Vous êtes sur la page 1sur 14

Vision Thesis Statement Instructions: Draft a student-friendly synthesis of your vision that encapsulates what you want your

students to be able to leave your classroom doing Our voices deserve to be heard, and we know how to use them with purpose in Spanish and English to get to where we want to go. In todays work force, no matter how smart or qualified you are, you have to be able to respectfully and effectively communicate with others in order to write a showstopping college essay, nail a tough interview and connect with someone who may or may not share your background and/or opinion. Being able to articulately express oneself in proper English is a must in todays society, and compelling persuasion skills allow students and adults to establish a tone of professionalism, competence and confidence. Being able to articulately express oneself in Spanish is an additional selling point bilingualism is becoming increasingly necessary and valuable in todays working world. In order to experience achievement of rigorous content that will show start to pave the path to college in a middle school setting, we will demonstrate 85% mastery of Spanish 1 objectives, effectively setting my kids up to test out of high school Spanish 1. During this years Introduction to Spanish class, we will explore both Spanish 1 and Spanish 2 content and objectives, touching on a great deal of subjects that students must master in order to graduate from high school. By beginning this rigorous foreign language learning through immersion at the middle school level, students will be able to place into more advanced Spanish classes in high school, or test out of Spanish, allowing room for additional advanced or AP classes. To achieve these rigorous academic aims, we must understand the value of teamwork and working towards a common goal together. We will communicate in a way that shows respect for our classmates, our teachers, and other members of our community and we will communicate respectfully about those who we have not met, knowing full well that we can not judge others that we know or do not know based on differences that we havent fully explored. We will communicate effectively in both Spanish and English. Considering that bilingualism opens doors to expanded life opportunities, we will learn to listen, speak, read and write in Spanish in ways that we would be required to navigate while traveling a Spanish-speaking country. We will hold our Spanish communication to high standards, using the language in a way that will allow us to communicate with real Spanish-speakers, rather than just get by in middle school Spanish. However, effective control of English

is also essential, so we will learn to communicate our opinions and present information in a professional and persuasive manner that prepares us for college and the professional world beyond, both in writing and in speech. Students will demonstrate fulfillment of our class vision during a two-prong culminating unit: 1. Spanish gauntlet in a Spanish-speaking city that requires real-life navigational issues and scenarios with native Spanish speakers (see #1 below under Academic Big Goals) 2. English persuasive speech contest, made up of speeches answering essential unit questions related to issues around Hispanic cultures. Speeches will incorporate persuasive elements including personal connections to the subjects and/or questions in order to introspectively approach situations of diversity with compassion, empathy, understanding of our lack of awareness and a desire to expand said awareness. (see #2 below under Academic Big Goals) Academic Big Goals (Quantitative) Content Area/Prep #1: 7th Grade Intro to Spanish What academic goals I will measure their If students reach these will you hold your progress on an ongoing academic goals, they students to? (e.g., basis (e.g., at the unit will concretely be able what content-specific level) by to standards/skills will they master and to what level of mastery/growth?) 100% of students Impromptu speaking 1. Converse with one will achieve: assessments, based on another and native PALS rubric (informal speakers in Spanish Speaking and using assessments while without extensive Spanish in circulating classroom cues and prompts. meaningful, realistic and engaging in They will navigate a ways student- teacher faux Spanish-speaking

Concrete teacher actions that will help kids achieve these goals.

Constantly using my own travels as a filter for what types of vocabulary and grammar to prioritize in order to ensure that kids

conversations) At least 85% mastery of Spanish 1 content At least 85% mastery on LSRW projects Spanish 1 unit exams LSRW projects, graded on class/teacher established-rubrics

At least 80% mastery on English persuasive Rubrics for PGCPS ELA mini-essays at the courses + rubrics for Unit level Mont. Co. ELA high school courses = find At least 85% mastery appropriately rigorous on End of year 5 balance based on paragraph personal English diagnostic at Spanish essay (NIX?) beginning of year At least 80% on three Socratic seminars around topics related to Latino issues Teacher and student created presentation rubric (look up public speaking rubrics from college courses with Professor English)

At least 80% mastery on English persuasive speech on one of the Paragraphs written at unit questions about end of each unit before a Latino issue test, graded on PALS rubric with peer evaluation, and final compiled Spanish essay Socratic seminar rubric

city (set up in school gym) and have various tasks to complete, including real-life situations like asking for and following directions, buying clothing in a store, describing themselves and other missing persons, ordering food in a restaurant, narrating a cartoon, etc. based on unit material. This will be in the format of a Spanish gauntlet they will not be able to leave the gauntlet until they get their passport stamped at each station and classmates can remain in the gauntlet to help one another while traveling the city. 2. Give a professional, persuasive speech that pertains to one of the five unit-level essential questions or

are learning the most authentic, travel-handy vocabulary Creating real-life scenarios rather than activities Contextual teaching (Marilyns example with me gusta la papa vs me gustan las papas), increased use of target language Teach study skills from the beginning of the year and count study master steps as a percentage of test grades Providing opportunities for rigor: not being afraid of students now knowing the answer: providing extension/remedial

from AVID + Mrs Foster

a related topic (in English). Said speech will demonstrate confidence, an ability to introspectively evaluate oneself and ones own opinion and biases based on experiences, knowledge of subject matter, appropriate voice projection, personable and convincing delivery and formality of tone. Each class will nominate the most persuasive and professional speaker from their class and each class nominee will go on to a school wide speech contest to raise awareness about said issues to the school community. The school will vote on an EEJ speech contest winner, who will then go on to a county or state-wide speech competition to deliver their persuasive

activities Expecting rigorous outcomes, acknowledgement versus praise (dont freak out about kids using a good word, acknowledge it and move on, make them feel recognized and save celebrations for huge moments) Explicit expectations for projects: give rubrics ahead of time, show examples of all-star work, mid-level work, unacceptable work Lessons on command of the English language in writing and speech: emphasis on formal vs informal speech and writing, presentation skills,

speech and compete within a pool of what is likely to be a group of higher-income peers. (if this feels like too many moving parts, I will do EITHER a school-wide contest OR a county/state contest.) Achieve at least 85% mastery on unit exams using study skills, accomplish selfidentified growth goals over the course of the year Read complex Spanish texts with unknown words, identifying meaning through context clues and drawing on knowledge of other words (reading strategies)

citations and formatting for a research paper, persuasive speaking and writing skills Emphasize linking words, appropriate transitions, fluid syntax in both Spanish and English Emphasizing lenguaje universitaria in the classroom rather than slang Ensure organization of drafts of personal essay (at the logistical level where will they keep drafts?) Expecting complete sentence answers from students, both in Spanish and in English speech

Teaching the expectations of a Socratic seminar Providing an example of what it looks like to be professional in dress and speech: myself, other role models Demonstrate interest in and value of student opinions

Qualitative Vision at the Student Level: Individual student empowerment actions! List of values, or I want kids individually to say, do and feel these things about education, school, life prospects (enduring understandings I want S to understand that actions have consequences) Prioritized Traits, Knowledge, Concrete Student Actions (e.g., Concrete Teacher Actions (what and Mindsets (e.g., the how will students operate if are the daily/weekly/monthly targeted beliefs and ideas theyve internalized these traits, systems, routines, and rituals that will empower students to knowledge, and mindsets?) that I will use as a teacher to achieve their academic goals reinforce these student and embrace life-long actions?) learning)

Awareness of what it takes

Demonstrating urgency on a

Exposure to components of

for THEM (not EVERYONE, they have different needs than other peers but I dont want to flesh that out entirely, sends negative message) to get to University Awareness and respect of diversity in the WORLD and community Speaking/using Spanish in a meaningful way (more along the lines of mastery of rigorous content) Thirst for learning (not just with Spanish) Respect for classmates opinions, views, strengths and weaknesses GROWTH via challenges vs. shutdown, being comfortable in discomfort Being bilingual is becoming increasingly necessary and is a COOL way to be College-driven

daily level anxious to accomplish daily tasks with respect and effectiveness Asking questions about things they dont understand/want to know more about in terms of college, the work world, etc. Communicating respectfully to others and about others, curiosity about outside cultures and others differences rather than shutdown with unfamiliarity Asking others their opinions, physically watching classmates while they express their opinions, validating others, respectfully disagreeing, not making offhand comments about classmates ACCOUNTABLE TALK during Socratic seminars

going to college life, learning at the college level, actionable logistics to get there (applications, essays, GPA, etc.) Constant references to college and beyond: think about Rebecca Snyders constant referencing Culture lessons and tolerance of other cultures, focus on individual Hispanics, using novels for character studies, emphasize shared experiences and interests (pen pals in foreign countries) Teaching Spanish in a way that opens doors and eyes (use content as a vehicle for teachable moments re: diversity, acceptance, like during bizarre foods, not freaking out about how gross they are, tolerance)

Using Lenguaje universitaria Respect: let them grapple with in class and being able to tricky conversations, express the value of doing so opportunities for all students to talk (avoid feeling at the Being able to articulate the end of year with La Misma

logistics of getting to college, what the qualifications are, how they will accomplish what they need to get to their personal academic goals Acting as a part of a team (helping others when needed, offering suggestions to further others thinking, being willing to accept others input)

Luna where I wished that kids had shared opinions more) Give them enough information on both sides of an issue to form informed opinions

Vision for my Class Culture: Living values out with other classmates Concrete Students Actions (e.g., how will students learn to treat, work with, and push each other in ways that will set them up for long-term success? What values will they need to uphold in their interactions with others?) Exhibiting a show of respect for fellow student who are unlike and/or like them, value differences, make others feel valued and important, successful, intelligent, etc. EVERYONE contributes to the team effort Celebrating fellow students successes but not knocking down those who are NOT as successful: NO self-deprecating or generally degrading comments by the end of the year Pushing one another to succeed verbally, via quiet support, study partners, healthy Concrete Teacher Actions (e.g., what are the daily/weekly/monthly systems, routines, and rituals that I will use as a teacher to reinforce these student actions?) Hablo Espaol Club Homework competition Mastery matches As and Bs board Shoutouts ay ay! for celebration of accomplishments posting improvements (not just academic

mastery match competition between students Classes working as a team to reach certain class-wide goals and feeling enthusiasm and pride for their class efforts and for the individual contributions Students initiating larger, more ambitious goals for the class, themselves, one another, as the content progresses Holding one another accountable for correct behavior by quietly signaling head up or shhh Holding one another accountable for respectful communication: HOW? Holding one another accountable for effective communication through peer reviews, rubrics established by classmates, recognition of others improvements, success, etc. 2 snaps for agree? Establish an expectation so that this doesnt get out of control Tracking partners for an accountability system? Keep it personal/individual?

successes but large percentage improvements) birthdays remembering references students make and including them in materials referencing students strengths in front of the class and using them out as teachers peer buddy/tutor system implementation

Vision for My Leadership at the School Level The kind of relationship that I need to have with key influencers (e.g., administration, colleagues, etc.) at the school level to set my kids up for short and long-term success will look like I need to demonstrate that I am: Professional Accountable Enthusiastic About the kids Above the drama at the school-level Eager to impact change within my classroom and the school as a whole Concrete teacher actions that will help to foster and cultivate this relationship with key influencers at the school level Taking surveys to get teacher input for PBIS role, asking teachers to be on PBIS team Delivering on my promises as PBIS coach Working to improve culture in the building on the whole and demonstrating my investment in schoolwide success, outside of the walls of my classroom Be an enthusiastic, willing servant of my students and my school Observing veteran teachers Helping new teachers get accustomed to school/teach them how to use SchoolMAX, etc. Demonstrate enthusiasm for school-wide activities Be present at all faculty meetings Support other teachers and departments endeavors Attend school functions: dances, athletic

events, etc. Not participate in admin-bashing, studentbashing, teacher-bashing rise above, do not meddle in gossip

Vision for Parent/Family Engagement Kind of relationship that I need to have with Concrete teacher actions that will help to foster parents/families that will most contribute to my and cultivate this relationship with students short and long-term success will look parents/families like -Establish trust and investment from the -Sending home syllabus with clear expectations, beginning of the school year ensure a safe deadlines, demonstrate organization, dedication, enthusiasm, contact information and communication space for their kids guidelines (make a promise to parents to respond within a day hold myself accountable to that), -I am reachable and available via email, resources that I might be able to help with outside of phone and for in-person conferences Spanish class, ABSENCE POLICY + CLASS WEBSITE INFO -A resource for non-Spanish related conversations: advice about students developments/challenges/social interactions, -Sending home quarterly newsletters with celebrations, upcoming events, photos, etc. writing rec letters for kids, etc. -Celebratory yet firm, holding students to high expectations and celebrating when appropriate -A vessel of information, even when parents arent reaching out to me directly -Partnership b/w parent, teacher and student -Keeping class website up to date with announcements, documents, -Positive phone calls home (3 positives for every one negative call home) -Follow up a week after negative calls home with updates

-Calling parents when students join the Club de los Commodores to give reason why/encourage to keep up good work -Evening Spanish classes for parents and family members -Email parents before tests/quizzes/projects for FIRST semester only gradually release this responsibility to students -Leverage parents as a resource: talk to parents with students who are exceptionally strong in certain areas and ask them how they instilled said value in their child: prioritize using their suggestions with the class as a whole -nearing EOY letter -EOY survey -mid year parent survey -thanksgiving and holiday letters of appreciation for sharing their kids with me

Vision Rationale/Reflection Heading into Year 2

At the end of last year, I had a startling moment during which, after showing my kids a very thoughtprovoking movie about a young immigrant boy, I asked them what they thought happened to the boy after the movie. My kids were thrilled to share their opinions and had such unique, interesting, profound things to say. At that moment, I was struck by the fact that I had waited until June to really hear their thoughts on anything. I cried, fell apart, and vowed to not structure my year in such a This is the Campbell Show style in my second year. This year, I want to start off the school year by hearing my students voices. They deserve to be heard, and I did not give them the respect and time that they deserved last year. I do NOT want it to be The Campbell Show again, despite my comfort in and ability to thrive in that space. I want my students to be able to use both Spanish and English in a way that will set them up to be capable of achieving whatever they would like to accomplish. While I know that Spanish will be an essential selling factor for my students as potential members of the work force, they must first be able to articulate their thoughts and desires in English in a purposeful way to even line up an interview for any profession. At the same time, I see full well that mastery of rigorous content is definitely a component of establishing a classroom that drives students towards a new life trajectory. For this reason, Im implementing more rigorous Foreign Language learning through an extensive use of the target language (dare I say immersion?). I plan on introducing my students to the fact that they can and will learn and understand a foreign language and use it in meaningful ways, and that act of achievement will show them the path to college more than many experiences could or would. Therefore, at the end of the year, my students will be able to use their Spanish in an authentic situation when they have to complete a Spanish gauntlet by navigating various encounters with native Spanish-speakers in a Spanish-speaking city in our school gym. There will be no English spoken in the gauntlet, and students will be required to get their passports stamped at each station as they complete meaningful, real-life tasks that they might encounter in a big city in a Spanish-speaking country. Filling up your passport pages with stamps indicates that you survived that which could be thrown at you by local Spanish-speakers in a real-life travel scenario. However, I also see a vital need to instill in my students skills like accountable discussion techniques, persuasive presentation and writing skills, an understanding of professional university language and other college expectations; these will go beyond my Spanish classroom, will help carry them through the rest of their academic careers and will set them up to compete in a world that requires effective bilingual communicators. Therefore, in order to set them up for success in a working world that requires that

employees are able to communicate on their own behalf, on behalf of their company, or on behalf of a client/customer, my students must be able to articulately express themselves in front of an audience of peers in English. At the same time, one must be introspective and self-aware in order to fully understand our own opinion, and the ability to draw on ones own experiences is an essential component of understanding what makes ones own and others cultures tick. In order to measure my students ability to communicate in a professional and confident manner with an introspective and aware viewpoint as a driving factor, each student will deliver a persuasive speech to their peers. The speeches will speak to each students opinion of one of the essential unit questions and will serve as means by which to raise awareness of the double-edged conversations around issues related to diverse populations. Students will nominate one of their classmates to represent their mod in a school-wide speech contest, with one contestant from each class. After working with Joaquin on my vision and seeing that I was in NO way invested in my vision last year, held no ownership over it and, therefore, did not invest my kids in the vision, I was also determined to make a more meaningful goal for my students and myself. While mastery of rigorous content was achieved last year, and my students were proud of their academic gains, Im not entirely ensure that the students who did well wouldnt have done well regardless of the teacher in front of them. Sure, there were students that I got through to, but had I actually had a transformational impact on my students? Would they be able to compete with Brady and Cot at the college level? Definitely not. I needed to do more. Successful execution of this two-pronged vision would allow my students to compete at a level that rivals the education that my fortunate younger brothers are getting simultaneously in an upper class Atlanta school. However, it will also instill in my students the foundation for bilingualism and the ability to articulately use ones English with purpose.

Vous aimerez peut-être aussi