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Katherine Higgins Higgins 1

2/3/12

Practicum

Professor Preble

My Danielson Goals

In order to be the most proficient professional possible, it is essential for me to be able to set goals for myself. Without these goals, I have nothing to strive towards, and I have no way of tracking my progress as an educator. In relation to Danielson’s domains, it is important to familiarize myself with what each domain really means, and the components that are incorporated into each domain. By pulling components from each domain and setting goals for particular components, I will come to get a clear view on which areas in each domain that I would like to expand on. I feel that this process is not only essential for me as a professional, but it is also essential for the students I will be teaching as well. When I have concise and clear cut goals set for myself, in time, I will be able to hone in on these specific skills and become a more proficient educator. It will be in my student’s best interest for me to have the ability to improve on and meet my goals because they will be rewarded with a teacher that is in touch with who they are as an educator, and they will have a teacher who is confident in the skills they can bring to the table. I will be able to provide children with a better learning experience when I am able to expand on my own strengths and become humbled in my weaknesses. Now that I have the realization that goals are an important aspect of the teaching profession, the next step is to actually define and expand these goals in relation to the Danielson text.

Goal number one:

Domain: Planning and Preparation

Component: 1e- Designing Coherent Instruction

The following “elements” are ones that I want to be able to strive towards in order to become more proficient and accomplished in meeting my goal:

Elements:

1) Learning Activities: According to Danielson p 60, a proficient/distinguished teacher is able to make all activities suitable/highly suitable based on the needs of students and their instructional outcomes. All activities meet the needs of ALL students and allow room for a diverse range of learners. All instructional material also serves to engage children in a high level of learning and cognitive functioning.

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2) Instructional materials and resources: According to Danielson p 60, a proficient/distinguished teacher is able to make all resources and materials suitable for students, all related material and instructional methods relate to instructional outcomes, and all instructional methods are designed to engage students in highly engaging learning. Highly distinguished teachers also use the appropriate use of technology and student assessment to gauge student’s levels of engagement and participation in the classroom.

3) Instructional groups: According to Danielson p 60, a proficient/distinguished teacher is able to make sure that all instructional groups are varied as appropriate to the students and the varied instructional outcomes. There is also evidence of student choice in selecting the different instructional groups.

4) Lesson and unit structure: According to Danielson p 60, a proficient/distinguished teacher makes sure that instructional methods and materials are clear and allows for different pathways of learning, according to individual student needs. Also, the progression of activities is coherent and done so in a sensible and easily followed way.

What does this goal mean?

This particular component means exactly what it says. It entails designing appropriate and coherent instruction that will allow children to engage in meaningful learning. This goal also means that as a teacher, you must be aware of each individual student in your class, and how that particular student learns best. Appropriate and proficient teachers must also set educational and instructional outcomes for each student so that they have something to strive for with each student. This is also an excellent resource for teachers to be able to compare these outcomes with the actual learning that is taking place. This ensures that each student is meeting their outcomes to the best of their ability. This goal also means not only having appropriate and easy to follow instruction, it also means being able to utilize resources and materials in order to engage students in their learning and in order to provide them with highly engaging learning experiences. This goal also means being able to construct learning groups that are appropriate for each student. As teachers, we need to be able to make sure that these groups are not just composed of students on one particular level of learning, but that it is varied. Sometimes students are the best teachers, and highly engaging learning occurs when students are able to learn from one another. Finally, this goal means that an affecting and proficient teacher makes sure that their instructional methods vary in the sense that they allow for different levels and styles of learning. Teachers need to make sure their instructional methods hit on a variety of intelligences and levels of learning to account for the fact that each student is not going to learn the same way as the next.

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Why did I choose this goal?

I chose this component of domain one because I feel that this is a highly important aspect of teaching. I feel that if teachers are not able to design their lesson plans in ways that engage students in learning and in ways that students can comprehend, they are dead in the water. I feel that it is very important for teachers to be aware of each child in their classroom, and how that child learns best so that they can create lesson plans that are going to stimulate cognitive function and create meaningful learning experiences for their students. I know it is a hard thing to be able to meet the needs of each student at once, but I feel that teachers should try to do this to the best of their ability. I also feel that the use of materials and resources is an important aspect to effective teaching because if you are not able to use these things appropriately and if you are unable to communicate your content in an appropriate manner, your words will fall on deaf ears.

How do I hope to be able to apply this goal to my Practicum work?

I chose this particular goal to work on because I have never designed instruction for children over the age of four, and this semester, I am going to be working with fifth graders. This honestly makes me a little nervous because I have no experience with conducting lesson plans for this age group, and I feel that this aspect of domain one will really help me feel more confident in this area. I am excited because after my Practicum in over I will have a totally new experience with an age group I have never encountered before, but I’m really not sure where to start as far as instructional methods are concerned, because I am inexperienced. I am hoping that throughout this Practicum, I am able to get a much better sense of which instructional methods are affective and how cognitive learning takes place at this age. I also want to be able to get a better sense of the cognitive though processes that are present during this age, and which instructional methods work best for being able to engage this age group in meaningful and engaging learning. I feel that I will learn a lot!

Goal number 2:

Domain: The Classroom Environment:

Component: 2c- Managing Classroom Environment:


Elements:

Management of instructional groups: According to Danielson, p 72, a proficient/distinguished teacher makes sure that small group work is well organized, and most to almost all students are productively engaged in learning. Proficient teachers also allow students to assume responsibility for their learning and makes sure that their supervision of the students is not prohibiting this natural learning process.

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Management of transitions: According to Danielson, p 72, a proficient/distinguished teacher makes sure that transitions occur smoothly and almost seamlessly, and there is little to no loss of instructional time. Effective teachers also make sure that children play a part in the development of transitional techniques so that they become more natural and more easily followed.

Management of materials and supplies: According to Danielson, p 72, proficient/ distinguished teachers develop routines and procedures for handling materials in a clear and concise way so that these processes occur seamlessly. Distinguished teachers also develop techniques for handling supplies that cause little to no instructional time to be wasted, and students are involved in the development of these techniques so that they are more inclined to follow these procedures.

Performance of noninstructional duties: According to Danielson, p 72, proficient/ distinguished teachers establish systems for handling non-instructional duties flawlessly and with no loss of instructional time. In this setting, students also assume sufficient responsibility for the carrying out of these procedures as well.

Supervision of volunteers and paraprofessionals: According to Danielson, p 72, proficient/distinguished teachers make sure that any volunteers or paraprofessionals present in the classroom are making significant and meaningful contributions to the classroom environment. Effective teachers also make sure to utilize the skills and knowledge of other paraprofessionals so that they become an additional tool and resource for teaching.


This component of domain two means being able to arrange your environment in a manner that is conducive to a healthy and meaningful learning environment. This component involves the way a teacher sets up their environment, and the materials they choose to use as well. Also, this component involves the intentionality of the classroom environment, and the purposefulness of the way the environment is set up to promote learning. More importantly, one of the main components of this part of domain two is the development of management routines and schedules. This includes the management of transitions, the management of classroom materials, and the management of noninstructional duties. This means that a proficient teacher must not only set their environment up in a way that promotes individual student learning and experience, but they must also develop strategies and techniques that will help to aid them in other managerial processes. It is essential for teachers to have these systems set in place in order for a classroom to be able to “run itself” as they say. Also, a large component of this goal is to involve students as much as possible with the creation of routines and schedules. When students are allowed to participate in this process, they feel as if their opinion matters and that their wants and needs are being taken into consideration. When students are involved in decision making and procedural processes, there is a much higher likelihood that these routines will be followed and perfected. Another important component of this goal is the utilization and management of volunteers and other paraprofessionals in your classroom. affective teachers must be aware of the presence of other adults in the classroom, and if others are working with their students, they must be acutely aware of the interactions that are taking place between

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those adults and the students. It is the responsibility of the teacher to ensure that other adult presence is having a positive impact on the students and that proper guidance and support is occurring. Also, other paraprofessionals can become excellent resources for teachers. Collaboration is one of the best tools in the educational field, and when ideas are shared and discussed, much more progress can be made on the behalf of students.

Why did I choose it?

I chose this component because I feel that without proper management of the learning environment, children cannot be provided with appropriate learning experiences. I feel that if children are not aware of the expectations of teachers, and if the environment does not indicate to students what is expected of them, how can they be expected to perform? It is the teacher’s duty to ensure that the environment is sending children a clear message, and that the environment is appropriately set up in order to do so. I am a strong believer in the concept of “environment as the third teacher,” and I feel that children benefit from minimal teacher interruption. I feel that the best learning occurs when children are free to create their own learning once they know what is expected of them. I also chose this component because I feel that the managerial aspect of transitions, classroom materials, noninstructional activities, and other adult presence in the room is equally as important. If teachers are not able to develop smooth, effective techniques for transitions and the handling of materials and instructions, they will be unable to run an affective classroom. There will be disruption and disorganization, and instructional time will be wasted. Affective teachers are able to plan ahead so that these disruptions are minimal at most.


I chose this component because I feel that as a professional, I will benefit from more experience in this department. I feel that I have a wide range of knowledge when it comes to the affects that the classroom environment has on children, but I have not really had much experience putting this knowledge to use. I have only done two semesters worth of work with children, and this was in a preschool setting. I had the good experience of seeing first- hand how the environment can positively impact learning, but now that I will be going into a fifth grade setting, I am a little out of my element. I know that the basics will still be the same, but they will have to be applied on a much higher level. I feel that as my practicum experience gets further into the semester, I will be able to learn affective techniques for setting up an appropriate learning environment for this age group. Also, part of this goal is the management of group routines and group instruction, and I don’t have a lot of experience with this. At the preschool level, I mostly worked with children on a one-on-one basis, and I want to work on being able to instruct group activities as well. I want to get more experience with this aspect so that I can develop sharper instructional skills, and I want to be able to learn what techniques are affective in a group situation as opposed to just one-on-one.

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Goal number 3:

Domain: Instruction:

Component: 3a- Communicating with students


Elements:

Expectations for learning: According to Danielson, p 80, proficient/distinguished teachers make the purpose of the lesson clear and intentional, and they distinguish where this lesson fits on a broader scale of learning. Proficient teachers also make sure to connect student interests and objectives to lessons as well.

Directions and Procedures: According to Danielson, p 80, a proficient/distinguished teacher presents instructions and procedures in a clear and concise manner, and they are sure to anticipate student misunderstanding before the lesson occurs so that it can be properly and appropriately addressed.

Explanations of content: According to Danielson, p 80, proficient/distinguished teachers explain and present content in imaginative and expressive ways. They are also sure to make sure content that is presented connects with student’s knowledge and experiences. Affective teachers also allow students to present knowledge and experiences to their peers in order to enhance learning experiences.

Use of oral and written language: According to Danielson, p 80, proficient/distinguished teachers make sure their vocabulary is correct and spoken in proper English. Effective teachers also use a wide range of vocabulary words to broaden student’s exposure to oral language, and they also find opportunities to expand on the vocabulary of students.


This goal means that instructional techniques and procedures must be clear and concise, and that it must be easy for students to follow and engage in. this goal also means that instruction that is planned for students must relate to their goals and individual outcomes, and it must be appropriate for the students who are present. Teachers must be able to distinguish the line between making instruction clear and easy to follow while keeping the lesson cognitively stimulating at the same time. This means that the teacher

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must have well distinguished background knowledge of their students and their capabilities before they attempt to plan instruction. This goal also relates to the fact that it is essential for students to be provided with content and instruction that relates to their interests and experiences, and they must be provided with content that expands their knowledge of not only the curriculum itself, but also things that relate to their own individual experiences. An important aspect of this goal is to make sure instructional techniques are fun and creative, and that they allow for a variety of different student approaches. The last component of this goal entails making sure that, as a teacher, you are providing children with proper examples of oral and written language. This is essential for children to be able to learn the proper form of written and spoken language.

Why did I choose it?

I chose this component of domain three because I feel that it is an essential component to student participation and learning. It is highly important to be able to design instruction that students can understand and relate to, and if this does not occur, students suffer the consequences because their learning performance is quelled. It is very important for teachers to provide students with appropriate and engaging ways of learning content knowledge. When students are fully engaged and have a clear understanding of what is being presented, they will have a much better chance of making connections to the content, and their cognitive knowledge will be increased. Also, if explanations of the content are not clear, and if the presentation of instruction is not easy to follow, students cannot be expected to follow through. It is very as a teacher to be able to allow students to become the teacher. When children are given the opportunity to share their experiences and increase one another’s knowledge through stories, presentations, ect., this makes learning much more meaningful. It brings the classroom to life to children when they feel that their opinion and experience are important to others.


I chose this component because I feel that as a future professional, I would greatly benefit from more experience with giving and explaining instructions to children. I have had some experience with this in the past, but this level of experience is not where I want it to be. I want to be able to practice explain instruction in clear, easy to follow ways, and I also want to be able to practice designing my own instruction techniques as well. I don’t feel as confident as I would like to in this area, and I think I would grow professionally if given the chance to expand in these areas. I also want to be able to practice my language with children. It’s not as if I don’t know how to speak English correctly of that I don’t use the right grammar, but it comes down to more of a matter of word choice. Sometimes I use language that it a little above the age group I am trying to teach, and this causes confusion because the children don’t grasp exactly what I am trying to say. I want to be able to practice correct and age appropriate word choice with my practicum students, because I feel that I will develop more confidence in this area when I start to see results. Also, I don’t have very much experience with connecting content to children’s experience because I have only worked with one age group so far, so I would like to be able to practice this technique as well. I think this is a vital step in providing children with meaningful learning, and I would greatly appreciate being able to build confidence in this area.

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Now that I have my goals defined, it is time to put this information to use! As the semester continues and I start to spend more time at my site, I hope to really be able to experience some of these goals I am working towards, and I hope to be able to gain more knowledge and experience in the areas I now are not my strongest. I am hoping that my Practicum experience will provide me with the framework for growing as a professional, and as a person. I feel that if this is to occur, not only will I benefit on a personal level, but the children in my care will benefit as well. They will have a teacher that is more proficient in what they do, and I will have a better knowledge of exactly who I am as a teacher. It is a win- win situation.

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How should teachers respond to the use of Face Book, Twitter, ect. in the most professional ways possible?

There has been a significant increase in the use of social networks in the past decade. As

medias such as Face Book and Twitter become more popularized and more widely used, it is

only natural for teachers to see an increased use of these medias with the students they teach.

Children seem to be exposed to these things at an earlier age than in years past, and it has

become somewhat of an epidemic in the school environment. This increased dependency on

social media has left many teachers in the difficult position of trying to determine where exactly

they stand on this issue. Some argue that children should be exposed to these medias because

they are increasing their knowledge of available technology, but others feel that these medias do

more harm than good, and that there are better, more appropriate ways of exposing children to

technology. This split decision on the use of these medias leads teachers to really consider their

stance on this issue, and how it should be dealt with in the best way possible. Personally, I feel

that when used appropriately and professionally, the use of social medias such as Face Book and

Twitter can be advantageous for students, and in light of research that has been conducted on this

issue, the benefits of exposing students to these medias seem to out-way the disadvantages.

One argument for the use of social media in the classroom is the fact that students are

exposed to these medias on a daily basis. They hear about them through their friends and family,

and many have access to these medias on a regular basis. According to a recent survey by the

Kaiser Family Foundation, almost three-fourths of 7th through 12th graders have at least one

social media profile (The Case for Media in Schools. (September 2010). Web. (http://www.

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mashable.com/2010/09/29/social-media-in-school/http://mashable.com/2010/09/29/social-media-

in-school/). Proponents for student exposure to media state that cracking down on students’ use

of media networks in schools by locking internet access, banning cell phones, and prohibiting

web surfing is doing more harm than good. This is serving in creating tensions between students

and teachers, and the argument is that these students are going to be exposed to this media no

matter what, so why fight a losing battle? Instead of fighting with students about this, we should

be encouraging children to extend their knowledge of technology by exposing them to other

elements of technology.

According to a Nielson study, between 2004 and 2009, the amount of time that kids

between the ages of 2 and 11 spent online increased by 63% (The Case for Media in Schools.

(September 2010). Web. (http://www.mashable.com/2010/09/29/social-media-in-school/). If

children are spending more and more time on the internet, why not take advantage of this

increased time? Arguments can be made in favor of exposure to social media on the basis that

teachers can use the increased knowledge that students have of the internet, and use them as

teachable moments. Teachers who allow students to use these medias in the classroom can have

students practice their writing and spelling by encouraging them to create blogs centered on

current events, or they can increase their knowledge of world events by following the blogs of

others. These are just a few examples of how exposure to social media can benefit students.

According to recent studies, through utilizing teaching techniques that incorporate social

media, teachers are able to increase students' engagement in their education, increase

technological proficiency, contribute to a greater sense of collaboration in the classroom, and

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build better communication skills (Social Networking in Schools. The Huffington Post. (February

2012). Web. http://www.huffingtonpost.com/2011/03/27/social-networking-schools_n_840911.

html.) Because a higher majority of students’ time is being spent online now, many children are

familiar with the World Wide Web, and they have had exposure to it. For those who have not

had this chance, introducing this media into the classroom will expose them to these technologies

that they may not have access to otherwise. Also, when teachers use media in the proper manner,

they can create lessons that are highly engaging and collaborative. Students can be encouraged to

interact with one another while completing lessons in class, and for those who don’t have regular

access to the web, accommodations can be made. Also, when students are encouraged to

immerse themselves in the world around them, they develop a broader range of communication

and social skills. They have opportunities to create networks with one another, and they receive

exposure to things that are occurring outside their classroom. Allowing these Medias in the

classroom also benefit children in the sense that they are learning about new technologies and are

developing ways to utilize this technology. In a world that is quickly becoming technologically

dominant, it will be very important for students to receive early exposure to these things so that

they will be more likely to be able to use them to their advantage in the future.

Overall, I feel that when used properly and appropriately and in monitored environments,

the use of social medias can be of great benefit to students. Not only are they receiving exposure

to the world around them, they are also getting exposure to uses of technology that they may or

not be familiar with. In a world of growing technology and increased web use, it is a losing battle

for teachers to eliminate social media from their classrooms because students will just find

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somewhere else to get this exposure. If children are inevitably going to be exposed to medias

such as Face Book and Twitter, shouldn’t it occur in a classroom where the teacher is free to

supervise and teach the appropriate ways in which to use these technologies? It goes without

saying that not all students are going to use it in the correct way, but allowing it in the classroom

takes a little of the mystique away from it, and children come to see that it can be used as an

educational tool and not just for personal use. Teachers should be free to use social medias in

their classrooms to be able to provide children with a wider range of technological knowledge,

and a broader range of social and communicative skills. These skills and knowledge can then be

utilized and become advantageous for students as they continue to grow.

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Works Cited

Danielson, Charlotte. Enhancing Professional Practice: A Framework For Teaching. United States:

Association for Supervision and Curriculum Development. 2007. Print

Social Networking in Schools. The Huffington Post. (February 2012). Web. 8 of February, 2012

The Case for Media in Schools. (September 2010). Web. 8 of February, 2012.

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