamental part of effective communication. In any case, the manner in
which information is presented has a bearing on the absorption and
retention capacity of information presented to an individual. On the
same note, it examines the fundamentals of effective or efficient
presentation, as well as the components of an effective presentation.
The components are presented in line with the things that they
encompass, as well as how to ensure they contribute to the overall
effective presentation.
Pedagogy has been one of the most fundamental pillars of the
contemporary education system underlining the art and science of
education. Its objectives are quite varied extending from full
development of an individual to the acquisition of skills. It is not
only a means of improving the learning of a student, but it also sums up
as a source of the professional identity of the teacher. Teachers, as
professionals, make use of their expert judgment in recognizing, as well
as resolving dilemmas in learning and teaching that they encounter in
the day to day classroom environment. Ideally, a teacher has the
capacity to think about and assess his or her practices, as well as make
judgments that can be defended both ethically and rationally extending
beyond ideological preferences, compliance or even pragmatic limitation
(More, 2000). It underlines the teaching practice that is informed, as
well as framed by structured and shared body of knowledge. It is worth
noting that the knowledge encompasses evidence, experience,
comprehending moral purpose, as well as universal or shared transparent
values. The need for teachers to be seen as professionals emanates from
their capacity to progressive gain such knowledge, as well as master the
expertise. This is done via the initial training, persistent development
in the field, reflection, as well as undertaking classroom inquiry
coupled with regulated practice. It is always imperative that teachers
have the capacity and willingness to scrutinize and assess their
practice alongside those of other people with regard to relevant values,
theories, as well as evidence. In addition, they must have the capacity
to make defensible and explainable professional judgments extending
beyond ideological concerns and pragmatic constraints. On the same note,
pedagogy would be immaterial if it is not in line with the
responsibility and capacity to participate in curriculum development, as
well as deploy varied appropriate techniques of assessments. Teachers
must incorporate deep comprehension of knowledge pertaining to
curriculum, as well as the principles of evaluation as a component of
their expertise in pedagogy. It is worth noting that all these are have
their foundation as moral commitment and ethical principles (More,
2000). This is especially considering that teaching does not merely
encompass the technique or instrumental activities. One fundamental
challenge in pedagogical discourse revolves around creating a
distinction between the known to be generalisable, cumulative and
explicit, and things that make up innovative and intuitive teaching
elements. There exists a general opinion that the appropriate teaching
necessitates the incorporation of strategic decisions based on evidence,
as well as a large number of instantaneous and implicit decisions and
judgments. This is informed by the dynamic nature of the classroom
environment thanks to the community within which the school and teacher
belongs. The responses also make up expressions of the individual
relationship that a teacher has cultivated with his or her students, as
well as the manner in which he or she establishes a conducive classroom
climate or optimizes the use of unexpected learning and teaching
opportunities. It is worth acknowledging a fundamental teaching paradox
that an increase in the expertise of a teacher increases the
manifestation of the expertise in sensitivity to situations and
contexts, in the making of ingenious real-time judgments emanating from
tacit knowledge. While there exists varied ways in which the expertise
of a teacher may be expressed, the most explicit one revolves around
presentation of the teaching material. In any case, the presentation of
information to students has a bearing on the level of comprehension, as
well as the overall retention rate among the students.
Presentation is a fundamental component of effective communication,
which mainly aims at educating and informing, entertaining, persuading
and inspiring interest, as well as grabbing and maintaining the
attention of audience. Underlining the fundamental nature of effective
communication or presentation is the variation in the information
absorption rate subject to the method of presentation used. As Cipolla
notes, there are variations in the information absorption rate with
tasting taking the lower ranks, while sight takes the highest rank as
far as absorption of information is concerned. He notes that the
audience absorbs and retains more information through hearing and
seeing.
This, however, does not mean that information should be haphazardly
presented to the audience. In fact, the absorption and retention of
information presented by an individual necessitates that the speaker (or
teacher) is prepared appropriately and has incredible knowledge on the
topic he or she is going to explore. Preparation also involves knowledge
of the visual aids that one will be using in a presentation.
In preparing to make a presentation, an individual would consider the
aims or objectives of making the presentation, and the intended audience
for the presentation, as well as the place where the presentation will
be made (Theobald, 2011). In this case, the individual must have an
understanding of the subject, which will allow him to come up with an
overarching theme. On the same note, the individual must make a list of
the fundamental points and concepts that will be conveyed and evaluate
the techniques that will be used in illustrating the fundamental points.
Making a presentation also involves taking consideration of the
structure. The structure has to be underlined by reflections on the
opening of the presentation, the body and the concluding remarks
(Theobald, 2011). In the opening statement, a speaker would be informing
the audience about the issues that he or she will be presenting or
rather the information that he will be relaying to them. It is always
imperative that the speaker incorporates a strong beginning (Cipolla,
2010). At this time, he has to convince the audience that that he will
not be wasting their time, he knows them and his topic and he is well
organized as to present it appropriately. In the introduction, the
speaker must examine the topic, the key message, purpose of the speech,
as well as the scope while also giving a general outline of the entire
topic.
In the main body, an individual must make a point of breaking the entire
topic into sections, each of which make a fundamental point. These
points must be presented in a logical, concise and incremental manner
(Cipolla, 2010). It is in the main body where a speaker could
incorporate visual aids, as well as examples clearly linked to the
information presented.
In the closing statement, it is imperative that the speaker incorporates
a clear transition to end the talk. He or she must make a brief summary
of the key point made in the speech and underline the key message. On
the same note, the closing remarks must be related to the big picture.
The closing statement of a presentation is essentially the last
opportunity that a speaker has for giving his or her audience an item
that would stick in their memories (Kessler, 2010). In this case, an
individual could use a cleaver slogan or an innovative call to action
depending on the reason purpose of the speech. Scholars note that the
ending on a positive forecast is imperative as the forecast offers
fodder that validates the optimism subconsciously generated in the
audience (Kessler, 2010).
In conclusion, pedagogy is one of the most fundamental aspects in the
education systems. It underlines the teaching practice that is informed,
as well as framed by structured and shared body of knowledge. There
exists a general opinion that the appropriate teaching necessitates the
incorporation of strategic decisions based on evidence, as well as a
large number of instantaneous and implicit decisions and judgments.
While there exists varied ways in which the expertise of a teacher may
be expressed, the most explicit one revolves around presentation of the
teaching material. Presentation is a fundamental component of effective
communication, which mainly aims at educating and informing,
entertaining, persuading and inspiring interest, as well as grabbing and
maintaining the attention of audience. Making a presentation also
involves taking consideration of the structure, which has to be
underlined by reflections on the opening of the presentation, the body
and the concluding remarks. In the opening statement, a speaker would be
informing the audience about the issues that he or she will be
presenting or rather the information that he will be relaying to them.
In the main body, an individual must make a point of breaking the entire
topic into sections, each of which make a fundamental point presented in
a logical, concise and incremental manner. In the closing statement, it
is imperative that the speaker incorporates a clear transition to end
the talk.
REFLECTIVE ESSAY
Reflecting on the fundamentals of any course comes as appropriate in
determining how much an individual knows about the same. It informs an
individual about the areas that he or she is conversant with, as well as
the areas that may need enhanced clarity so as to make sense. The course
has undoubtedly been quite intriguing with quite a lot of knowledge
being imparted. I feel that I have gained considerable knowledge on the
manner in which I can make an impressive presentation that will be
effective in passing any message to my audience. Knowledge on the
preparation that one needs to make before presenting any information
also comes in handy and gives me confidence in my capacity to give an
effective speech.
While this is the case, I feel that I could have performed better in
the course, had I put the lessons into practice, whether in a
hypothetical environment or to a real audience. On the same note, I feel
that I have quite a number of things that I do not yet understand
pertaining to the incorporation of technology in the presentation
process. This is especially with regard to the incorporation of
illustrations, pictures and colors in slides. Nevertheless, I feel that
I have attained the objectives of this course. The future utility of
this course can be evaluated through my capacity to make effective
presentations that enhance absorption and retention in my audience, as
measured through their application of the knowledge in their varied
fields.
References
Kessler, S (2010). How to Improve Your Presentation Skills. Retrieved
23rd February 2013 from HYPERLINK
“http://www.inc.com/guides/how-to-improve-your-presentation-skills.html”
http://www.inc.com/guides/how-to-improve-your-presentation-skills.html
More, A (2000). Teaching and Learning: Pedagogy, Curriculum and Culture.
New York: Routledge
Theobald, T. (2011). Develop your presentation skills. London, England:
Kogan Page.
Cipolla, R (2010). How to prepare and deliver a presentation. Retrieved
23rd February 2013 from HYPERLINK
“http://mi.eng.cam.ac.uk/~cipolla/archive/Presentations/MakingPresentati
ons.pdf”
http://mi.eng.cam.ac.uk/~cipolla/archive/Presentations/MakingPresentatio
ns.pdf
MODULE 4 & MODULE 5 SELF EVALUATION PAGE * MERGEFORMAT 2
MODULE 4 & MODULE 5 SELF EVALUATION PAGE *
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