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Dorothy Dalgliesh School

Instructional Supervision
Reflection 2016-2017
At Dorothy Dalgliesh School we strive to always improve our instruction to better
meet the needs of our students. By dedicating ourselves to ongoing
improvement, as a staff we can model for our students a commitment to
lifelong learning. These questions and comments act as a support to you in your
growth and reflection practices. Please use this tool to help guide you in your
professional development. (Please provide your administrator with a copy of
your reflections when you are done.)

Teacher: Miss S. Clarke-Davies Date: Thurs., Oct. 27, 2016

Time: 9:00-10:00 a.m. Administrator: Shari Rogerson

Class: Language Arts Post Meeting Date: f

Teaching Quality Standards


Please refer to the website and/or PDF linked below for specifics on your relevant
TQSs.http://education.alberta.ca/department/policy/standards/teachqual.aspx and/or
http://education.alberta.ca/media/6734948/english%20tqs%20card%202013_3.pdf

1. Please describe the primary assessment/s you will be using to ensure the
outcome/s is understood by the students.
Writing
Story Sharing: story sharing allows me to assess students individually- how are their
personal narratives? Are they adding detail? Punctuation?
Class discussions: As a class we discussed the hard parts of writing. We talked about
writing ideas, spelling, detail, punctuation/capitals. We then went into more detail
about how we can come up with good story ideas- strategies [list small moments
about a person/place, ideas page, sharing time]. I then introduced a new ideas page
Getting to Know You- where students write down ideas about themselves that we
can one day turn into pieces of writing.
Main form of assessment: walking around the room and having conversations with
individual students about their ideas page.
There was no summative assessment today- but students use the information they
learned today and transfer it to their summative writing pieces,
Work Work
Class discussion: strategies for adding details to sentences and stories (Senses Mat)
Sentence work: students completed/edited their spelling word sentences. I walked
around the room to assess their abilities (Conversations/Feedback)
Student sentences: I will collect, mark and leave feedback for students. (Summative
assessment)
I think the most important forms of assessment are the discussions and feedback I give to
each individual student- so I focus my lessons around these key ideas.

2. Please describe the Inclusive/Differentiation strategies used that ensure all


students learning needs are being met:
Writing Ideas Page: every student was working on their ideas page at their own
level- some students had more in depth answers, others only filled in 8 of the 15
blocks. Each student was able to work at their individual level for this activity.
I talked to each student to help them with their different needs. Higher students
were working on adding 2-3 extra details to their sentences, while my lower
students worked on adding one piece of detail.
Student had the option to move around the room to wherever they feel they
learn best. (Desk, floor, carpet, pillows)

3. Reflective Questions:
a. E.g. was your lesson successful? Why or why not? What part of your lesson do you
believe students connected with most? Why? Did you share the curriculum objective of
the lesson with your students? If not, why? What would you change about your lesson if
given the chance? Why?

I believe my lesson was successful in that the students are beginning to understand the
concepts I am teaching in Language Arts. There is still more work to be done in
learning these concepts but it is scaffolded. I believe my students really connect with
the content when it involves group activities or group discussions. That is why I am
sure to always have a mini-lesson and then an activity.
I always tell my students the objective of the lesson. That way they can self-monitor
and know if they understand the objectives of the lesson. Today I told them exactly
what we were working on: determining how to create story ideas as well as create and
evaluate sentences that have lots of detail.
If I was going to change my lesson in any way I would have liked them to use their
learned knowledge and have them continue writing their seed stories, though we ran
out of time. This is okay because sometimes its better to focus on the concept, let it
sink in and then I will have them write what theyve learned tomorrow in writing class.
We have spent a lot of class time enforcing the need for punctuation and capitalization,
so if I was going to teach this lesson again I would make sure this knowledge is really
enforced.
I am slowly becoming more and more confident in my abilities to teach Literacy, and I
am really enjoying it!

4. Administration comments or questions:

Sam, you are developing a caring culture, where the kids feel safe and included. I saw
many strategies and behaviors that represent good teaching. Your confidence is not
typical of a first year teacher - good for you!

Culture of caring from the kids Would you like a chair Ms. CD?
It is evident that they care about you and each other by the actions they do.
I noticed little personal notes in the agendas like Scored 10/10 on quiz! This is
wonderful!
You seem to have clear routines like the cute attendance program on the
SmartBoard. This is very important for the kids to feel safe and secure.
I love Thankful Thursday! Tell me more

Productive environment
Kids were very engaged and writing during the ideas time
How could you address those that are still stuck on ideas?
The kids have good stamina; they wrote for a good chunk of time how do you
know that what they did was productive?
Engagement
The kids seemed hooked into the idea of writing and seem to really enjoy it.
I like that you share your stories with the kids it is good modelling, but also
good relationship building
Sharing writing - this is highly engaging for them as kids love sharing their own
stories and hard work.
Credit card
Writing
I like the anchor charts you have in the classroom; lets talk more about how you
introduce them and use them afterwards.
Sharing writing I like that it is not mandatory, is there ever a time it would be? I
like that you give positive feedback on their writing, and have classmates share
too. I also appreciate that you talk to the kids about why your feedback is true. A
good motto to remember is that effective feedback makes you think. Have you
thought about starting to get kids to offer some ways to improve? Perhaps like a
2 stars and a wish from kids and you. This also might be something you might
choose to reserve for individual conference time.
Senses mat
I really liked that you surveyed the kids on what they feel they are doing well at
and what they are still finding challenging in their writing. You found out that the
biggest need was ideas. THEN you provided a strategy to address this -
awesome!
I like that the writing prompts relate to things in the kids personal life. You shared
a couple of yours - this provides modelling for the kids, but also builds
relationships as they get to know you better.
Great engagement; all kids can relate to senses and it is a concrete and tangible
concept, plus the humor you brought to it they were all excited to share. The
senses mat you provided them is powerful because it is individual and they can
keep it in their duotangs to refer back to and add to.

Goals/Food for Thought:

Assessment is an ongoing thing. Even master teachers are constantly changing


and honing how they incorporate their assessment. Now that I have a better
understanding of some of your assessment strategies, we can build on them.

Modelling - again, this is an area that takes some time to develop a sense of how
much of the OLM kids need.

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