EDITOR IN CHIEF:

David Jakana

CONTRIBUTORS:

Tamika Ball, Kenny Kraus, Walline Williams, and Sherelle Minter

TEACHER EFFECTIVENESS PROGRAM ADMINISTRATOR:

Nikki Stroud

TKES 9-Professionalism:

The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

TKES 10-Communication:

The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

DTE 1-Social Emotional Learning:

Are students developing strengths across the five core Social-Emotional Competencies and learning how to navigate the world more effectively?

• Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board policies, regulations, and practices.
• Maintains professional demeanor and behavior (e.g., appearance, punctuality and attendance).
• Respects and maintains confidentiality.
• Evaluates and identifies areas of personal strengths and weaknesses related to professional skills and their impact on student learning and sets goals for improvement.

• Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the classroom and school environment.
• Engages in ongoing communication and shares instructional goals, expectations, and student progress with families in a timely and constructive manner.
• Collaborates and networks with colleagues and community to reach educational decisions that enhance and promote student learning.
• Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and written communication.

• Explicitly models the five core SEL competencies for students via individual and whole-class interactions with students (E.g., transparently reflects on personal SEL strengths and areas for growth, models the use of SEL language and strategies, demonstrates emotional intelligence, regulates emotions, uses systems for problem solving and resolving conflict, welcomes feedback from students, etc.)

Second Year Teacher:

Ms. Brooke Jones - 2nd Grade Teacher - Cleveland Avenue Elementary School

Instructional Mentor:

Sherell Minter

TKES/DTE Focus:

TKES 9: Professional Learning

TKES 10: Communication

DTE 1: Social Emotional Learning

The Question of the Month:

How do you collaborate and participate in school and district-wide activities with colleagues, students, parents, and the community?

Answer:

As a grade level, we plan field trips connected to our STEM Problem Based Learning in order to get information from career experts within our community. This experience provides students with real world connections and hands on learning opportunities.

"In my second year, I have been very intentional in making sure that my interactions with my students are always professional and not on a friend level and with that I have noticed that my students have developed a level of respect for me that was not there last year. This is making my second year teaching experience a much better experience.”

Jasmyne Jenkins, Second Year Teacher –4th Grade

“This year I am participating in our school’s mentoring program. This is allowing me organic opportunities to engage my students in social emotional learning beyond the scripted classroom lessons. I am learning so much about my students’ lives beyond their content knowledge. This has allowed me to better identify the right support strategies to help them to grow both academically and social emotionally."

Ngoc Phuong Phan, Second Year Teacher - Special Education

https://twitter.com/apsinducts

Nikki Stroud: @NikkiStroud6
Walline Williams: @WallineW
Tamika Ball: @T_B_Ball
Kenny Krause: @KennyShraus
David Jakana: @djakana06
Sherelle Minter: @SherelleMinter