Nani Vercruyssen

TE 807
Final Paper
June 25, 2019

Part 1 - Reflection on Peer Coaching Cycle

The Peer Coaching Cycle did not go as I expected. It was difficult to not take the written

clarifying questions personally as an attack on my artifact. The hardest part of the process was

trying to explain my true self as a teacher through just one artifact. It is hard to get a true picture

of the classroom, circumstances and teacher from just one snippet. So in a sense it is good that

the process calls for clarifying questions to be asked rather than the partnering teachers/coaches

assuming that they know about your classroom and students.

In the end our coaching cycle took a slightly more organic format than what was written

for us to follow. Due to this accommodation, I felt much more comfortable just talking with my

partners and got actionable feedback and suggestions to move forward with.

One partner described that she thought my artifact showed high leverage strategy #7

(Teaching Works, 2014). I had not thought of this and made new connections to what I was

already doing. I also got feedback about how to better recognize patterns with behavior

associated with the clip chart. Ideas included documenting the time, place, and day/date for any

student who moves to warning or consequence. Further discussion led to the idea of this

possibly taking place through some sort of checkbox system.

Though I will not change the other elements of my artifact (parent contact think sheet,

positive praise blue star, and clip chart), I will change my record keeping system to account for

the checkboxes to notice patterns. My initial question asked; “How can I better collect data to
diagnose patterns/problems that are arising to make changes to support student learning?” The

solution will be to use ClassDojo.com to monitor and record student behavior, awarding points

for moving up on the clip chart and minusing points for going down on the clip chart. While

awarding points, I can easily note the reason or location of the students negative behavior which

will be stored on that students page. The journal entry will automatically add a date and time

stamp when I submit. Then I can see a pattern emerging by the amount of points a student has,

and flip to their page to see what might be the cause all on one page.

I got a lot of good feedback out of this process, I think when it came to my peers, I was

so amped that I was too quick to pass on my ideas. While that is what we are all seeking, I

realized the importance of mutual respect and understanding through the difficulty of the

assignment. I passed on my ideas without fully understanding the situation or what has been

tried in the past and not worked. I have never taught K-12 so the strategies implemented must be

a little more flexible, I have also not taught upper school. I think, in the future, when I have time

with a colleague, I would begin by asking, “What have you tried?” followed by “What didn’t

work?” You never want to hear the same idea of what didn’t work for you. The source starts to

seem less relatable and reliable.

I can actually see myself doing this at my school in the future. Right now we do Data

Team Cycles to improve instruction and monitor progress of students. Teachers have prompts to

answer, but since my school was considering doing away with this since we are giving fewer

tests, maybe the allotted time could be used for strategy brainstorming. I am on a grade level of

nine teachers. I think three people was a good sized group because it takes a while for everyone

to share, but you still get multiple opinions. Maybe my school could make three groups and each
week or time we get together we could come with a problem or question, go through the process,

note ideas, and meet with a new group the next time so you can hear from different colleagues.

We all have things that we want other people’s ideas about, this cycle just offers a focused time

and space for the productive conversation to take place.

Part 2 - Revised Stance on Quality Teaching

In my opinion, a quality teacher is one who is able to make all students grow, learn

(academic and social skills) and aspire. According to Fenstermacher and Richardson (2005),

“Quality teaching, it appears, is about more than whether something is taught. It is also about

how it is taught” (p.189). Student learning and success is important, but how the teacher teaches

is just as much of a priority to me. A quality teacher is a role-model to students and uses high

leverage practices to teach. This includes having high moral standards. As students progress

through school and get older, they learn more about themselves and encounter new challenges.

A quality teacher guides students through these challenges by giving the tools and helping them

to become more independent, realizing their full potential (i.e., inspiring and empowering them).

As stated in Keddie (2014) by Ms. J. “...if we produce amazing scientists, do they go on

and use that knowledge to construct bombs, or use that knowledge to construct things which

make people’s lives better?” Quality teaching embodies both knowledge of content, pedagogy,

and student aims. It’s not just about the transfer of knowledge, but the shaping of a child, the

future.

When quality teaching occurs, students feel supported, empowered, and confident enough

to venture forwards and put in the work to accomplish something or pursue their dreams. The
relationship and culture of belief, expectations, and support have been established so that

students see you as a resource, not a person to be feared. Students think that your classroom is a

place where they can discuss things they want to learn more about, not just listen to your

predetermined agenda without stopping to clarify. They develop a sense of accountability in the

learning process because of you.

A quality teacher believes that all students can succeed, learn and grow and they hold all

students accountable for achieving these beliefs. There are no stigmas or prejudice which impact

your effort to help a student succeed.

Feiman-Nemser (2001) says”Teachers need to know about many things, including

subject matter, learning, students, curriculum, and pedagogy” (p. 1048). Not every child comes

to school with the same knowledge, tools, experiences, and skills. A quality teacher is one who

gets to know each student. McBee (2007) says “...caring and being cared for is more central to

our lives and our success and happiness than is any piece of academic knowledge” (p.34). Some

students need their physical, emotional or other needs to be met before they can be in a

headspace to focus on learning. A quality teacher cares, and figures out what makes a child tick

to help them get into a space where they can then begin to focus on school and learning.

A quality teacher scaffolds learning to students' ability so they can be successful. One of

the things that shapes a teacher's ability to meet students where they are at and engage with them

is a teacher's content knowledge as well as their reflective thinking and passion for learning.

Mosle, 2014 states that “hours with peers and mentors that are essential to improving their craft.”

Reflection, outsourcing, and problem solving must be in the nature of a quality teacher. Even

after years in the field, a quality teacher still has an open mind and continues to search for new
information and practices that can help them better support their students. This could be a new

support (technology) or a new style (inquiry based or problem based learning). Quality teachers

find new, exciting and creative ways to present information or allow students to showcase

learning. They make learning fun and empowering to the student.

A quality teacher’s attitude about new approaches is very important towards their

relationship and connection with the students as well as their teaching effectiveness. ​Years of

service does not equate to a reason to stop learning, but rather a wealth of knowledge to

compare, filter, and connect new learning to. As stated by Dewey (1993), the aim for reflective

teaching and thinking is that of which the teacher exhibits a blended form of open-mindedness,

whole-heartedness, responsibility, morality, and readiness for information. When teachers are

actively thinking in this way, they are more effective and less misguided.

Resources do not limit or stifle a quality teacher. Quality teaching is rooted in a teacher's

deep desire to help students achieve and succeed. So scripted, cookie cutter, impersonal

programs are not part of a quality teachers day. A quality teacher will use the materials at their

disposal to carefully and intentionally teach the standards. Though the school may have a basal

program, a quality teacher will pick and choose materials to best support their learning targets

blending multiple means of presentation and products to fit all learners.

Lastly, communication is key to being a quality teacher. Quality teachers effectively,

frequently, honestly, and positively communicate feedback, goals, and thoughts with students,

parents, peers, and school administration. The lines of communication are not one sided, rather

open and dialogic to best support student learning and achievement. Quality teachers

communicate daily with each and every student through morning greetings, check ins, written
comments, verbal feedback, redirection and praise. They communicate with parents to keep

them aware of how their child is progressing, and to convey any concerns or suggestions. In an

effort to help the child, dialogue form to better understand the home situation and find solutions

to problems or monitor how things are working. The tone, purpose and intention of

communication are grounded in the beliefs, values, and expectations that the teacher has for

students.

When students have year after year of quality teaching, the graduates have a ripple effect

in the community and country. Because teaching goes beyond just computational skills, the

effects can be seen in innovations, businesses, economy, crime, and overall well being of a

community.

As a student, I only had three “quality teachers” that I can remember. My fourth grade

teacher, Sophomore history teacher, and my senior year math teacher. I remember them each for

a different reason, but while I was not the best in school and I was definitely not confident in my

abilities, these teachers were beyond dedicated and did everything they could to help me learn

and engage me. They were patient and explained things, pushed me to achieve rather than

accepting that I would do poorly, and made learning fun. In my senior year, I was falling behind

due to trips for sports. I was already terrible at math and was getting even more frustrated. Mr.

Gushiken was patient, showed me what I missed, explained things to me without giving me all of

the answers, and was open to helping me as much as I was willing to put in the work. As I

became a teacher, I aspired to be like them. I wanted my students to feel the way I felt when I

was in their class. It was not that they were nice, but more so that they were dedicated and

helped me LEARN! Though my students are young, I still want to show them that if they are
willing to try (put in the effort), I will do as much as I can to support them. On the teacher end,

my efforts to support them need to be focused and strategic to yield the best results. My passion

for getting into teaching and the teachers who I try to emulate are inspirations, but a quality

teacher and the teacher I hope to be takes constant reflection, work, effort, and growth. These

are my final thoughts of a quality teacher.

References
Dewey, J. (1933). Why reflective thinking must be an educational aim. In R. D. Archambault
(Ed.), ​John Dewey on education​ (pp. 212–228). Chicago, IL: University of Chicago
Press.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen
and sustain teaching. ​Teachers College Record,​ ​1036(​ 6), 1013–1055.

Fenstermacher, G.D., & Richardson, V. (2005). On making determinations of quality in

teaching.​ ​Teachers College Record​, 107(1), 186, 213.

Keddie, A. (2015). Prioritizing Social and Moral Learning Amid Conservative

Curriculum Trends: Spaces of Possibility, ​Journal of Curriculum Studies​, 47:3,
355-373, DOI: 10.1080/00220272.2014.941410

McBee, R. H. (2007). What it means to care: How educators conceptualize and

actualize caring. ​Action in Teacher Education,​ ​29(​ 3), 33–42.
Mosle, S. (2014, September). Building Better Teachers. ​The Atlantic.​ Retrieved from
http://www.theatlantic.com/magazine/archive/2014/09/building-better-teachers/375066/

Teaching Works. (2015). High-leverage practices. Retrieved from

http://www.teachingworks.org/work-of-teaching/high-leverage-practices