Professional Growth Observation

For EDAD 697 I observed an Induction Learning Academy Meeting and learned so much. Below are my notes and reflections on the experience! Meaning/Observed Perspective of Participants The Learning Academy purpose was for the participants to engage in meaningful and purposeful discussions with their colleagues about student engagement. I like how the district induction staff organized the activities to engage the whole group and then moved to small group discussion about how the general strategies apply to their own classroom and students. The district staff also approached our table to join in on the discussion, this kept us on task and provided us with additional guidance in our discussion. Direct Quotes Large Group Presentation addressing CSTP Standard 1: Engaging and Supporting All Students in Learning District Induction Staff/Presenter Quote: “As teachers, how can we build on students’ strengths and interests to engage them in thinking critically?” This was such a powerful question that the presenter posed to the small groups. I think this strategy of using an open-ended question gives teachers an opportunity to self-reflect on their own practice. By being able to come up with their own conclusions is a much more meaningful activity as opposed to trainers or presenters just telling us the possible outcomes. My table used this question to delve into more discussions about analyzing student data, strengths, and needs and incorporating strategies to elicit student inquiry and problem-solving skills. This type of critical thinking is such an important aspect of student learning and involves a high level of self-reflection for the student. These Year 2 teachers were sharing their thoughts and ideas of how to reach their students and I think this type of support and collaboration builds a long-term motivation to keep learning and growing. This observation supported my textbook knowledge about providing support that promotes a growth mindset for teachers. I believe as a beginning teacher, this exposure of collaborative inquiry and guidance builds a strong foundation for new teachers to continue in the profession.