THE BIG LIST OF FUNDAMENTALS, + Are my lessons and assessments aligned with stondords? + Can kids articulate the learning target for each class? + Can students define the key vocabulary for each class? + Am | methodical about introducing assignments? + How can | integrate more targeted instruction? pate potential content obstacles ond scaffold effectively? + Am | teaching my students to be curious? ‘ak good questions? Begin to answer them? + Do students have chance to research topics? + Am | teaching for transfer? + Do l integrate enough active learning? Movement? = Do lant + How much learning collaboration occurs? + Do students know the purpose and significance of the assignments? + What tends to be the most helpful thing | do to ensure that students learn? + Are my materials of good quality? + How can | integrate mare inquiry? Critical thinking? + How will | close the next lesson? + Do I link new knowledge to previous learning/oxperiences? + Do I share my belief that students con be successful? + Do | prompt enough higher-order thinking? + Am | inspirational enough? + To what extent is my class rigorous? + Do |have a plan for students who are lost? + Am | teaching metacognition? COMMUNICATION + How do my students know thet | care about them? + How am | effectively reaching out to my students’ guardians? + Do parents know enough about my curriculum approaches to support them? + How can | convey to resistant lecrners that | haven't given up on them? + Do | work to connect with parents who cannot attend open house or speak a different longuage? + Is my assigned homework clear, necessary, short enough, and discussed In a subsequent closs? + Do effectively modulate my voice? + How do | develop a positive rapport with the school administration, staff, and colleagues? } WW TECH + How can | leverage technology to transform students’ learning? + Am | engaging kids in technology tools that will empower them when they graduate? + Aro students using technology to represent knowledge? For inquiry? To connect? + Do students hove equitable access to technology? + How can hybrid instruction better serve my students? + Am | safeguarding students’ privacy? + Whot am I doing for my high-achioving students? + How do | prepare students for future jobs?COMMUNITY-BUILDING. + How can | develop a better sense of classroom community? + Have I encouraged the class to look out for their peers in and outside of class? + How can | leverage parents as teaching resources? + What successful teaching technique should | share with colleagues? + How can | actively pro: + Can group norms be developed to better serve learning and engagement? + Do I leverage community assets? + De | celebrate individual end group nt bullying? echievements? + How can | be a more supportive colleague? + How do | unfailingly talk to others about my students? 1 1 e faye INSPIRATION + What wos my best experi nee today? How can this occur more often? + Where can I find inspiration online? + In what ways do | foster learners creativity and risk-taking? + What practice do | want to learn more cbout? + What are some nonverbal ways to signal my enthusiasm for students and their efforts? + What do | read for inspiration? + How do | motivate students? + What's my roll-up-to-school playlist? PAGE 2 ENGAGEMENT + How much control over their learning do my students have? + How can pop culture be more integrated into activities and assignments? + What is good news that | can give students in the next class? + Do | integrate problem-based learning? + Am | integrating metaphors and stories? + If | were to teach this lesson again, how could | elevate it? + Am | integrating media and social medic effectively? + How do | use design principles in making handouts? + How do | bring in contemporary world events into the classroom? + How do | make new students foal welcome? + Do I drow upon students’ affinities to design lessons? ASSESSMENT + Do luse a variety of assessments? + What are my goals for each assessment? monitor progress? To update instruction? To catch at-risk students? To focus intervention? + Is the assessment valid? + Do learners self-assess their strengths, weaknesses, and understand their academic growth plan? + How do | efficiently collect and onalyze formative assessments? + Do leo-construct rubries with my students? + Are my assessments sensitive enough to measure growth? + Can I/students show evidence of mastery? + What does student data tell me cbout how I should be changing my teaching? + Is my grade book up to date? Do students know their grades? + Do I provide adequate time for students to reflect on their work habits? + Are the assessments worth the time they take 1o administer, score, and analyze? + Is there encugh authentic assessment?PAGE 3 ORGANIZATION + Do | have a moming and afternoon professional routine? + Do | have an efficient paper-input-output system? + Do I have an idea collection ond retrieval system? + Where do | stay up-to-date about contemporary research on tecching and learning? + What is my grading routine? + What are my beginning and ending routines for the year? EQUITY + Does every student have an equal chance to porticipate ond contribute? + Are there some student populations that are not participating as much as others? + Could | diversify my teaching style in order to accommodate different types of learners? + What am | doing to eliminate the school- to-prison to pipeline + What are my biases? How could | learn more about that? GOING DEEPER + Do students make meaningful choices about how, where, and with whom they work? Could | be modeling more complex skills? + How could I be more floxible? + What topics do | dislike teaching? How can | change that attitude? + How can | make the important content more memorable? + What is my dominate teaching style? How is it received? + What is unique and valuable about my content area? ‘+ How do | guard against not teaching in alignment with my values? ‘Am | chollenging myself enough? + Am | receiving the right professional development? Do I belong to a productive PLC? + What professional organizations and conferences would benefit me? + What technology, materials, resources, or experiences could | ask my principal for that would benefit my kids? What is the biggest challenge for my students? + What receives most of my attention each week? Can | reallocate that time? IDENTITY + How do | display moral/ethical behavior to students and colleagues? + How do | model fairness and respect? + How do | wont to feel the day before | retire?PAGE4 LEARNING ENVIRONMENT + Is my room inviting? + How do I make the room sofer for students who identify as LGBTQ.? + What are ways to quickly reconfigure my classroom for different types of learning? + Have | incorporated students’ ideas about how to optimize the space? + How does the space support the psychological needs of the ages of your students? + How can you adjust the daily routines and rules to support learning? + How does the space accommodate individucl, pair, and team learning? FEEDBACK + Do I regularly ask students to anonymously provide me with feedback about what | should start doing? Stop doing? Continue doing? + Could my feedback be more meaningful to students, regardless of the form: oral, written, quick, extensive + Is my feedbock timely? + Have | conducted a high-level assessment about what my feedback generally prioritizes? + Do I seek out feedback from parents, colleagues, and administrators? + Who do I trust the most to observe me teach and identify strengths and weaknesses? CRITICAL ANALYSIS + What teaching models do I need to watch before | feel comfortable trying them? + Who are the happiest/most successful colleagues | know; what do they do that | could emulate? + What practices should | intentionally stop using? + How can | make my assignments more real-world? + Am | connecting my content area to other disciplines? + What is a practice that has outlived its, usefulness? + What are my top 5 improvement goals? + What are my top 5 best professional qualities /skills? + What do | want students to say about me? CLASSROOM MANAGEMENT + How do | model emotional regulation for students? + What are my go-to moves when a student is defiant? + What are the closs routines that every student should know? Do they need adjustment? Additions? + Do | have a signal for getting students attention that works? + Aro my transitions officiont? + Could my room layout contribute to problems? + Am | patient enough with all learners? + What are my most common classroom management issues? How might | reduce them? + Is my classroom management consistent? Woll-understood? Need a rev: + How can | help students trust me more?PAGE 5 STUDENT-CENTERED + How do my tids learn differently than me? + Do lknow the affinities, aspirations, and anxieties of my students? + How do | strategically respond to resistant learners? + What feelings do I want my students to have when they walk in my room? How could | support that? + Am | assessing 2Ist century skills? + Are students with IEPs receiving ‘oppropriate services? + Do all my students generally receive equal ottention? + Do my students know what flow feels like? + Do students know how to get in touch with me when they need help? + Am | making on-the-spot assessments to ‘adjust instruction? + How dole. jebrate student grit? + How do my students view teacher effectiveness differently than me? + What do students like best/least about my teaching? + When was the last time | attended an extra-curricular event? + While planning, do I visualize what could potentially go wrong in a lesson? + Do my plans include flex days? + How can | plan more efficiently? + Am | assigning enough writing in different genres? + Are students reading a variety of texts? + Are my lessons challenging enough? + Do I make time for productive struggle? + Do students read, write, speat, listen, and visualize every class? + Do students often summarize what they have recd/learned? + How could | improve students’ cooperative learning/eommunication skills? + Where could | integrate an anchor chart? PLANNING + While planning, do | visualize what could potentially go wrong in a lesson? + Do my plans include flex days? + How can I plan more efficiently? + Am l assigning enough writing in different genres? + Are students reading a variety of texts? + Are my lessons challenging enough? + Do I make time for productive struggle? + Do students read, write, speak, listen, and visualize every class? + Do students often summarize what they have read/learned? + Do | intentionally integrate a growth mindset ethos into my lessons? + How could l improve students’ cooperative learning/communication stills? + Where could | integrate an anchor chart? + How do | integrate social-emotional learning activities? + Do | make opportunities to co-plan? + Do | connect my content to other disciplines? + Do | intentionally integrate a growth mindset ethos into my lessons? + Am | allowing enough time for students to employ writing-to-learn (WIL) strategies? + How do | integrate social-emotional learning activities? + Do | make opportunities to co-plan? + Do | connect my content to other disciplines? ° co ch oo00 TODD FINLEY finleyt@ecu.edu @finleyt