Professional

Introduction 

As a professional, I value collaboration, communication, and acceptance within a teaching environment. I believe that when colleagues inspire and support each other without judgment, we create a space where everyone can thrive. My journey as a professional teacher began early, right at the start of my second year of the bachelor’s program, and it has been shaped by various significant experiences that have contributed to my growth.

One of my first major professional milestones was creating my own curriculum, which pushed me to take ownership of my teaching and build confidence in my capabilities. Later, I navigated a challenging experience by setting firm boundaries with a school that negatively impacted my self-confidence. This was a turning point, teaching me the importance of self-advocacy and protecting my well-being. However, the most substantial growth has occurred at my current school, where I made a commitment to be my authentic self from day one. I also challenged myself to face fears and overcome past trauma by doing things that would normally hold me back, such as being vulnerable, seeking support, welcoming feedback, and openly discussing my insecurities. These actions, although difficult, have been instrumental in my professional development.

I recognize that my peace and happiness at work are more valuable than fitting into a mold, and I prioritize environments where I can be my genuine self. My organizational skills and love for planning are core strengths, and I enjoy using creativity to develop lesson plans and projects that can be shared with colleagues. I am enthusiastic about feedback because I see it as a pathway to growth, though I prefer constructive feedback that is genuinely supportive rather than critical for the sake of criticism. I have been praised for my openness to feedback and eagerness to learn, which I believe enhances my relationships with colleagues and contributes to a collaborative work culture.

Looking ahead, my professional goal is to gain more confidence in being myself within a teaching environment and to continue building strong relationships with colleagues, fostering an atmosphere of collaboration and shared growth.

Using Feedback for Systematic Professional Growth

Actively seeking feedback has been a key element of my professional development, allowing me to refine my teaching methods systematically (Hattie & Timperley, 2007). Along with constantly checking in and asking for feedback from students, I have learned a lot from collaborating with different colleagues. 

At Oelbert, I collaborated closely with a coach to address the challenge of maintaining student attention and fostering active participation. We followed a continuous cycle of observation, discussion, and implementation (Knight, 2007). I would share my observations and concerns with my coach, and together we brainstormed strategies to engage students. After implementing these ideas, my coach would observe my lessons, and we would meet to reflect on the outcomes and make adjustments (DuFour et al., 2016). This iteractive process continued until the end of the year, resulting in a increase in student engagement. (see document # 1)

Last year, I faced a challenging group with persistent behavioral issues, leading me to work almost weekly with my coach to develop a comprehensive classroom management plan (Marzano et al., 2003). We created a disciplinary ladder, which I gradually implemented and adapted to the needs of my students. Over time, I went from struggling to maintain order to successfully leading a class where students could work quietly for up to 20 minutes—a significant accomplishment. These sessions taught me the value of patience and consistency, reinforcing the importance of small, incremental changes. (see Pcitures # 1)

This year, I’ve continued to integrate feedback from multiple sources, including my coach, mentor, colleagues, and students. I’ve adapted my approach to the weekly task system, focusing more on explaining and modeling expectations. I moved from a punitive after-class system to a whole-group/small-group check-in, allowing for better progress tracking and a more supportive atmosphere (Hammond, 2015). I am also concentrating on finding moments of calm in my teaching, using these pauses to connect with students and reduce pressure on myself. (see Picture # 2)

These experiences have strengthened my identity as a reflective practitioner, capable of seeking out guidance and implementing change. They have taught me that vulnerability and openness to feedback are not weaknesses but strengths that drive continuous improvement in the classroom (Schön, 2017).

Research Project Leading to the Reading and Writing Curriculum

One of the most significant projects I undertook was the creation of a reading and writing curriculum tailored for Year 3 students, designed to bridge the gap between lower and upper levels (Tomilson, 2017). To ensure the curriculum aligned with the expectations of Year 4 and beyond, I collaborated closely with the upper-level English teacher (DuFour et al., 2016). We discussed key concepts and skills, ensuring that my curriculum introduced foundational ideas without encroaching on what the higher grades already covered. This collaborative approach allowed me to design a curriculum that was challenging yet appropriate for the Year 3 level, providing a strong base for students’ future literary studies. (See pictures # 3)

I conducted two research projects to evaluate the effectiveness of the curriculum and understand how students perceived it (Hattie, 2008). These studies showed that the curriculum was well-received, with students demonstrating increased engagement and stronger reading and writing skills (See pictures # 5). Colleagues and mentors praised the structured progression from informal to formal writing tasks, and my collaboration with them led to further refinements, such as increasing the scaffolding for complex topics and incorporating more opportunities for student choice (Wiggins et al., 2005, Deci & Ryan, 2000; Glasser, 1998; Allington, 2012; Miller, 2009) (see document # 2). While budget cuts prevented me from continuing my work at that school, elements of my curriculum were adopted into their new continuous learning line, and some of my ideas inspired the upper-level teachers.

This project significantly contributed to my professional growth. It deepened my understanding of curriculum design and reinforced the importance of collaboration and feedback in developing effective educational materials. I continue to explore opportunities to share this curriculum at my current school, where I hope to adapt it to a new context and reach even more students (Schön, 2017).

Inspiration and Connections with Online Teachers

The online teaching community has been an essential source of inspiration and professional growth for me (Zhoa, 2012; Mansinach & Jackson, 2012). I carefully selected the accounts I follow based on the challenges I face in the classroom and the topics that resonate with my teaching philosophy (Zhao, 2012; Mansinach & Jackson, 2012). These include high school teachers managing similar behavioral issues, educators who focus on activating curriculums for reading and writing, advocates of SEL and trauma-informed practices, and experts in phonics and the science of reading. My engagement with these educators has provided a constant flow of creative ideas, exposing me to diverse strategies that align with my teaching goals (Hattie, 2008).

However, I always take the content I find online with a grain of salt. I critically compare these ideas with the theory I have learned and my practical experience to adapt them effectively to my students' needs (Darling-Hammond, 2017). For example, I have integrated activities like the persuasive writing task based on "Chairs on Strike", a Shakespeare unit, choice boards, SEL displays, and classroom management tools like magnets on the whiteboard and hand signals. Each adaptation was grounded in a balance between creativity and evidence-based practice. Engaging with the online community has also allowed me to share my own insights and connect with like-minded educators, fostering a sense of community that can be challenging to find outside the education field. These interactions have not only kept me motivated but also encouraged me to keep experimenting and refining my teaching strategies. On my resume, examples of courses I followed given by fellow educators (Brave new Teaching and Ron Clark Academy) can be found. (See pictures # 5)

Reflecting on this experience, I recognize that while Instagram may not be a fully reliable academic resource, it has been a place of inspiration that has enhanced my creative thinking. The connections I’ve built with current educators who face similar challenges have been invaluable in maintaining a dynamic and student-centered classroom. By filtering these ideas through my own knowledge and experiences, I have developed a teaching style that is both grounded in research and responsive to the realities of the classroom.