OHIO RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Resident Educator Year 1 Self-Assessment

Resident Educator: Mentor: Bryan Krosse Date: 11/8/12

Grade Level/Subject Area: 11-12/Health Technologies

Purpose: One way to consider your strengths and areas for growth as a teacher is to take the following self-assessment. This self-assessment is based on the Ohio Continuum for Teacher Development. Check Developing or Proficient for the areas of focus for Year 1 Resident Educators; then list evidence which supports your selection. Resident Educator Self-Evaluation Tool: Standards-Based Guided Reflection Standard 1: Students Teachers understand student learning and development, and respect the diversity of the students they teach.
Developing Gather and use information about student development to plan and deliver appropriate instruction Gather and use information about students prior learning to plan and deliver appropriate instruction Proficient EVIDENCE

Gather and use information about students abilities to plan and deliver appropriate instruction

Build relationships with students by establishing and maintaining rapport

Build relationships with students by valuing each student as an individual Build relationships with students by avoiding the use of bias, stereotypes and generalizations

I use pre-assessments to evaluate the weakness of my students and then I am able to address them in my instruction I use pre-assessments to find out what my student know about a concept before I introduce it. I would like to develop a more comprehensive delviery approach to better facilitate students who learn through different forms of instruction I feel that I have strong relationships with my students and they feel comfortable approaching me with any kind of problem or question I value each student as an individual. I have voided my mind of any sort of bias or stereotype

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OHIO RESIDENT EDUCATOR PROGRAM

RE Self-Assessment

Standard 2: Content

Teachers know and understand the content area for which they have instructional responsibility.
Developing Proficient EVIDENCE

Use specific concepts and assumptions of learning in planning and instruction Use content-specific strategies and skills in planning and instruction Demonstrate understanding of important grade level content in the Ohio Academic Content Standards and the school curriculum Demonstrate understanding of important grade level concepts in the Ohio Academic Content Standards and the school curriculum Demonstrate understanding of the important grade level processes in the Ohio Academic Content Standards and the school curriculum

Identify learning standards and communicate these clearly to students Align assessment with curriculum and instruction and communicate these clearly to students

I use the socratic method in my instruction and attempt togrow knowledge through discussion I develop skills through both instruction and application by scaffolding The content used in my course is grade appropriate The concepts used in my course are grade appropriate The processes used in class are most developed through lecture. I feel that I can incorporate more independent thinking in the coursework I post our objectives on the board before lessons My assessment correlates well with instruction. I do a good job of teaching to the test

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Standard 3: Assessment

Teachers understand and use varied assessments to inform instruction, evaluate, and ensure student learning.
Developing Proficient EVIDENCE

Understand and use a variety of formal assessment techniques to collect evidence of students knowledge and skills Understand and use a variety of informal assessment techniques to collect evidence of students knowledge and skills

I use written and multiple choice exams I use presentations and oral practicals in my coursework

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Standard 4: Instruction

Teachers plan and deliver effective instruction that advances the learning of each individual student.
Developing Proficient EVIDENCE

Set goals based on pre-assessment data to support the learning needs of all students Plan research-based instructional activities to support the learning needs of all students Use appropriate and flexible grouping during instruction to support the learning needs of all students Link the content of past and future learning, recognizing that the scope and sequence of learning activities must be differentiated to meet the needs of all students Access appropriate materials, including human and technological resources, to support instructional goals and meet student needs Access appropriate services, including human and technological resources, to support instructional goals and meet student needs Access appropriate resources, including human and technological resources, to support instructional goals and meet student needs

Data used after assessment dictates what portion of the material I focus on. Peer-related articles and current topics are tied into the material where it is applicable. I do not use group work as much as I would like Material is well sequenced so that student can make connections through out the material. Health professionals in the community have been a big help I work with Mercy Medical Center's volunteer program to help students gain valuable experience I have compiled a list of contacts for mentor sites, speakers, and resources for the course

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Standard 5: Learning Environments Teachers create learning environments that promote high levels of learning and achievement for all students.
Developing Use strategies to promote respect and positive relationships among students Use strategies to promote cooperation and collaboration among students Use flexible learning strategies and grouping to engage students Use flexible learning strategies and grouping to foster curiosity Use flexible learning strategies and grouping to encourage responsibility for their own learning Transition between learning activities Use instructional time effectively Proficient EVIDENCE

I try to incorporate team building activities where the group is working towards a common goal Review activities provide a fun and competitive team atmosphere Students are gouped based on their strengths, weaknesses and their interests Critical thinking exercises Course is structured to develop study habits and help provide strategies Classroom learning transitions from on topic to another by linking topics together I normally map out my lesson so I teach from bell to bell

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Standard 6: Collaboration and Communication and the community to support student learning.
Use effective communication strategies in the classroom

Teachers collaborate and communicate with students, parents, other educators, administrators,
Developing Proficient EVIDENCE

Use a variety of strategies for timely, confidential professional communication with parents and caregivers Use a variety of strategies for timely, confidential professional communication with colleagues and other school staff

I am very reachable and always open for questions and communication I have used e-mails, phone, and in person conferences to discuss student prgress I have spoken with my colleagues about at risk students

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Standard 7: Professional Responsibility and Growth an individual as a member of a learning community.

Follow district policies and state and federal regulations

Teachers assume responsibility for professional growth, performance, and involvement as

Developing Proficient EVIDENCE

Sometimes my personal opinion comes out in my instruction or interaction with students Goals are developed based on student achievement Goals are implemented based on student response to instruction Students are held accountable through the emplyoyability portion of my course to display a professional behavior I am always trying to develop new instructional strategies based on findings from professionals and other colleagues

Separate personal beliefs from professional interactions with students and families Identify content knowledge, instructional strengths and areas for professional growth to develop targeted goals Identify content knowledge, instructional strengths and areas for professional growth to implement targeted goals Identify content knowledge, instructional strengths and areas for professional growth to participate in relevant professional development Identify content knowledge, instructional strengths and areas for professional growth to incorporate the new learning into instruction

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