M1A Managing Skills Swerdlow 110323 (1)

M1 Personalize a Teacher; Self-Assessment Tabetha Fournier National University SPED-605 Class/Behavior Management Doctor Leslie E. Reich

M1 Personalize a Teacher; Self-Assessment 1 1 2 3 PLANNING 2 2.1 uses strategic planning techniques to articulate educational goals, to specify appropriate learning objectives, and to develop instructional strategies 2 2.2 is mindful of the power of performance objectives and uses them to promote student learning 3 2.3 is able manage time effectively and use it efficiently 3 2.4 is able to utilize critical thinking to define problems and identify causes 2 2.5 facilitates group involvement in brainstorming possible solutions 1 2.6 is able to handle several problems at a time and develops plans to implement solution ORGANIZING 2 3.1 creates, enriches, maintains, and alters instructional settings to capture and sustain the interest of students and to make the most effective use of time 3 3.2 is adept at engaging and supervising students (e.g., as peer tutors) and adult aides and volunteers to assist with instruction 3 3.3 organizes and schedules events, activities and resources 3 3.4 understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities 2 3.5 keeps an up-to-date inventory of textbooks and other teaching materials, assorted instructional supplies, and various pieces of classroom furniture and equipment 2 3.6 identifies, encourages and supports change agents within the school, and incorporates the community in change processes COMMANDING/LEADING 2 4.1 demonstrates a readiness to make decisions, take the initiative and originate action 3 4.2 is adept at setting norms for social interaction among students and between students and teachers by influencing, convincing or impressing others in a way that results in acceptance, agreement or behavior change 3 4.3 establishes and maintains classroom control by providing clear directions for instructional activities and routines. The teacher’s focus is on learning, as a way of preventing disruptive behavior 3 4.4 applies rules and standards consistently and equitably 2 4.5 motivates and empowers individuals and groups of students to work independently in order to reach desired organizational goals 3 4.6 orchestrates the classroom learning environment and is adept at leading, managing and developing students 2 4.7 like a world class coach is fair, consistently firm, tolerant, and has an understanding attitude 2 4.8 is aware of ineffectual or damaging leadership practices and is devoted to elegant practice

M1 Personalize a Teacher; Self-Assessment 3 STRENGTHS/ASSETS: What Swerdlow management skill area is your strongest suit? Write about how your greatest management strengths/assets support or will support your teaching practice, your students, and their learning. According to the Swerdlow management skills assessment, the area that is my strongest suit would be what is called Controlling . Controlling means I have a great grasp on evaluating and implementing instruction in many different educational environments. I also am very good at addressing urgent problems immediately and am proficient at tracking student progress using a variety of methods. According to the text “M.5.5 The Complete Teacher™ makes judgments about the relative success or failure of an instructional strategy” (Swerdlow, 2013). This definitely comes in handy when teaching a more moderate special education classroom. This type of skill set is something that I have gained over the years, and will continue to grow by learning more about modifying curriculum to meet the needs of my students. NEEDS/CHALLENGES: What are your greatest needs/challenges, your leading growth edge? This would be your greatest zone of proximal development professionally based on your analysis of Swerdlow management skills. Where are your lowest scores, indicating your greatest needs and challenges? How will growth in this management area improve outcomes for your students? According to the Swerdlow management skills assessment, the areas I need the most work in are planning and coordinating. More specifically, I need to learn how to schedule field trips and school excursions. I also need to take more advantage of the facilities my school offers like the library or the outside areas. However, the area I need the most work on is learning how to “ handle several problems at a time and develop plans to implement solutions” (Swerdlow, 2013). This is probably where I struggle the most. Oftentimes when I have several small problems at once I tend to become overwhelmed and easily frustrated. I try my best to not show this infront of my students, but if I worked more on this it wouldn’t happen so often.

M1 Personalize a Teacher; Self-Assessment 4 STRATEGIES FOR GROWTH: Read through Swerdlow’s recommendations for your area of management skills with the greatest need. Describe how you will explicitly develop one skill as your first focus and describe what your principal and students will see and hear as you implement this new skill. Switch your perspective from how you’ll be implementing the practice to what the principal would see as you’re using this skill and how the students would benefit from your improved practice. Because planning is the first step in the classroom management process, it is the area I would want to focus on first. To be able to handle several problems at once I believe I would need to start by conducting an assessment of common challenges that arise in my classroom (like disruptions or student conflicts). I would then come up with a plan on how to deal with these challenges by prioritizing the need for assistance. This would help me manage and resolve multiple issues while still being able to provide sufficient instruction. By addressing this gap in my skills, if I were to be observed by my principal, he would see a seamlessly run classroom. The environment would be more controlled and I would use my contingency plan to address problems without causing any other disruptions. This would greatly benefit my students because they would have a more stable and focused learning environment as well as more instruction time.

M1 Personalize a Teacher; Self-Assessment 6 References Mundschenk, N. A., Miner, C. A., & Nastally, B. L. (2011). Effective classroom management. Intervention in School and Clinic , 47 (2), 98–103. https://doi.org/10.1177/1053451211414190 Swerdlow, R. M. (2013). Managing skills for teachers. Complete Teacher Program . Complete Teacher Academy, LLC.