Teaching Resume

Resume

Professional Dispositions Statement Assessment:

Professional Dispositions Assessment

“Please indicate your level of agreement with each statement listed below using the response scale of 1-5. Use this assessment to inform your Professional Dispositions Statement.

1 = Strongly Disagree    2 = Disagree 3 = Undecided    4 = Agree 5 = Strongly Agree

Professional Dispositions Criteria	1	2	3	4	5
I believe a teacher must use a variety of instructional strategies to optimize student learning.				X
I understand that students learn in many different ways.				X
I demonstrate qualities of humor, empathy, and warmth.				X
I am a thoughtful and responsive listener.				X
I assume responsibility when working with others.			X
I believe that all students can learn.					X
I believe it is important to involve all students in learning.				X
I believe the classroom environment a teacher creates greatly affects students' learning and development.					X
I view teaching as an important profession.					X
I understand that teachers’ expectations affect student learning.				X
I view teaching as a collaborative effort among educators.				X
I understand that students have certain needs that must be met before learning can take place.					X
I am sensitive to student differences.			X
I communicate caring, concern, and a willingness to become involved with others.				X
I am punctual and reliable in my attendance.		X
I maintain a professional appearance.				X
I believe it is my job to create a learning environment conducive to the development of students’ self-confidence and competence.				X
I respect the cultures of all students and am sensitive to cultural norms.					X
I honor my commitments.					X
I treat students with dignity and respect at all times.				X
I am willing to receive feedback and assessment of my teaching.					X
I am patient when working with students.				X
I am open to adjusting and revising my plans to meet student needs.					X
I communicate in ways that demonstrate respect for the feelings, ideas, and contributions of others.				X
I believe it is important to learn about students and their communities” (GCU).					X

My personal professional disposition of learners is that all students should be held to a high expectation, but it is my job as a teacher to provide the tools for them to be able to live up to those expectations. Though they all have the same expectations, they do not all have the same abilities and talents, which is why they must receive instruction tailored to their needs. Expectations include

• Be kind to those around you, encourage others through your words, actions, and self.
• Never give up, because you simply can’t do it YET.
• Honesty is the best policy, as the truth will always come to light.

Looking through my self-assessment, I found that many of the statements that I strongly agreed with were statements that were sensitive to the student's cultures and believed that all students can learn. Personally, I believe that this has only strengthened through my studies. Within my mentor classroom, there is one particular student who is far below her classmates. Though she is not learning at the same rate and is below her classmates, she is making her own personal strides and is learning at her own pace. While a standardized test may disagree with her learning, it is clear to me that she is progressing, and that is exactly what is expected of her. Additionally, knowing the student's communities and backgrounds are an important part of identifying what additional resources the students need. For example, if a student is homeless, they may be focused on the fact that they are hungry or in need of something rather than the materials that are presented to them in class. As a teacher, it is important to be empathetic and work with these additional needs rather than against them.

Some areas that I hope to improve on are my punctuality and commitment to my student teaching. At the moment I have several commitments including student teacher and two additional jobs; this has caused me to spread myself thin. I have left early on two separate occasions to tend to work-related matters. I hope to lessen this as time progresses. Additionally, I am looking to take on more leadership roles as I go forward in my program. I find that I can be a leader, and hold an administrator role at one of my jobs, but I tend to only play this role when I am assigned to do so. I have yet to put myself out there and take initiative without being asked to. One way that I will attempt to do this is by giving feedback and being more responsive during meetings at my mentor school. Since I am there to learn, I do not have many opportunities to be a leader, but I would like to let my voice be heard.

Personal Teaching Philosophy Video Reflection:

Professional Growth Plan:

	Goal #1: I will find a form of communication that is approachable to parents (95% of parents respond with appropriate timing)  and comfortable for myself.	Goal #2: I will develop a routine  for classroom activities that will maximize students classroom time.	Goal #3: I will look to create a  child study team for the school that will maximize efforts of the special education program. Progress monitoring will occur on a monthly basis.
Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students?	I chose this goal because I find that there are so many ways to reach out to parents, and as technology advances, I imagine there will be even more forms of communication to pick from. My goal is to find a matter of communication where parents are able to feel welcomed, but still gives me my own personal space. Applications like Class Dojo give the sense of accessibility, but can interfere with personal space. Sending home flyers and logs can give a teacher a sense of personal space, but may not allow parents to ask questions or the comfort of a phone call. I also like leaving a paper trail, to ensure that if anything does need to be clarified, it can be reviewed by anyone involved or a third party. If there is good communication between parents, teachers, and myself, the student is able to see that they have clear expectations in all areas of their life. Making them more likely to reach those expectations.	This goal is primarily based off of my schedule as a student teacher. I would find myself jumping around from activities with students and I think it would be best for myself and the students if we found a routine and set activities that we can rely on. Since I anticipate to work with students in a special education resource classroom, many of them thrive on routine. If we are able to find a routine that works with our schedule, and the kids needs, I think we can maximize our learning.	I have been working at the same school for about five years now. Within my time there, we attempted to start a child study team, but the teachers at the time were not knowledgeable on how the team is there to help when they have a concern about a student. My mentor teacher brings up a good point, that their school and mine have about the same special education caseload, but we are about 200 students less than they are. This may be because they are quicker to classify students with special education services rather than finding ways to intervene and strategies that can be used by their general education services. I think a child study team will begin the process of finding the students LRE before they even go into testing. This will allow students who can be successful with certain strategies without being classified as special education.
End Date: By when do you expect to accomplish this goal?	I hope to accomplish this goal as soon as possible. I do think that there will be plenty of trial and error. Ideally by January of 2020, I will have a system in place for myself and the parents.	I hope to accomplish this goal by the end of my first year teaching, or by the end of the 2020-2021 school year. I think finding something that I am comfortable with and works with the students needs may be a matter of trial and error, but students will see all of the benefits.	I hope to have a child study team up and running by the end of the 2020 school year. I do expect it to take a couple of additional school years to be fully functioning and serving the school properly.
Action Timeline:What steps will you take to complete this goal, and by when will you take them? Example:  1/31/18: Join AACTE	I will look to try a variety of methods to see what yields the best results. I hope to try: newsletters, Class Dojo, Remind, Parent Alert, weekly progress reports, emails, phone calls, and whatever else is recommended to me. I will look to see what works best with parents, and my comfort with the communication method. Ideally, I would also like to talk to teachers who have implemented the strategy in the past to see how it can become more comfortable for myself and how to yield the best results.	I will attempt to implement some of the strategies that I was taught during my student teaching first. My mentor teacher has a great schedule that is easy for her and her students to understand. She also emphasized that things won't always go as scheduled, and that students will need more time to work on assignments, and that is ok. If I am unable to apply her strategies in my classroom, I will look to find guidance in others. I will be having a co-teacher who has years of experience, who I hope will be able to assist if I need guidance. Additionally, I will look to rely on my studies and attempt to find my own strategies that work with my kids needs and my teaching style.	My hope is that I can negotiate starting a child study team before the school year begins and get it in motion by the start of the school year. Ideally we will identify where we need to grow and only get better from there. My hope is that members within the team can attend different trainings, such as Special Summer Camp and an Orton Gillingham workshop in order to identify strategies that may benefit students who need the additional support.
Resources: What resources are available to assist you in accomplishing your goal?	I will turn to my co-teacher who has years of experience in special education and is bound to have strategies to assist me. I will also do my own research to identify what strategies will yield the best results. I do think there will be some trial and error in the process. I will look to log parents responses in order to monitor success of the strategies.	I will require the schools master schedule to ensure that students are being pulled during the end of their general education instruction. The goal is that students receive their teachers instruction, but are pulled during the application portion of the lesson.	I will look to have members in the child study team attend a variety of workshops to get them familiar with terms, strategies, and much more. I will also look to educate myself on what makes a successful child study team. My current mentor teacher has been great help and I am sure she will get bombarded with questions once I begin achieving this goal.