Supporting Teacher Learning
Focus Groups
To better meet the needs of our students and sustain professional growth, our school instituted focus groups, groups that read professional texts in order to improve our practice, specifically in math. Our
As the facilitator for our group, I worked with my small group to determine the readings for each meeting, as well as guided the discussions. It was also my responsibility to communicate with my group reminders about the date, topic, and location of our meetings. During our discussions we considered the perspectives of the teachers in each country and compared them to the type of teaching and understanding our staff generally engages in. We also discussed ways in which we as teachers can deepen our understanding of math and use that knowledge to improve student understanding of complex mathematical concepts. After our first meetings and again after the last meeting, I created a presentation using the Prezi online platform, to share out our group's findings to the rest of the staff.
Grade Level Chair and Academic Action Team
Acting as grade level chair allowed me to guide the professional development of both my grade level team and the teaching staff in general. Each week our grade level team met to plan and work together to improve our teaching practice and increase student achievement. As chair, I facilitated meetings by scheduling locations, recording meeting notes, and leading team discussions. We worked together to analyze data and plan lessons based on our findings. We also created a calendar for our units of study in reading and writing, including plotting and revising the types of mini-lessons we would include. Our team created assessments together to determine the effectiveness of our lessons.
This year we also had the opportunity to work with a literacy coach from Growing Educators, a group of teachers who specialize in professional development for teachers in balanced literacy. As part of our professional development, I worked with my team to develop a shared reading lesson based on our previous coaching/learning sessions. As the team and the coach observed, I delivered the lesson so that we could all receive feedback on the quality of our lesson and delivery of instruction. It was a meaningful experience that helped us to grow our thinking about how we plan our shared reading lessons.
Another responsibility I had as grade level chair, was to serve on our Academic Action Team. Our AAT consists of grade level chairs, our principal, and support staff. The team meets monthly to plan and develop professional development for our faculty. One of my duties on AAT was to communicate to the rest of the team the opinions, concerns, and questions of my grade level which would be used in determining the professional development for the staff. In addition to acting as a liaison for my grade level, I worked with other team members to plan professional development in math, literacy, and the use of habits of mind. It was through AAT that I was also able to plan the time to present my professional development sessions on LGBT-inclusive curriculum in the classroom.
Beginning Teacher Support and Assessment Co-Instructor
Even with budget cuts, furlough days, and Reduction In Force notices, there are still a number of new teachers who are trying to clear their teaching credential and must complete the state-sponsored formative assessment program (BTSA). In order to complete this program, participating teachers must work with a support provider to complete a portfolio which demonstrates their progress toward meeting California Standards for the Teaching Profession.
As a Co-Instructor, I was responsible for reviewing participating teachers’ portfolio submissions online and giving them written feedback. Portfolio submissions include work such as lesson plans, analysis of student work, and teacher self-reflection. I also served as a liaison between the participating teachers and the BTSA program staff.
LAUSD BTSA Co-Instructor website
