Finding Fulfillment by Noble Robin;

Author:Noble, Robin;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

Souce: Marzano, 2010.

FIGURE 4.2: Teacher scales for reflective practice.

Visit go.SolutionTree.com/leadership to download a free reproducible version of this figure.

FIGURE 4.3: Derick’s goal-setting Autonomous Action Plan.

Visit go.SolutionTree.com/leadership to download a free reproducible version of this figure.

Derick’s schoolwide goal, which identified increased student proficiency rates in both reading and mathematics on the state test, alone did very little to motivate his actions in the classroom. It was an important goal, but unfortunately not specific enough to be motivating. The school as a whole rarely revisited the goal, and it seemed related more to compliance on the school improvement plan than an intention for direct motivation. In fact, for Derick it created anxiety that he would not be able to meet the established goal. However, when he was able to connect his own growth as an educator to the needs of his students and to the collective schoolwide goal, things began to make sense. In his struggle to keep up with all the mandates he was required to fulfill as a teacher in a low-performing school, he had not taken the time to self-reflect, find his purpose, and use that sense of purpose to conceptualize and implement actions of value. He had not taken the time to identify what his students needed from him—or for that matter, what he needed from his students. As it turns out, they needed the same thing he did: an appreciation for their thoughts and ideas, some choice in meeting their goals, and to be heard and seen as individuals. Unfortunately, most of the initiatives in his school had failed to offer this insight. It had to come through the reflective practice that Derick initiated, which, in the long run, made the schoolwide goal make sense for Derick. By finding a way to connect personally to the schoolwide goal, he made huge gains in restoring his internal culture as an educator—his internal belief that he has the ability to impact learning outcomes for his students.

Derick’s goal to give his students more voice in the classroom actually improved student behavior and academic outcomes. He found he really enjoyed his students as he learned more about their lives and provided more empathy and understanding about their struggles in school. This translated this into lesson plans that reflected student interests and built more authentic student engagement and collaboration into their learning. With this newfound connection with his students and the success he felt as a result of his intentional goal setting, he was able to more authentically engage in the practices of identifying essential standards, creating and evaluating data from formative assessments, and responding when students did or did not learn. His independent goal setting aligned and supported the schoolwide goal of increased proficiency rates in reading and mathematics. In fact, pass rates on common formative assessments in his classroom went from 60 percent to 85 percent for the third quarter. Derick had found a way to bring his voice and expertise back into the classroom. By setting and accomplishing simple

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.