As I was sitting down to write the second (and final) installment of this series, I had to take a moment to jog my memory about what I called the first installment. Was it…
“Ain’t nobody got time for that!?”
No, I went with a tamer title, but that one would be just as fitting. As I mentioned before, teachers are some of the busiest people around (I know that didn’t surprise you) and are often asked to complete a wide-range of tasks that fall outside of their day-to-day duties in the classroom. Many of which are helpful and necessary, all of which take time, and some of which are repetitive. Two tasks that I’ve completed recently are my ProTeach portfolio and my teacher evaluation using the CEL5D+ rubric. Check out my last post to see how I used the same artifacts for both my ProTeach and the Purpose, Student Engagement, and Curriculum & Pedagogy domains on my evaluation rubric. On to the last two domains!
Classroom Environment and Culture: There was very little challenge in finding overlaps in this particular domain, as almost a third of the ProTeach portfolio focuses on both your classroom environment and the community in which you teach. Indicator CEC7 discusses the need for norms of learning in the classroom. A proficient teacher will have a classroom where norms are evident; posted, understood, and lived. In this section of my ProTeach I uploaded several pictures of anchor charts, expectation posters, co-created classroom rules, and survey data from asking my students their input on what makes a positive classroom environment. This is all evidence that was taken into account for my evaluation as well.
Professional Collaboration & Communication: In the first entry of the ProTeach portfolio, you identify and outline three specific professional goals after completing a needs assessment. One of the goals that I made related the the criterion in the portfolio related to participating collaboratively with others to in school improvement activities and contributing to collegial decision making. In this section, I was able to describe (and upload evidence for) various committees that I serve on, and the products of those committees. This was also a great place to highlight the work done in my grade-level PLC, where we work tightly as a data-driven grade-level team along with student support staff in our building. The type of evidence you upload for this could vary greatly. Some suggestions are: PLC notes/spreadsheets/data reflection sheets, notes on committee goals and evidence of progress towards those goals, co-created lessons or units, materials from presentations/PD that you led.
The evidence/artifacts that I submitted for both my ProTeach and CEL5D+ are unique to my individual experience and the realities and routines of my classroom. Perhaps you’ve found similarities in activities/routines in your room, or perhaps some of what I shared is very different than what you do. The point I’m trying to make is that so much of the great work that we do every day is EXACTLY what these activities (ProTeach & CEL5D+) are wanting you to highlight. Looking at these professional responsibilities though that lens makes them a bit more palatable and also helps you clear your mind to focus on the areas that lend themselves to growth (we all have them!). I would love to hear your experiences on this matter, either ProTeach or National Boards!
Latest posts by Brooke Perry (see all)
- It’s Not Always the Right Time for “Just Right” Reading: 3 Ways to Scaffold Complex Text - November 26, 2016
- Close Reading & CCSS: A Match Made in Heaven - October 29, 2016
- Close Reading: 3 Strategies to Support Access to Complex Text - September 29, 2016