Académique Documents
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EDUW 696
WTS # 10
Teachers are connected to other teachers and the community. The teacher fosters relationships
with school colleagues, parents, and agencies in the larger community to support students
Knowledge
The teacher understands schools as organizations within the larger community context and
understands the operations of the relevant aspects of the system(s) within which s/he works.
The teacher understands how factors in the students' environment outside of school (e.g. family
circumstances, community environments, health, and economic conditions) may influence students lives
and learning.
The teacher understands and implements laws related to students' rights and teacher
responsibilities (e.g. for equal education, appropriate education for students with handicapping conditions,
confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child
abuse).
Dispositions
The teacher values and appreciates the importance of all aspects of a child's experience.
The teacher is concerned about all aspects of a childs well-being (cognitive, emotional, social,
The teacher is willing to consult with other adults regarding the education and well-being of
his/her students.
Performances
The teacher participates in collegial activities designed to make the entire school a productive
learning environment.
The teacher makes links with the learners 'other environments on behalf of students, by
consulting with parents, counselors, teachers of other classes and activities within the schools,
The teacher can identify and use community resources to foster student learning.
The teacher establishes respectful and productive relationships with parents and guardians from
diverse home and community situations, and seeks to develop cooperative partnerships in support of
The teacher talks with and listens to the student, is sensitive and responsive to clues of distress,
investigates situations, and seeks outside help as needed and appropriate to remedy problems.
National Board Core Proposition #5: Teachers are members of learning communities.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students.
NBCTs have mastery over the subject(s) they teach. They have a deep understanding
of the history, structure and real-world applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills
gaps and preconceptions students may bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
NBCTs deliver effective instruction. They move fluently through a range of
instructional techniques, keeping students motivated, engaged and focused.
They know how to engage students to ensure a disciplined learning environment, and
how to organize instruction to meet instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as
a whole.
They use multiple methods for measuring student growth and understanding, and they
can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
NBCTs model what it means to be an educated person they read, they question, they create and
they are willing to try new things.
They are familiar with learning theories and instructional strategies and stay abreast of current
issues in American education.
They critically examine their practice on a regular basis to deepen knowledge, expand their
repertoire of skills, and incorporate new findings into their practice.
4a Reflecting on Teaching
Accuracy Use in future teaching
4b Maintaining Accurate Records
Student completion of assignments
Student progress in learning Non-instructional records
4c Communicating with Families
About instructional program About individual students
Engagement of families in instructional program
4d Participating in a Professional Community
Relationships with colleagues Participation in school projects
Involvement in culture of professional inquiry Service to school
4e Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skill
Service to the profession
4f Showing Professionalism
Integrity/ethical conduct Service to students Advocacy
Decision-making Compliance with school/district regulations
Professional Development Goals
The following are three of the WAS as they relate to WTS #10:
responding to diverse community interests and needs, and mobilizing community resources.
6. The administrator understands, responds to, and interacts with the larger political, social,
I grew up on a family dairy farm, where hard work and collaboration was not only a
requirement by Dad, but the only way we would be successful. As a young person I learned very
early that these characteristics, these values, had to be instilled in each one of my family
members in order for things to run smoothly; as smoothly as things could on a farm with all the
unpredictable variables. We had to be able to count on one another to do the job that was ours.
My work ethic and the person I am today is a result of the farm experience. This has served me
well in my adulthood and there are many days I am thankful that I was raised this way.
In my family, I was the second oldest. There were times over a period of years when I
was responsible for my younger siblings. I was looking out for their safety, basic needs, and
personal development. I watched over them carefully, made sure they had meals, and helped
them learn things like how to ride a bike. When I was old enough and not needed in the
evenings at home, I went out to babysit in the neighborhood. When you think about it, this is a
lot like being a leader in a school. So when I went off to college, no one was really surprised
Since graduating with my bachelors degree from UWSP in December of 1983, I have
spent 31 years in the classroom in two area Catholic schools. I have been blessed by the fact that
I have always had a job since being hired to begin the 1984-85 school year. I have also been
blessed with good principals in those two schools, both excellent models for me. During those
years there were multiple times when a peer, parent, or school administrator mentioned that I
would be a good principal and asked whether I had ever thought about that. I guess that seed was
planted many years ago, but the time never seemed right or I never felt I was truly ready, until
spring of 2015 when I had had the opportunity and was once again urged by others. This time I
took the leap from teacher to principal going from the classroom to the office. The masters
degree that I had thought about once in a while, was now required and I wondered if I could it
all. I remembered though, that God never gives you an assignment without being by your side to
help you get it done. He never gives us more than we can handle. I had that and my familys
support along with that of my staff and administration. I am grateful and truly blessed to be at
I believe my job as a school leader is to serve my students, their families, and the staff. In
my work to help my school and community, I have implemented ways to help our families and
connect our school to the parish and to the local community. Our families are hardworking,
generous, and dedicated to our school system. In an effort to assist them we started an after
school program called STAR Time, Student Teacher After school Resource Time. This is a time
when students in grades 3, 4, and 5 can stay after school on Mondays to work on their homework
with the help of two teachers before they go home or off to lessons or practice. This has been a
big help to our parents and students. Having help with school work and in some cases getting it
all done before the kids get home, is something parents appreciate.
My school is located in a parish building and that means that I need to work
collaboratively with the pastor and the entire parish staff. In an effort to maintain a good, healthy
working relationship, I attend monthly parish staff meetings. This is a partnership that was
broken when I came into the position. I continue to repair and rebuild the bridge of
past two years. My teachers at SMU were outstanding men and women who clearly care about
the field of education. They were helpful, understanding, and wise and I thank them for their
kindness and encouragement. I feel that I am an example of a lifelong learner having earned my
degree now at age 56. I want to thank my administrators, my cooperating administrator, and my
staff who have helped me accomplish this goal through financial and emotional support and also
to those teachers who let me teach them or their students as the need arose in my coursework.
learn from the professionals I work with every day through our collaboration for the good of our
students. At times we need to remind each other that we are here for the students; our #1
responsibility is to the students we serve. That puts things in perspective for us, keeps us
focused, and gives me confidence. I love my job. It isnt always easy and the work is never done,
During my coursework through SMU and the WiscAd program there are a couple of
Your work as a principal is never done. I will never get to the bottom of my pile.
To be above-board; to be legal, ethical, and moral. My current administrator has said this
I hope to remain the proud principal of NCES St. Anne until I retire. All the time, learning and
advocate for the students. I do this by reaching out to connect my school, staff, and students to
the community. One example of this is a Trunk-or-Treat activity that we did on a Sunday
afternoon just before Halloween. A parent and staff member initiated the idea to connect
Newman families and the community. We asked for families who would volunteer to decorate
the trunks of their cars and give out candy. Then we invited the school community and the
neighborhood to come and trick-or-treat. It was a successful event that brought the school
Being a Catholic school, service is at the center of what we do. Our third, fourth, and fifth
graders along with their teachers, went out to rake leaves in the neighborhood. We worked with
the parish to identify those in our area that needed help with their yards. The students asked their
parents to come and help. With all the adult volunteers and our staff, we were able to rake 25
yards and assist those who would be unable to do the work by themselves.
Each school year the Noon Optimists invite us to highlight a student of the month. The
classroom teacher chooses this student based on a variety of criteria and then we are guests at a
meeting of the Optimists. I take the opportunity to tell the group of community leaders about our
school, what our goals are, and how we join them to help and support the area youth. The
teachers get a chance to introduce their students of the month and the students in turn introduce
their parents. It is a nice chance to have students, families, staff, and community members in the
I have continually renewed my educators license every five years since gaining my
initial license, each time having earned six graduate credits in preparation for renewal. I am
constantly learning something new. I feel that each individual has something to teach us. As
principal, I like to have a mix of veteran teachers and new teachers on my staff. Those that have
been in the classroom for 20-30 years can share a lot of things that theyve learned from their
experiences over the years. The new college graduates can share the latest tools, innovations, and
ideas. When we come together in that collaborative way, its the students that benefit while we
I encourage my teachers to share with the local, and even the larger system wide staff,
any specific knowledge that they have acquired. Perhaps they went to a workshop or read a
professional article, something that was valuable and worth sharing. We dont always need to
bring in an expert. Often we become the experts. There are experts among us on a daily basis.
We need to take advantage of that and the fact that we are always learning. What a good example
I have learned from the other administrators in my district. I listen carefully when there
are a group of them in the room. I often find myself making a note of what one might say,
seem to find the right words to use. Not always, but most of the time. Im pretty sure its the
We first began our work in Professional Learning Communities, PLCs, just a year before
I became principal. At that time we didnt know the why, only the what. We were told that we
needed to meet each Tuesday from 3:00-4:00 to work on some things. We had an AdvancEd
initiative that we need to push through and groups met regarding certain assigned standards.
These days I feel that the staff has a much better understanding of the purposeful
Professional Learning Community. The why is professional development that has a direct effect
on student achievement. The what of it is the data we look at to plan for student interventions to
help our students reach the targeted goals and objectives. The what might be sharing some
research or an article on a pertinent topic. It might be learning how to implement new technology
Another thing that we have learned is that a PLC is not a time or a meeting. Its a group
of professionals learning, sharing, and growing together for the good of themselves, the
I feel that a leader needs to have a strong faith life and be a prayerful person. Sometimes
it feels like there isnt anything you can do at the moment, but you can always pray. This has
helped me.
Reflective Summary
What I see is that a leader who encourages others to learn and grow becomes respected
and appreciated. I expect a lot from my staff and when they have a clear understanding of the
why, they are okay with that and comply because they know it results in what is good for kids.
Hard work pays off. We put in overtime, but of course dont get paid for it. We may not be the
richest in the monetary sense, but thats not why we do what we do. We sometimes have to step
out of our comfort zone, perhaps tell parents things that are hard to hear, but we do it because it
I feel that really studying test data can influence student learning. Looking in detail at test
results, in particular, formative tests, will allow you to make adaptations, modifications, and
accommodations to meet the needs of students in order to help them accomplish more. This may
require an expert. Remember that you probably have one at your own building. That someone
who can help you dig into, and really interpret the data and then apply it meaningfully to your
teaching.
When I retire I would like to see the school in a better place than when I came into it. I
would like to see a group of strong, certain, professional individuals doing what is good for kids
because thats the right thing to do, all the while not worrying about the factors of time and
money. I love nothing more that hearing them laugh while they work side by side every day all
Planning Chart
Use this chart to help you think about the different areas in which you work outside the
classroom to foster relationships with school colleagues, parents, and agencies in the larger
community to improve and to support students learning and well-being. Accomplishments that
overlap more than one category are best. You will need at least one example from each of the
three categories plus a Communication log page. Refer to the WTS # 10 standard list of
knowledge, dispositions, and performances.
Category Evidence:
Accomplishments Impact on Student Verification
That Activity Significance Learning Artifacts
Demonstrate:
A bake sale to Connects With the funds we Students like to learn
Your work as a raise funds school plan to purchase with technology
partner with the for classroom families to Chrome books to because they think it
families and supplies and parish help with is fun.
community of to kick off members individualized Surveys
your students Catholic learning
Your work as Schools
advocate for Week
Students.
Your work as a I was the I knew some I accepted the Someone who is
leader and teacher-in- of the work position to support invested and cares
collaborator. charge for or tasks my staff and students about the school,
several years involved making the transition staff, and students
before easier will work hard to
stepping into continue the excellent
the quality of faith and
administrative academics that is the
role history of the school
Appendix B_
Professional Documents
Communication Log
May 15, Mark from Phone call Necessary parent information for bussing
2017 First Student needs next fall
Bus Company
Oct. 7, Andrea Office visit Title 1 services for our parochial school
Sheridan from students
2017 WSD
Oct. 6, Katie Goetsch Office visit To talk about the possibility of a community
2017 Trunk -or -Treat event held at school
Parent
Sept. 12, Anthony Reince Email To set up the HOPE program for fifth graders
2017
Wausau Police
Dept.
Appendix C
License
Appendix D