So I went to my second interview with the HR Department on Friday. This one I felt very confident leaving. They did ask for some additional information from my program and university, which I requested the moment I got home. Unfortunately, that takes time and I am stuck in a waiting pattern until they produce the needed items. I am fairly confident that they would not be asking for so much if they were not leaning towards hiring me. So, I am taking this as a positive sign. One thing that is still a tad anxiety filling is that I still don’t know what grade level(s) they are considering me for at this point. During my first interview, one of the panel members mentioned that they had been given a glowing review for me working with older grades due to my tech skills-so I have a feeling I will be either upper elementary (3-5) or extending into middle school (6).
Stay tuned for updates…
On Friday, I went in for my first real (non-student teaching/intern style) interview for a teaching position. It has been a while since I interviewed for any job, not to mention, interviewing for my dream job at my dream district.
Prep I did: I researched the district, even though I student taught in it, to make sure I was familiar with the whole picture. I practiced my answers to lots of common questions that I found online. I did a lot of positive self-talk. I applied for the two listings that covered TK-5th. Before my first interview, the HR contact asked if I would be willing to consider 6th as there is someone who has a slot that they have not found the right fit (after tons of candidates), I said yes because this IS my dream district.
Reflections on prep I did not do: I regret not going out to recruitment fairs for places beyond my target regions. There were several earlier this year that I got word of and opted against attending since they were way beyond my commute range. I was wrong. My advice, drive beyond your target range early. Attend as many walk-in recruitment interview opportunities as possible so you get to practice, that way when your dream or even just second choice districts call for interviews you are prepared, plenty of practice under your belt.
Stay tuned for updates…
I found myself thinking about the idea of personalized learning, a popular buzz phrase in education these days. South Carolina is making a big push statewide on the idea of personalized learning, something I enjoy reading about. What is personalized learning? I think I could write a whole series on this idea but for today I will stick to a simpler break down. The four pillars of personalized learning: learner profiles, personalized learning paths, student ownership and flexible learning environments.
- Learner Profiles
- We need to understand who they are, what their ability levels are, what motivates them and what their goals are in order to truly support their individualized success
- Personal Learning Paths
- We must hold all students to high expectations which are clearly communicated to them and their families.
- Those expectations are based on their individual learner profiles (learning progress, motivations, goals, strengths, and needs)-they are custom fit, not cookie cutter.
- This means students are regularly and continually assessed to determine competency level. Once competency is demonstrated they advance/earn credit/move onward/etc.
- Student Ownership
- Students have a voice in their own education, they are empowered but also held accountable.
- They know what they are doing and why every step of the way.
- Flexible Learning Environments
- Different students learn and grow in different ways, Adaptive
- Student’s needs are the deciding factor, they are given the time, space, materials and support to succeed.
- Time and Support allocations include direct instruction and teacher time activities: 1-1 student consultations, small group instruction, whole class mini-lessons-how much time, how long and how frequent
- Space: How can we maximize the space that we have for the maximum function for the students?
- Group & Collaboration: How should students be grouped? This could encompass bridging grade levels for diverse collaborative experiences. As we prepare students for the “real-world” having them work with a variety of team-mates prepares them to face real-world diversity in skill and communication levels present in adult society.
I find personalized learning to be an exciting prospect, especially when combined with technology. Researching the idea of adaptive personalized blended learning programs is one of the things driving my summer to do list (that, learning to code and submitting my TPAs).
I created a Digital Breakout for my second-grade students to review all of the concepts they learned this year in Math. I was so excited to try making my very first breakout style game after running physical locks one with my fifth-grade placement. After trying a digital style and physical locks both, I think I would prefer a physical style. Maybe just a digital lock or two for more complex puzzles with older students. However, the students loved it. They said it was the best party day they ever had (which is awesome since this was a lesson before we got to our afternoon party). I included a script on the project page for people to see how to move through the game since they do not have all the materials. Now I just need to wrangle it all together and submit it to an actual Digital Breakout site so people can run it themselves without having to re-create the materials.
This is the seventh in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking, 5: Planning, 6: Peer and self-evaluations) about supporting successful product assignments at the end of a unit of study. Now let’s talk about audience. If you followed my advice, students have already had a small audience of their peers reviewing them during the process and fresh small set of peers evaluating them during the finished product. Consider using gallery walks and inviting other students and parents to view. Or find a place you can display the products on campus with greater foot traffic. If students know that their product will be viewed not just by you and their classmates they are more likely to push themselves to create a quality product.
This is the sixth in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking, 5: Planning)about supporting successful product assignments at the end of a unit of study. Now let’s talk about peer and self-evaluations. During every formal check-in, I believe in incorporating formative peer and self-evaluation. Put students into groups of up to four products to critique each other. The same students will peer review each other during the project at every check-in and ask students to self-evaluate their progress. During the final presentations, regroup the students for summative peer evaluations, that way students are asked to evaluate only the finished project without knowledge of the whole process. Students will be asked to self-evaluate again at the end of the project. All peer and self-evaluations need to be based on the established content and production criteria. I suggest you provide a rubric for the students to use.
This is the fifth in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking)about supporting successful product assignments at the end of a unit of study. Now let’s talk about planning and follow through. School is a time for students to build lifelong work habits and one very important habit they are working on is time management. Hand out a project planner sheet. Have the students create a plan that lists all the steps of a project. This may be a guided process or not, depending on your grade level and their experience.
For example, locate sources, research, rough draft of the text, edit text for spelling, make visuals (images found, hand drawn, colored, etc.) and construct the final product. Once students have finished creating a plan. Hand out a calendar with the final product due date and any check-in dates. Check-in dates should be matched to the level of student independence and ability, more frequent for younger or less responsible students. The goal is to make sure that students are using all the time for a project instead of rushing at the end. Kick the procrastination habit now! Have students create figure out when each step of their plan will be completed, write those dates on the plan sheet and turn it in. Review the plans, if needed meet to discuss realistic goals with students and modify to create a timeline that is functional. Hold them to the timelines, make keeping on track part of the grade earned at every formal check in.