Self-Analysis 2014

Swainston Middle School Teacher Instructional/Professional Self Analysis 2014-2015
Teacher: Yeraldine Rodriguez Grade/Specialist: ELA 6

th
grade

NEPF: Instructional Standards- Provide specific planning measures/resources,
strategies, instructional practices (Components of an Effective Lesson), etc.
that address the NVACS. This is an overview of
your instructional practices that can be evidenced in student actions as well
as observed teaching which satisfactorily meet the instructional indicators.

Remember Evidence Is Required (Provide at least two evidence sources for each indicator.)

Standard 1: New Learning is Connected to Prior Learning Experiences
Indicator 1: Evidence Sources (2) 3
Indicator 1: Teacher activates ALL students initial understandings of new concepts and skills.
a) Lesson plan with warm-up question activating initial understanding of the concept of change and
building upon the topic by relating it to our unit and the embedded assessment. Student responses
included.
b)
Indicator 2: Teacher makes connections explicit between previous learning and new concepts and skills
for ALL students.
a) Lesson plan with warm-up question asking students to recall their previous understanding on theme.
Student responses also attached.
b) Data from student survey.
Indicator 3: Teacher makes clear the purpose and relevance of new learning for all students.
a) Video from a Warm-up activity on 09/24/14 during 1st period. The question was "What is a verb? Describe what
you think the phrase "vivid verb" means." Students are asked to build upon their initial understanding of a
verb and then learn what a vivid verb is. Teacher then explains why it is important that students learn about
vivid verbs.
b)Data from student survey.
Indicator 4: Teacher provides ALL student opportunities to build on or challenge initial
understandings.
a) Lesson plan with warm-up question asking students: Why would evidence be important in a criminal case? Now
think about your writing. Why should you have evidence in your own writing? Questions asks students to
challenge their initial understanding of evidence, and then builds upon it by asking them how evidence
relates to their own writing. Student responses attached.
Standard 2 Learning Tasks Have High Cognitive Demands for Diverse Learners
Indicator 1: The teacher assigns tasks that purposefully employ all students cognitive abilities and skills.
a) Video of students reading in their groups. Each student response for finding and highlighting specific elements
in the text: 1. Sensory language 2. Vivid verbs 3. Sequence of events 4. Descriptive language. Assignment
employs all students cognitive abilities and skills. All students had a specific part assigned to them and had
to ensure they were using their skills in order to relay the information to the rest of the group members.
b)
Indicator 2: Teacher assigns tasks that place appropriate demands on each student.
a) Video of group activity. Activity was structured so that each group member was given a specific
task. Students were idea experts, structure experts, or language experts. They were evaluating the
story My Superpowers and were in charge of specific criteria. Then, they had to share with the rest
of the group. Task required appropriate cognitive effort from each student.
Indicator 3: The teacher assigns tasks that progressively develop all students cognitive abilities
and skills.
a)Various examples of student work (Springboard Writing Prompts) that progressively develops their
skills to lead them to their embedded assessment.
b)
Indicator 4: The teacher operates with a deep belief that all children can achieve regardless of
race, perceived ability, and socio-economic status.
a) Student survey results.
b) Assignments that require technology are always done in the classroom or computer lab so students
have equal and fair access to technology. Lesson plan attached of quiz in computer lab attached.
Standard 3 Students Engage in Meaning-Making through Discourse and Other Strategies
Indicator 1: Teacher provides opportunities for extended, productive discourse between the teacher
and student(s) and among students.
a)Video of student discussion in the form of a socrative seminar. Students engaging in productive
discourse among themselves, while teacher served as facilitator.
b)
Indicator 2: The teacher provides opportunities for all students to create and interpret multiple
representations.
a) Pictures demonstrating opportunities for all students to create and interpret multiple representations. Students
creating posters, explaining the effectiveness of narratives using textual evidence. Students interpreting and
representing narrative elements through drawings.

b)
Indicator 3: The teacher assists all students to use existing knowledge and prior experience to make
connections and recognize relationships.
a) Sample of students essays. Students asked to write a personal narrative using an incident-
response-reflection organizational structure. Students used their own prior experiences to recognize
the relationship between a personal incident and a personal narrative.
b) Sample lesson plan with shared reading of science fiction definition. Students asked to predict
what the story will be about after reading the definition. Students asked to share science fiction
movies they have watched and find common elements in them.
Indicator 4: The teacher structures the classroom environment to enable collaboration, participation,
and positive affective experience for all students.
a)Various images of the classroom portraying class rules and consequences, desks organized in groups,
student work on walls, and an organized classroom environment.
Standard 4 Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility
for Their Own Learning
Indicator 1: The teacher and all students understand what students are learning, why they are
learning it, and how they will know they have learned it.
a) Various ticket-out-the-door samples. Students were asked: What did you learn today? Why did you
learn it? How do you know that you have learned it?
Indicator 2: Teacher structures opportunities for self-monitored learning for all students.
a) Sample student reflection sheets. Students reflected on their performance in Discovery assessment
and on their performance in the classroom.
Indicator 3: Teacher supports all students to take actions based on the students own self-monitoring
progresses.
a) Teacher support box filled out in reflection sheets to help students take action on their own
goals.
Standard 5 Assessment is Integrated Into Instruction
Indicator 1: Teacher plans on-going learning opportunities based on evidence of all students
current learning styles.
a) Teacher-created quiz with student sample.
b)
Indicator 2: Teacher aligns assessment opportunities with learning goals and performance criteria.
a) Various student writing prompts. Prompts used at the end of certain activities to assess whether
students achieved the learning goals of the activity.
b)
Indicator 3: Teacher structures opportunities to generate evidence of learning during the lesson for
all students.
a)Sample lesson plan showing tasks broken down into small part. Students share with the group after
completing a small part, and then groups share with the whole class.
b)
Indicator 4: Teacher adapts actions based on evidence generated in the lesson for all students.
a) Sample quiz and lesson plan. Teacher-created quiz asked students about the stages of plot
development. The majority of students were not able to answer the question. Teacher created activity
to review plot development again. Students had to analyze the stages of plot development in
childrens books.
b)

NEPF: Professional Responsibilities Standards- Provide specific evidence/artifacts that demonstrate your
actions as they relate to professional responsibilities: STPT, Grade Level Meetings, PDs,
School/Community Events, Committee Actions, actions to address the School Performance Plan, Mentoring,
teacher self-reflection components, and student input on teachers instruction and classroom climate.

Remember Evidence Is Required (Provide at least two evidence sources for each indicator.)

Standard 1: Commitment to the School Community
Indicator 1: The teacher takes an active role on the instructional team and collaborates with
colleagues to improve instruction for all students.
a)Active participation in all STPT meetings, including English department meetings and 6
th
grade level
meetings.
b)
Indicator 2: Teacher takes as active role in building a professional culture that supports school and district
initiatives.
a) Active participation in school initiatives, such as T-Bird and Stop, Drop, Read. Pictures
demonstrating student work for T-Bird Time and Stop, Drop, Read, and Write.
b)
Indicator 3: Teacher takes an active role in cultivating a safe, learning-centered school culture
and community that maintains high expectations for all students.
a)High expectations maintained and modeled for all students.
b)
Standard 2 Reflection on Professional Practice and Growth
Indicator 1: The teacher seeks out feedback from instructional leaders and colleagues, and uses a
variety of data to self-reflect on his or her practice.
a) Pre-conference meetings with learning strategists and administrator.
b) Video of colleague meeting discussing evidence to use for Standard 1 of Professional
Responsibilities.
Indicator 2: Teacher pursues aligned professional learning opportunities to support improved
instructional practice across the school community.
a) Professional development courses taken over the summer on Infinite Campus and Springboard Seminar.
b)Professional development course on Diversity and Positive Classroom Environment.
Indicator 3: The teacher takes an active role in mentoring colleagues and pursues teacher leadership
opportunities.
a) Participation in ELL committee.
b) Teacher pursuing leadership opportunities by presenting ELL notes during STPT and providing a one
hour ELL training session during Staff Development (11/04/2014).
Standard 3: Professional Obligations
Indicator 1: Teacher models and advocates for fair, equitable, and appropriate treatment of all
students and families.
a)Follow the guidelines for IEP and 504 accommodations in order to model fair treatment for all
students.
b)
Indicator 2: The teacher models integrity in all interactions with colleagues, students, families,
and the community.
a) Professional demeanor modeled during parent conferences and during parent phone calls.
b)
Indicator 3: The teacher follows policies, regulations, and procedures specific to role and
responsibilities.
a) Follows regulations promptly in order to meet deadlines, such as watching required CCSD videos,
enrolling for trainings, participating in Open House, taking training to meet Employee Onboarding
hours.
b)
Standard 4: Family Engagement
Indicator 1: The teacher regularly facilitates two-way communication with parents and guardians,
using available tools that are responsive to their language needs, and includes parent/guardian
requests and insights about the goals of instruction and student progress.
a) Regularly call parents when concerned about student behavior and performance. I speak Spanish with
parents that struggle speaking English.
b) Communicate with parents through email to keep them in touch with their childs performance.
Indicator 2: Teacher values, respects, welcomes, and encourages students and families, of all diverse
cultural backgrounds, to become active members of the school and views them as valuable assets to
student learning.
a) I set up Spanish Club and run it after school on Wednesdays. All students welcomed to participate.
The club practices speaking Spanish and participates in various activities that promote Latino
culture.
b)Pictures demonstrate student work.
Indicator 3: Teacher informs and connects families and students to opportunities and services
according to student needs.
a)Students Rosy Velasco and Isaiah Baldes Ramos connected with counselor when parents showed concerns
over bullying and emotional distress. Call log as evidence.
b)

Standard 5: Student Perception
Indicator 1: The students report that the teacher helps them learn.
a) Data from student survey.
b)
Indicator 2: The student reports that the teacher creates a safe and supportive learning environment.
b)
Indicator 3: The students report that the teacher cares about them as individuals and their goals or
interests.
b)

What directions for growth in teaching do you feel should be your focus?

I believe I should work on the level of cognitive demand that I put on my students to ensure that they
are all developing and showing growth. This might consists of scaffolding tasks in order for tasks to
progressively develop students cognitive demands. I would also like to foster a greater sense of self-
awareness in my students, so they can reflect on their own learning and focus on growing as students.

What progress have you made in addressing and / or meeting the goals you set on you Professional
Development Plan? You have two, so please bullet all of the progress you have made in both areas.
My first goal was to the writing proficiency of my students, based on their scores in their Embedded
Assessments. Students have filled out reflection sheets were they reflected on their Discovery scores and
their first Embedded Assessment. After the second Embedded Assessment, students will work on setting
writing goals for themselves.

My second goal was to increase multi-cultural awareness in the school. In class, we have read works by
Sandra Cisneros, Gary Soto, and Langston Hughes. We have discussed how the characters in the stories are
affected by their own culture. In Spanish club, students have worked on doing reports for Hispanic
Heritage Month and doing reports for Day of the Dead. They are in charge of displaying a bulletin board,
which is updated monthly.

Previous Directions/Goals:

What is the status of the directions given to you on your last Summative Evaluation? Please obtain a copy
of your directives from Mrs. Stafford and include things you have done to address each direction
individually.

Please list anything else that you feel you would like mentioned in your evaluation. This is your time to
brag so tell me everything!!!

Example: What committees do you belong to? Specific workshops/trainings you have attended/conducted?
What school-wide events/activities have you attended (Back to School Peek, Open House, Family Night,
student performances, etc.)

Self-Analysis 2014

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Swainston Middle School Teacher Instructional/Professional Self Analysis 2014-2015

Teacher: Yeraldine Rodriguez Grade/Specialist: ELA 6

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