Evaluate 3.1.2 Self-Reflection on Teaching Abilities

In my short six year career as a teacher in a face-to-face environment, I have accomplished great things. I have had the tremendous pleasure of being named Eastside High School Teacher of the Year in 2013 and Newton County School System Teacher of the Year in 2014. Those are certainly honors that come once in a lifetime, and I am sincerely humbled for receiving that recognition.

My M.Ed. in Instructional Technology from the University of West Georgia has certainly equipped me to become an effective online teacher. The greatest indicators of my abilities are visible through the artifacts in my Graduate School portfolio. There are at least two artifacts to prove mastery of each of the five National Educational Technology Standards for Teachers--- http://ashleyrickard.weebly.com/

In addition, I can provide links to various professional presentations that I have given about using technology in the classroom.



I look forward to face the new challenges that come with becoming an online instructor. I feel like this is the perfect opportunity for me to pair my love for kids and my passion for technology to create an engaging learning experience for my students.

Evaluate 3.1.1 Differentiation Quest

                The creative writing assignment, entitled Using Imagery in Creative Writing, was undoubtedly a success amongst Mrs. Rickard's gifted juniors in Advanced Placement English Language and Composition. All 25 students were able to complete the assessment as assigned with very few difficulties. The only additional information that had to be provided was simply a link to a YouTube video that explained how to share documents using Google Drive. Other than that additional technical instruction, no other supplementary information was required for students to effectively complete this assessment.
 

Impact on Student Learning:

The results of this assessment affirm that all 25 of Mrs. Rickard's AP English Language and Composition students show mastery when using imagery in Creative Writing. Below is a pie chart denoting the grades on this assessment, as measured by the measurement tool created by Mrs. Rickard. Nineteen students scored within the “A” range; 5 students scored within the “B” range; and only 1 student scored within the “C” range. The mean score of the 25 students was a 93. Without a doubt, these results display skills which exceed basic comprehension.

 

Nine students (accounting for 36%) from Mrs. Rickard’s 2^nd Period class are identified as Gifted. All of these students who are Gifted scored in the “A” range on this assessment. Furthermore, three of the nine Gifted students scored a perfect 100 on this assignment. The mean score of the Gifted students was 96.

Mrs. Rickard’s 2^nd period class has two students with Individual Education Plans due to a disability. Each of those students is allotted extended time, but neither of them used their extended time accommodation for this assessment. Moreover, both students with IEPs scored in the “A” range on this assessment.

 
Individual Needs of Students:  
While the results of this assessment are exceptionally positive,  Mrs. Rickard was not surprised by the scores. This caliber of work is expected and required of all students who willingly enroll in a college-level course as a high school student. The quality of work from the nine Gifted students was not surprising either because Gifted students are typically strong writers. The only slight surprise, albeit a pleasant one, was that the one students with an IEP for Autism did not take advantage of his extended time accommodation. This accommodation is one that he typically does require for lengthy writing assignments; however, this instance was a rare exception. Once asked later on, the student with Autism proudly declared that he was so excited about choosing his own writing topic that he was able to get started on the assignment right away, and he did not feel pressured by the impending deadline.  

To improve the instruction next time, a specific deadline for peer editing should be provided. A number of students voiced their dissatisfaction with the vague suggestion for peer editing and review because some of their peers were not reliable in providing timely feedback. Several students explained that they felt an explicit deadline for peer editing comments would be an effective addendum to the assignment and would benefit both the writer and the peer editor. An editing deadline would be a positive addition to this otherwise effective assessment.

Evaluate 2.1.2 Rubrics and Competencies

With competency based learning, students are able to link artifacts to learning objectives to prove that they have mastered a standard. Demonstrating mastery can appear in many different ways: essay, assignment, discussion post, quiz, project, exam, etc.

Below is a sample of Competency Based Learning for 11th-12th Grade Common Core Georgia Performance Standards:

ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

To teach this standard, I would use the theme- "The love of money is the root of all evil." I would expose students to a variety of literature that illustrates this concept:


o   Story: “Everyday Use” by Alice Walker (compare to Disney's Cinderella) 
o   Drama: “A Raisin in the Sun” by Lorraine Hansberry (compare to 2008 film w/Puff Daddy) 
o   Poem: “Harlem” by Langston Hughes (compare to Disney's CinderellaI)
o   Shakespearean Drama: “Julius Caesar” (compare to Roman historical accounts)

 Competency Based Learning:

o   Evidence of comparing a story to original source

o   Venn Diagram

o   Evidence of comparing a film to an original drama

o   T-Chart Notes

o   Evidence of comparing a poem to a film

o   Essay

o   Evidence of comparing a Shakespearean drama to Roman History

o   Quiz