Drexel University

EDUC 540-900
Dr. Sarah Reynolds-Ulrich
Domain 4 - Professional Responsibilities (APA 6th)
James Gammon
March 6, 2016

Abstract
Based on what I have learned this paper will discuss my student teaching experience assessing
my Professional Responsibilities; reflecting on teaching, maintaining accurate records,
communicating with families, participating in a professional community, growing and
developing professionally and showing professionalism.
I began teaching mathematics at Lame Deer Junior High/High School in the fall of 2014. I
taught classes from 7th to the 12th grade level (i.e. Algebra I, Geometry and Algebra III). I have
learned many things that work and dont work well as I shape my teaching skills. I teach in a
school that has been identified nationally as a turn-around school by U.S. Presidential
Committee; most if not all the students at my school are high needs learners.
As I complete my student teaching I reflect on the readings specifically the Danielsons
Framework and have learned to focus my lessons for improvement, hopefully on all levels, this
paper again will discuss professional responsivities, the 4th domain in Danielsons framework.

Contents
Abstract ......................................................................................................................................................... 2
Professional Responsibilities ........................................................................................................................ 4
a)

Reflecting on teaching ...................................................................................................................... 4

b)

Maintaining accurate records ............................................................................................................ 4

c)

Communicating with families ........................................................................................................... 5

d)

Participating in a professional community ........................................................................................ 5

e)

Growing and developing professionally ........................................................................................... 6

f)

Showing professionalism .................................................................................................................. 6

Reference ...................................................................................................................................................... 6

Professional Responsibilities
a) Reflecting on teaching
After the lesson I do an assessment of how the lesson went. I would call this an after action report, but
I am trying to get away from military jargon. My University Supervisor also mentioned this to me so that
I would develop as a teacher. She reminded me that in years to come I could reflect on the lesson I had
given and how my teaching has developed. In the lesson I gave the learning objective, citing clear
examples of what I expect of the students to learn.
I allow the students to give me feedback and I record them and jot the notes on her lessons. Last year my
principal made us do this and turn them (lesson plans) in with a now after reading Danielson book I have
another supported source, both inspiring me that this is a good idea. In the reading if the potential of
reflection to improve teaching is to be fully realized, teachers must use their reflections to make
adjustments (Danielson, 2013, p. 83) I have made adjustments, but realize that the more I teach the more
effective and useful this practice will become. From last year to this year I changed drastically the lesson
of place values; a positional system of notation in which the position of a number with respect to the
decimal. Reflection drastically changed the lesson and the outcome, in term of cognitive understanding
of my students.

b) Maintaining accurate records

All of the students records are maintain in Infinite Campus. On the day of the lesson the students were
assessed for class participation and their understanding of the lesson. Once the in-class assignments are
done they will be graded and given back to the students for further understanding. I do keep separate
notes that are illustrated in the reading as non- instructional records. I didnt do this last year and saw that
other teachers were keeping notes. I have a student that has autism, these note assist in my differentiated
instruction for him and help me keep a record of his progress.

I do after school tutoring and I make notes on reports once a week to the school counselor for those kids
that attend. I also keep binders for weekly assignments and print out every student progress, placing it in
the binder (in a sheet protector) for their own review. I chose this strength for display in my in my PLP I
am really proud of the binders and the progress reports. I saw while I was observing in Post Falls, Idaho.
A special projects (Robotics) teacher used this method and developed portfolios for the students. While I
dont do full portfolios I use a version of her example.

c) Communicating with families

Notes are sent home with students for drastic changes in behavior or grades. Calls are made to parents
when necessary. I have discovered that I at least one call home is necessary before handing any issued
over the administration. All calls are undated and logged into Infinite Campus, but administration is not
involved unless they request to be or I approach them. We have parent-teacher conferences once every
nine (9) weeks and parents are always welcome in the classroom, with the approval of the front office. I
also send in the grade reports for mid-term and the end of the nine week a brief narrative of the specific
subjects of material we covered. Dan mentions that the teacher frequently provided information to
families about the instructional program (Danielson, 2013, p. 91). Using the weebly.com I might use
that to continue this practice, because coordinating with the school mail outs is time consuming.

d) Participating in a professional community

In the junior high we attend weekly meeting for Montana Behavior Institute (MBI) and a PLC specifically
for the junior high. I go to some of the PLC meetings at the grade school and have volunteered to great
speak/teach to anyone of the grade school teachers concerning mathematics. We dont have a district
curriculum and I want to develop that for the district larger school and district projects designed to
improve the professional community (Danielson, 2013, p. 95). My goal would be to make a valuable
tool and not just another meeting they have to attend.

e) Growing and developing professionally

I engage with the other teachers and am always looking for opportunities of professional development. I
welcome constructive criticism. I subscribe to online resources and read about development in
mathematics instruction. I began working at Lame Deer JH/HS in the fall of 2014. I have attended
differential instruction training, turn-around art (U.S. Presidential Committee Program) and a
mathematics training sponsored by the Office of Public Instruction for the state of Montana.

f) Showing professionalism
As a teacher I want to demonstrate leadership within my classroom. I serve each student within
the school with honesty, integrity, and confidentiality. I treat each and every student fairly and
without any pre-notions. As a teacher I am obligated and gladly comply with school and district
regulations and lead by example signifying that all student and faculty must challenge negative
attitudes and practices in a respectful and professional manner. We had a bullying challenge and
training in our school district recently and I was pointed out as the example by the superintendent
as the example of stellar performance.

Reference
Danielson, C. (2013). The framework for teaching: Evaluation instrument. San Francisco: Teachscape.