Saturday, May 6, 2017

Teaching Portfolio for Interviews

I always show up at a job interview with resumes and my (informal) portfolio.  It's a bit like a scrapbook of my teaching career and classroom environment.  I've heard that it's common in our extremely large district for candidates to show up to an interview with nothing, so I'd love to show you a quick glimpse of something fun and easy that makes me stand out and be remembered when I go to an interview.  At the beginning of the interview, I introduce my portfolio and invite principals or others in the interview to look through it at their leisure.  On panel interviews, some may browse through it during the interview, but I've also left it with principals and they've returned it to me when they come to observe a lesson.

Portfolio Binder 
I bought my most recent binder a few years ago at Office Depot.  It's attractive, has pockets to hold additional resumes if needed, and my Office Depot page protectors fit perfectly.  Within the portfolio, each page is kept in a page protector.
Resume 
My resume includes the following sections:
⇒ Teaching Experience
    = Past teaching positions
⇒ Classroom Achievements
    = Curriculum and assessments used, unique programs or traditions
⇒ Key Contributions
    = Leadership positions, school clubs, special assignments, grants received
⇒ Education
    = College degrees, post-graduate credits, additional endorsements

Classroom Snapshot
⇒ Newsletter Sample
I put a few recent samples of my weekly newsletter.
⇒ Classroom
Here, I like to show some of our classroom anchor charts, book boxes, activities, a few letters from students and families and anything else that shows my classroom environment.
Each section has a cover page
 
A few notes from parents and classroom observers
 



Professional Development 
⇒ Conferences, Trainings, Clubs
A bit more detailed than my resume, school clubs/teams, additional curriculum training
⇒ Presentations
Trainings, Presentations, Staff Development, Performances
⇒ Teaching licenses, Certificates
 
A few important highlights
 

Recommendations and Evaluations

⇒ Recommendations from principals, superintendents, colleagues, and literacy strategists
⇒ Most current evaluation

I've used this format for my two most recent interviews and I was hired both times!!  😊  It doesn't take long to put together and it may be the difference for you at your next interview!  If you have any questions, leave me a comment or e-mail me at practicalprimaryteacher@yahoo.com



Tuesday, April 25, 2017

Community Time

I make room for "Community Time" each week and we love it!
What is it?
A time for kids to share a quick personal story.  First graders often share about weekend experiences, pets, or upcoming plans, but it can be about anything.  We listen to our friends, sit quietly, learn more about each other, and make connections to some of the things in our lives outside of school.  During this time, we do not have the audience ask questions or make comments after...instead, on each Friday, we have a Sharing Day where students can bring an item, tell about it, and take questions or comments from classmates.
When?
Ten minutes, right before clean up, on Monday afternoon.  I've done it where the whole class gets a chance to speak, but also where boys and girls alternate Mondays (if you have larger class numbers).
How?
We sit in a big circle together at our meeting area.  I introduce Community Time on the first day of school by sharing a quick story of my own and then going around the circle to let any other kids share if they are ready.  Many first graders are a bit shy the first day, but usually open up by the second week!  After a student shares their story (or passes), they say the name of the next person....it's great for name practice at the beginning of the year!
Why?
I started this with my Kindergarten class my very first year of teaching and I've done it all the way up to Third Grade.
  • Practices listening skills by having students learn to sit quietly and listen to others.
  • We build community and learn about our friends.
  • Helps us learn each other's names at the beginning of the year.
  • Students find things that they have in common, such as same neighborhoods, extracurricular activities, pets, and more!
  • I often use their ideas to help prompt them during Writer's Workshop/Journals if they aren't sure what to write about.
  • Low pressure, low anxiety, but kids can still "pass" if they don't feel like sharing on a particular day.
  • Can be used for a Speaking and Listening grade if you desire.
 Let me know if you do something like this in your classroom!!

Monday, April 17, 2017

First Grade Funnies

First graders are brutally honest and hilarious!!!  I have so many funny stories 😂...more than I can remember, of course.  I decided to go through my social media accounts and collect as many of my old stories as I can find.  I figure my blog is as good a place as any to keep my stories in a centralized location.
I will continue to add to this post as I find more or as 1st graders inevitably say more hilarious things!!  Names changed to protect the innocent...or guilty!

Very Important Information
As I was reviewing the table of contents in a student's informational book, I noticed a chapter called "Do Not Lick The Ball".   😂

Field Day Fun!
Boy:  WOW! I'm sure glad I took my underwear off so they wouldn't get wet and shrink!

I Don't Deserve Vacations
Boy:  Where are the chapter books you said you were going to add to our library?
Me:  They're still at home.  I need to finish labeling them and then I'll bring them.
Boy:  Well, you should have done that over Spring Break  *and walks away*


Contraction Confusion 
We've been learning about contractions.   I tell my students that we put the apostrophe there to show that we left out some letters when we were putting the two words together.
Later on, during Science....
A boy is trying to squeeze the words "horseshoe magnet" into a small space in his Science Notebook, but couldn't get it to fit.  So here is what he ended up writing:  "horseshoe't"

Tired Santa
Girl:  We took pictures with Santa.  Then, when we were leaving, we saw Santa walking to his car.  He took his hat off and plopped down into his seat.
I was dying laughing, thinking of some old hairy guy leaving the nasty mall and getting into his beater car after a long day!!! 

Big Dreams
My 1st graders wrote out their dreams, goals, and wishes for our school's Life Cube project.  I gave them privacy and didn't read them, but a few shared aloud and they were beautiful:
I wish they would find a cure for diabetes.
I want my grandpa to get out of jail.
I want more family time because my parents work too much.
I want more friends.
I want to get better at reading.
I wish my grandma would come back to life.
And then there's this one....I want to be Optimus Prime.

Unemployed
We started an opinion/persuasive piece, where students "apply" for a job as an elf and give reasons why they want the job or would be good at it.  They can choose jobs such as "Reindeer Caretaker", "Candy Maker", "Toy Designer", etc. (Thanks Courtney Marsh for the great idea!)  We discussed a good opening/topic sentence and I posted some starter ideas for them.  I walk over to one little boy and he has started with "I don't".  I said, "Uh oh, let's try using one of the starter ideas we talked about."  He replies, with tears brimming, "I don't want a job!  I don't want to leave my mom and dad!"

Mom's Crush
Making spinning tops at Science:
Me:  I like how your blue and black design looks when you spin your top.
Boy: I made it that way because I like the Carolina Panthers.
Me:  I thought so.  Do you like Cam Newton?
Boy:  Yes AND (cue hysterical laughter) MY MOM WANTS TO MARRY HIM!

Wardrobe Malfunction
One of my girls discovered her shirt was on backward, so I helped her get her arms out of the sleeves and turn it around.  It was kind of a tight shirt and it took some muscle and a bit of time.  When we were done, she said, "Do me a favor.  Let's never speak of this again!"

March Madness
Boy:  Who do the Ducks play today?
Me: Michigan.
Boy:  Oh, I like Michigan.
Other boy, physically jumping into the middle of our conversation:   MICHIGAN IS TRAAAAAAAAAAAASH!!!!!

Lemonade and More
We talked about ways to earn money to buy something expensive.
Boy:  A lemonade stand!
Girl:  I had a lemonade stand, but I sold lemonade, Capri Sun, and beer.

Rough Recess 
Me (picking kids up at recess):  Where is Kelly?
Girl (very matter-of-factly):  She had to go to the nurse because she had a heart attack.

Hey Diddle Diddle
Student:  She looks like the cow jumping over the moon!















To be continued!!!!!!!

Wednesday, April 5, 2017

Data in the Primary Grades!!!


Data, data, data....that's a popular word nowadays!  I love using data to track student growth and progress, make goals, and plan instruction, but this post is about how my FIRST GRADERS are using data to track their individual progress and reach their goals! I've been using Data Notebooks with my 1st graders for about four years now.  I've been adding things each year, so that they will be useful to both me and my students. 
Each student in my class has a Data Notebook.  We use it daily for behavior tracking, weekly or monthly for reading progress monitoring and goal tracking, and it is shared with parents during conferences.
I have four main parts of my notebooks that I'm sharing here:
*Behavior/Participation Tracker
*AIMSWeb graphs
*World Series of Reading points
*Wildly Important Goal tracking
I use a behavior/participation chart in my classroom.  At the end of each day, students bring out their notebook and color the calendar to match where they are on the chart for the day.  I encourage them to set personal behavior goals based on these calendars, look for trends, and reflect at the end of each month.
January page from student notebook
Our classroom chart
We also use the Data Notebooks frequently to graph our reading benchmark and monitoring from AIMSWeb.  Kids have their goal highlighted and graph their results each week or month (depending on how often they are monitored).  It is a great visual for them to see growth, lack of growth, and how far to go until they reach their grade level goal.  Some of my kiddos come in above the average expectations, so they set higher goals to work toward. The third photo shows a boy who began far above grade level expectations, so his graph actually goes to "200" instead of "100", like average first grade graphs.
Student who began in average range


An above average reader set a higher fluency goal
He started well above grade level and has adjusted his fluency goal twice.
Last year, we began our World Series of Reading to get our kids excited about reading as they find books or a series that they love.  In a nutshell, it works like this:  Students find a series at their level that they are interested in.  They read one of the books from their series.  After reading, they review with a friend to check for comprehension.  Then, students take an Accelerated Reader quiz.  If they pass with 80 or higher, they move to the next book in their series.  Students receive a charm for each series they pass.  If they reach their monthly point goal, which is based on their reading level, they receive a World Series rubber duck, which are wildly popular and sought-after!  Because our main homework is an expected 20-30 minutes of reading, students are expected to meet certain points goals each month.  Students have a set amount of points that they are supposed to meet each month, but most students like to set higher goals to work toward, so I've included our World Series W.I.G.s chart.  We usually do not start this until March, when most students are able to meet the set amount easily and can begin to strive for more ambitious point goals.  This first month, a lot of them overestimated how many points they could earn, so we discussed possibly setting a more realistic goal...we also have Spring Break in April, so they have one week less of World Series time this month.
An emergent reader who is making great growth!
Proud owner of five World Series ducks so far!
Students setting ambitious World Series points goals
Throughout the week, students write W.I.G.s (Wildly Important Goals...we are working to be a Leader in Me school).  My students write their goal on a sticky note, along with the goal beginning and goal ending date, and stick it on our big chart.  Some goal examples:  attendance, words per minute, passing a particular series, behavior, and World Series points.  Each Friday, we read over the chart.  If a student achieved his/her goal, we say "GOAL ACHIEVED!", I draw a big smiley face on it, and move it to the W.I.G.s Achieved chart.  After some display time, I hand the sticky notes back to the kids and they stick them on the W.I.G.s Achieved page in their Data Notebook.  W.I.G.s Achieved are also announced at our Morning Ceremony and students sign a special "W.I.G. Book" that is kept in the office.
Our WIGs Chart...goals now written independently throughout the week
Data Notebook W.I.G. page

They can add as many W.I.G. pages as needed

In addition to these data pages, we have several school-wide pages that we complete at the end of the school year and pass on with student binders to the next teacher (you can find them in my TpT store if you are interested), but these pages I've included in this post are sent home with the student at the end of the year so they can reflect on growth and achievement after a year of hard work!
I'm always interested in hearing how other people use data with their young learners, so I'd love to hear from you in the comments!!