Teaching Self-Study: Danielson Framework

1a: Demonstrating Knowledge of Content and Pedagogy

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

1b: Demonstrating Knowledge of Students
Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

1c: Setting Instructional Outcomes

Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

1d: Demonstrating Knowledge of Resources

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

1e: Designing Coherent Instruction
Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

1f: Designing Student Assessments

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

2a: Creating an Environment of Respect and Rapport
Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

2b: Establishing a Culture for Learning

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

*Not basic, but not quite proficient
2c: Managing Classroom Procedures
Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

2d: Managing Student Behavior

Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

2e: Organizing Physical Space

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

3a: Communicating with Students
Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

3b: Using Questioning and Discussion Techniques

Kendra(myself): Not applicable

Kendras rating of Michael: Not applicable

Michael(myself): Not applicable

Michaels rating of Kendra: Not applicable

3c: Engaging Students in Learning

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

3d: Using Assessment in Instruction

Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

3e: Demonstrating Flexibility and Responsiveness

Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

4a: Reflecting on Teaching

Kendra(myself): Basic

Kendras rating of Michael: Basic

Michael(myself): Basic

Michaels rating of Kendra: Basic

4b: Maintaining Accurate Records

Kendra(myself): Not applicable

Kendras rating of Michael: Not applicable

Michael(myself): Not applicable

Michaels rating of Kendra: Not applicable

*Proficient but not demonstrated with this lesson

4c: Communicating with Families
Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

*Not observed
4d: Participating in the Professional Community
Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

*Not observed

4e: Growing and Developing Professionally

Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

*Not observed
4f: Showing Professionalism
Kendra(myself): Proficient

Kendras rating of Michael: Proficient

Michael(myself): Proficient Michaels rating of Kendra: Proficient

Teaching Self-Study: Reflection

I need to continue to improve my classroom management skills. There were situations
happening in the classroom that I was unaware of that needed my attention. Once my mentor
teacher drew my attention to the situation I was aware of it and took care of the situation. I do
not come across as approachable. I seem aloof. As a student, I would not feel comfortable
asking me a question. While I am happy to help students and want to help students, this does not
come out in my facial expressions or how I carry myself. I need to smile more. It gives the
appearance that I am as friendly as I actually am and it creates a more positive atmosphere in my
classroom. I need to praise student accomplishments more to encourage their growth as
individuals and as students.
Class needs to start more quickly. It took us nine minutes to get class going. This means
that students become disengaged and lose focus. They will begin to act out and will often not
reengage. Once class is started, I need to focus on fluidity. Like well-orchestrated music, a
lesson should flow from one area to another without breaks. Breaks allow for disengagement
and loss of focus. I need to make sure that I do not dwell on one area of a lesson for too long

either. I need to pay better attention to the clock so that the lesson planned for one day stays in
one day and does not need to stretch to two days unnecessarily.
I do recognize that I do have strengths in the classroom. I have good projection, move
around frequently, and have deep content knowledge. There are times however that my
projection comes across as yelling, that I do not move around, and that my content knowledge
means that I cover a topic in greater depth than is necessary for a general history class.