D1            Reflecting on the extent to which the learning goals were met

·        The reflection essays and periodic meetings with my US and CTs helped me to reflect upon the degree to which the learning goals were achieved.

D2            Demonstrating a sense of efficacy

·        I have received positive feedback from my cooperative teachers, Coach and University supervisor about my progress as a teacher.

D3       Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.

·        I contribute to lesson planning prior to the start of new Units.

·        Due to subbing almost exclusively within TPMS, I met most of the faculty and worked along side a number of the SPED teachers in inclusion classes. I felt comfortable talking with the faculty about students, school matters, and general educational issues. I was fortunate to have two Cohort 4 people at TPMS to provide practical advice and the occasional morale boost.

·        I also made an effort during my internships and while subbing to share information and materials that are available to me through my classes and the NCSS conference that I attended.

·        Since I began independently teaching, I continue to share techniques and materials I've developed with my colleagues (see link below for sample assessment I developed)

D4             Communicating with parents or guardians about student learning

·        I frequently call or email parents to notify them of student progress and any concerns.  I always make sure to say something positive.

·        A Dear Parents letter was sent home with all students on the first day. This letter gave my contact information and encourage parents and guardians to call, write, or request a conference if they have concerns about their children. (See link below)