Teacher Goals Worksheet 2017-2018

Blair Community Schools

Teacher Goals Worksheet

2017-2018

Teacher Name:  Scott Flynn

Grade Level/Subject: 7th Grade Science


Planning for and Tracking of Goals:

This form will be completed by teachers in August and submitted to building principals to document the planning for instructional and professional goals that are aligned to the Marzano Instructional Framework.


Goal 1: Successful Implementation of Professional Learning Communities

Marzano Framework focus
  • Name the goal selected
  • Steps taken to achieve the goal
Documentation or explanation showing completion of the goal
Domain 3: Reflecting on Teaching

51. Evaluating the effectiveness of individual lessons and units

52. Evaluating the effectiveness of pedagogical strategies and behaviors

51. Evaluating the effectiveness of individual lessons and units

    • Discuss of result of quizzes and tests.
    • Look at Class averages of each assessment
  • Review lesson and projects after teaching to make changes and improvements
    • Test, quizzes and projects have been the same throughout the school year.  Different approaches to how they were presented.
  • Grouping due to math & english does does cause some unquie class atmosphere


Goal 2: Student Engagement

Marzano Framework focus
  • Name the goal selected
  • Steps taken to achieve the goal
Documentation or explanation showing completion of the goal
Domain 1:  Classroom Strategies and Behaviors

Design Question (DQ) – 24, 25, 26, 27, 31, 32

25. Using Academic Games

    • Quizlet Live
    • Kahoot
  • Quizizz

27. Using Physical Movement

    • Oh Deer
  • Musical Posters

31.Providing Opportunities for Students to Talk about Themselves

  • Super You Poster
25.   Before tests and quizzes – students play review games both in class and at home to prepare for assessments.

27.  Lots of opportunities in science to act out concepts.

    • Populations and ecosystems – limiting factors
  • Grading/assessing each other by giving feedback on other students work

28.  Students tell us about themselves and families while practicing using observations and inferences


Goal 3:  Provide clear learning goals and scales for students  (use standards and data)

Marzano Framework focus
  • Name the goal selected
  • Steps taken to achieve the goal
Documentation or explanation showing completion of the goal
Domain 1:  Classroom Strategies and Behaviors

DQ  1 – What will I do to establish and communicate learning goals?  

  1. Providing Clear Learning Goals and Scales (Rubrics)
  Providing clear learning goals and scales.

      1. Provide students with study guides before tests
    1. Provide rubrics before projects – students and teachers both fill out rubrics.
    • Students are given study guides before tests and we go over them as a class.   Students check and correct wrong answers.
    • We did more peer grading and review
    • Peer grading using rubics
    • Students have access to study games on-line before tests and quizzes – quizizz, quizlet
  • Students have access to online notes

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Reflecting on Goals: (write a summary for each goal, complete in April)

This form will be completed by teachers in April and submitted to building principals to document the reflection on instructional and professional goals that were aligned to the Marzano Instructional Framework.


Goal 1: Successful Implementation of Professional Learning Communities

Marzano Framework focus Reflection
Domain 3: Reflecting on Teaching

51. Evaluating the effectiveness of individual lessons and units

52. Evaluating the effectiveness of pedagogical strategies and behaviors

Student Engagement Module

During our build PLC meeting, the administration shared a presentation done by Educational Service Unit #3 over increasing student engagement.  The presentation gave several types of engagement ideas which were similar to the techniques we use in our learning community. One I recognized right away was wall writing.

So, I had three large sheets of white paper on my lab table with colored markers.  On the paper, I have the students give me an example of two stimuli and a response to each that they experience in a school day. I was interested in what they would come up with and the discussion they were having in the process.  After they wrote out each response, I had them go to the other groups and star the strongest stimulus during the school day. Guess what it was? The bell. Just like Pavlov’s dogs, the bell is the strongest stimulus during the school day. Next, I had them turn the paper over and describe how they felt or what they did just before the bell stimulus occurred. Answers ranged from starting to wiggle in their chairs to starting to pack up a couple of minutes before the bell. The discussion that followed was much better than any lecture I could have given on stimulus and response. This was demonstrated on the next quiz where the class average on stimulus and response was 94 percent.

Check out my school web site:  https://mrscottflynn.com


Goal 2: Student Engagement

Marzano Framework focus Reflection
Domain 1:  Classroom Strategies and Behaviors

Design Question (DQ) – 24, 25, 26, 27, 31, 32

My four professional development plan goals are as follows:

·   First, we will evaluate the effectiveness of individual lessons and units by discussing the results of quizzes and tests.

·   Second, we will develop students’ engagement for each lesson by using academic games to increase student engagement and cooperation.  We will use the following website to promote this goal. Quizlet Live, Kahoot and Quizizz.

·      Third, we will use physical movement and art to engage students.

·      Finally, we will provide clear learning goals and scales for students using standards

I have meet all of my goal to date, however, I have focused mostly on the physical movement aspect of my professional development. The book Classroom of Choice (Erwin, 2004) is always on my desked and has been used in conjunction with Making Learning Visible by (Ritchhart, Church, & Morrison, 2011).  I use these two books as a blue print when starting a new section in class.

Procedure and Routines

        I have been working on developing a consistent routine for the beginning a class with a presentation on the SMART board and how I address the class.  Students need the routine of starting class in order to minimize confusion and limit the number of question at the beginning of class (Erwin, 2004, p. 33)  As a result of this new routine, the number of question at the beginning of class has dropped. In fact, now I hear other students say “look at the board” as they enter the class and they procedure to follow those direction.  I have also added a new cartoon each day that deal with everything from science to celebrating the fact that it is Friday!

The reason I bring this up again, is that I was gone a couple of day this week and the substitute teacher didn’t or forgot to turn on the projector.  The substitute mentioned that the students had a difficult time getting started!

Check out my school web site:  https://mrscottflynn.com

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Goal 3:  Provide clear learning goals and scales for students  (use standards and data)

Marzano Framework focus Reflection
Domain 1:  Classroom Strategies and Behaviors

DQ  1 – What will I do to establish and communicate learning goals?  

  1. Providing Clear Learning Goals and Scales (Rubrics)
Improve Note-Taking

I have wanted to improve on how we do notetaking in science. The students currently use fill in the blank method, which I have found to require little engagement on the students’ part.

I wanted to incorporate a Da Vinci like method to note-taking. (Gelb, 1998)

I started by researching different types of note-taking and formats for each.  I settled on the Cornell method of note-taking. I made the Cornell method my own with a few variations on the form.

First, I put the keywords or terms in the left column for the students. Second, on the top section of the notes I placed an area for topic or topics to be covered, and a place to write the essential question for this set of notes. Third, I gave them a place to draw and take notes. Fourth, I added a summary section to the bottom of the notes. In summary, the students had to answer the essential question for the day. I set a timer for the last five minutes of class to give the students a chance to reflect and then share with their counterparts. Finally, on the back, I added starter mind map.  I instructed the students that the center bubble was for the main topic of the notes. The students were instructed to fill out the mind map using text, pictures, and color to compete for the set of notes.

The new set of notes had three rules:

1.     They had to fill out topic, essential question, and summary.

2.     They had to summarize each definition in their own words

3.     They had to have a drawing or doodle for each definition or topic.

I made coloring optional, but much to my surprise most of the students did color!  The examples below are from a student who struggles with science vocabulary, but her notes are fantastic. Another observation from this new form of note taking is that students have taken to the drawing

Check out my school web site:  https://mrscottflynn.com