Claire McWilliams

Teaching Self Study

3/25/2020

Teaching Self Study Using the Danielson Framework

Introduction

Throughout my student teaching experience at Renaissance High School, I have been

eager to gain feedback from my mentor teacher and coach. I realize that teaching is an evolving

experience for me at this point in my life, and this assignment has allowed me to take this

eagerness into my own hands and view my teaching by myself. Through this self-study, I have

gained information about my teaching and where I am as a teacher within the four domains of

Charlotte Danielson’s Framework for Teaching.

Domain 1

1a. Demonstrating Knowledge and Pedagogy: Proficient

After viewing my videos, I do a decent job in the structure of the lessons. In each of my

lesson plans, I am determined to scaffold my students learning between each lesson. I show that

I can create a coherent lesson that aligns with the unit and objectives of nutrition and badminton,

so students can continue to grasp a better understanding of each material until they are fully

comfortable with the information.

1b. Demonstrating Knowledge of Students: Proficient

For each lesson, I tend to draw on my experiences through high school and college to

help mold each plan to my liking. Furthermore, I have been with my students long enough to
understand their likes, dislikes, and activities that will help them become more involved in their

own learning. I also understand that my students want the information at their fingertips, so I

always post the lesson, videos, and activities on Schoology, the education platform we use at

Renaissance High School. I also provide valid assessments through journals so I can see my

student's progression through a one-on-one approach allowing me to see the lessons through each

of their eyes and experiences.

1c. Setting Instructional Outcomes: Proficient

A goal of mine for every class is to have my students understand that the information we

learn every day is also information that they can carry throughout their lives. With the coherent

activities I create and plan for their learning processes, I also intend for my students to have a

moment of understanding “This can happen in real life or my life”. By telling personal anecdotes

about relevant topics, digging deeper for the underlying ideas, and getting my students to step

out of their comfort zones even just for a little bit, I can help students bridge the gap between

school and their everyday life.

1d. Demonstrating Knowledge of Resources: Proficient

This is apparent in both health and PE classes throughout my day. I also provide the

appropriate resources, as well as demonstrate my own knowledge about the lessons. My health

students love the quick YouTube video that gives visuals and a narrative to the topics we are

discussing, and my PE students love the history of each sport we cover in each unit. I always

tend to seek out other valid ideas, information, and activities that have been tried in other

classrooms, are researched information, and are engaging for my students.

1e. Designing Coherent Instruction: Proficient

 In each of my classes, I always give my students a preview to what the class will entail. I

always tend to stick to a solid outline for each hour, so the flow is always a little expected and it

smooths out some of the student's reactions to change. Furthermore, my instruction includes

verbal prompts and explanations, discussions between the students, their peers, and myself, and

visuals during each instruction. I also intend for instruction to be short and clear with examples,

allowing them to get into the activities or the main portion of the hour. Throughout my

experience as a student teacher, at the beginning of this semester I would always have to re-

explain the ideas and activities. Fast forward to a few weeks ago, and my students are

understanding my instruction almost immediately after.

1f. Designing Student Assessments: Proficient

I provide valid assessments through journals so I can see my student's progression

through a one-on-one approach allowing me to see the lessons through each of their eyes and

experiences. Every day my students are assessed through journaling or homework, so it allows

me to see their personal progressions through each unit.

Domain 2

2a. Creating an Environment of Respect and Rapport: Distinguished

Prior to this observation self-study, I have begun to establish an environment of respect

and rapport. I treat my students like the young adults they are, as well as allowing them to have a

voice of input during each lesson. With each lesson I do explain and connect the content to their

everyday lives; allowing students to understand how important this content of nutrition and

exercise is for them. Throughout this semester I have seen growth in the relationship with my
students, we are more comfortable with each other while still maintaining the respect and

expectations of the classroom.

2b. Establishing a Culture for Learning: Proficient

I also establish expectations before each activity, and with doing so it can guide my

students to create quality, prideful work as a result. I have expressed my want and desire to teach

each student knowledge that they can carry over into their everyday lives. I also created a catch;

quality work, active listening, and participation gives me the understanding that they equally

want that too.

2c. Managing Classroom Procedures: Proficient

In each class I take attendance after the bell rings, and during my self-study it is apparent

that I also take little time during transitions allowing for a smooth hour of learning. Once

attendance is done, I give students a preview to the day, have them do an intro activity, go over a

short PowerPoint with a discussion, and the main portion of the lesson follows. I have adopted

every procedure that was created by my mentor teacher to help prevent my students from any

confusion.

2d. Managing Student Behavior: Proficient

I do have to exhibit an assertive expectation for my students regarding behaviors. Though

they did comply during the videotaping, I have been tested in the past. I do present an assertive,

yet warm expectations when it comes to group work, lectures, and games. Students do react well

to it; I have been lucky during my student teaching to have some really well-behaved students.

2e. Organizing Physical Space: Proficient

 The space in both the gym and classroom are as efficient as I can make it. In health, I did

adopt the seating chart that my mentor teacher uses, and it is a proficient way of taking

attendance, transitioning into group work, and maintain the safety for the class. In PE, students

either have the entire gym to our class, or a third of the gym. If equipment is not being used it is

put off to the side where students will not encounter, or completely stored away for use the next

day. In the video, I do make good use of the space during the class period with just one third of

the gym. The nets were safely put up, the equipment was stored appropriately, and with my

established expectations the students complied and assisted with clean up in the appropriate way

of walking, and gently putting away the rackets and shuttlecocks.

Domain 3

3a. Communication with Students: Distinguished

Communication with my students is strong. I believe that we have a mutual

understanding of expectations in the class, and I think that comes with listening and

understanding their wants and needs. During each lesson, I do recall on previous questions or

comments that can help scaffold the information forward for my students. In health class, we

have talked about social and emotional health. Students have come up to me to discuss important

conversations about their lives during this unit, and I greatly appreciate it. I can believe that they

feel comfortable and respected enough to bring forward important personal information to me,

which is something I never expected to happen so soon, let alone during my student teaching!

3b. Using Question and Discussion Techniques: Proficient

During my directions for each activity, I did verbally instruct the directions and then

provided an example for students to view. By prompting my students about a situation regarding
to nutrition or badminton, I was able to effectively gain student participation during both classes.

At first this discussion strategy was tough, but now it is more fluid and productive, which is what

I observed during the self-study.

3c. Engaging Students in Learning: Proficient

Throughout both classes I was able to walk around and monitor student learning through

observation, overhearing conversations, as well as asking effective questions to each group.

Throughout this semester I have really enjoyed seeing students take on the given situations and

apply them to their everyday lives. During each lecture or instruction, I provide verbal prompts,

visual cues, and if I can I provide a physical kinesthetic example. I understand students learning

in various ways, so I try my best to approach each lesson on each level.

3d. Using Assessment in Instruction: Proficient

I provide valid assessments through journals so I can see my student's progression

through a one-on-one approach allowing me to see the lessons through each of their eyes and

experiences. Every day my students are assessed through journaling or homework, so it allows

me to see their personal progressions through each unit. I also take time to stop students for a

“check for understanding” to gain a feel on how they are understanding the information.

3e. Demonstrating Flexibility and Responsiveness: Distinguished

Through the responses of my students, I can remain flexible and prepared for the moment

of adjusting the lesson. During the video day I did not need to adjust, but I have had to adjust in

the past with scheduling changes, students not understanding and needing more time, and not

having access to the gymnasium. Throughout this semester, I have been given a lot of adversity
(ID badge, not having gym space, COVID-19) to overcome. I believe that I have had so much

“behind the scenes” experiences that I feel prepared for having my own classroom one day.

Domain 4

4a. Reflecting on Teaching: Proficient

While I plan each lesson, I come up with “what if” situations, just so I can be prepared to

the best of my ability. I know my students well enough to modify, omit, or progress the lessons.

After a class, I reflect with my mentor teacher. Acknowledging what went well, what needs to be

improved, my voice, and other tips that I can quickly apply for the next class. I also complete

weekly reflections to help me achieve more long-term goals.

4b. Maintaining Accurate Records

Once class begins and students take their seats, I take attendance. Throughout the class

period I will update the attendance for any late students or errors on my behalf. After each school

day, I enter grades for their participation and assessments. This allows me to maintain accurate

data of student understanding and improvement during each week and unit. Furthermore, this

allows me to maintain accurate data to assist me in my future teaching.

4c. Participating in the Professional Community: Proficient

I also have shown professionalism through my demeanor, attire, and participation in the

professional community. I have attending multiple professional development outings, staff

meetings, and I have gain relationships throughout the school.

4d. Growing and Developing Professionally: Proficient

 Throughout my student teaching experience, I was eager to be as improved as I possibly

could be at the end of the semester. I would continue to ask for feedback, advice, or extra tips

from my mentor teacher. Furthermore, my mentor teacher has helped me become a stronger,

more confident instructor.

4e. Showing Professionalism: Proficient

I know I always want the best for my students, so I carefully conduct myself as a person

they can come to with questions. Integrity is something people say I have, and it is comforting to

know that through observations I have been able to be the same in a school setting.