MCPS: Meeting professional obligations
in a timely fashion; getting paper work and reports in on time; starting class on time; infrequent absences; conscientiously
attending to school duties (hall duty, bus monitoring, chaperoning, etc.)
The handwritten note on the right is from the ESOL resource teacher at Julius West. Her note speaks directly
to my professionalism. She writes about my expediency in giving students and colleagues feedback through grades,
interims, and EMT reports. She also thanks me for my attendance and for monitoring the hall outside my room between
classes.
MCPS: Soliciting and using feedback from students/ families/supervisors/ coaches;
reflecting on feedback and modifying instruction accordingly
The pink student questionnaire on the right is one that I gave to students in my academic language social studies classes.
Students were asked to fill these out anonymously and honestly. In this questionnaire, I asked students questions about
the class, about me, and about how they learn. I was able to find out some interesting things from my students.
Most students reported that the class is interesting and that it moves at a good pace for them. All students
reported that I start class on time. Most said that they prefer to work in groups or with a partner (only two reported
that they prefer to work alone). In the space I provided for students to write other comments, one student wrote that
she would like more opportunity to talk about the content, since she needs more practice with pronunciation. I am considering
all feedback I received through this questionnaire and planning accordingly for the future.
D4: Communicating with parents or guardians about student learning.
The meeting schedule on the right is the list of the fall 2008 ESOL parent conferences for my department (I have deleted
all last names in the interest of privacy). The highlighted names are for the conferences that I attended
(there were also two conferences that day that were scheduled at the last-minute and did not make it onto this list).
Meeting students' parents through these conferences was a very valuable experience for me. Parents were able to tell
me things about their children that I had been unaware of, and I was able to voice my specific concerns to the parents about
their children. Since we are all working in the interest of the children, we were able to open the door for future collaboration.
I have already followed up with several parents to let them know how their children are progressing.
