|A teacher affects eternity; he can never tell where his influence stops. - Henry Adams||
|Welcome Resume Standard I: Plans Instruction Standard II: Creates Learning Climates Standard III: Manages Instruction Standard IV: Assesses Results Standard V: Reflects on Teaching Standard VI: Collaborates with Others Standard VII: Professional Development Standard VIII: Demonstrates Content Knowledge Standard IX: Implements Technology||
Standard VI: Collaborates with Colleagues, Parents, and Other Agencies
It takes a village to teach a child. This statement captures the spirit of Standard VI. Teachers simply cannot do it alone. It would be impossible to make the secondary educational process authentic and comprehensive without extracurricular activities and help from a great number of bright people who exist outside the confines of the school. Let's not forget how communicating with other teachers is one of the best ways to get a grip on the complex profession that is teaching.
As evidence of mastery, I will present to you the results of parent interaction. Then, I will provide proof that our FBLA chapter is alive and well, providing our students with opportunities to shine. Finally, you will see to what extent I collaborate with my fellow educators in order to make sure my students are getting the best education possible.
The following exchanges between a student's mother and I resulted in this student going from a low D average to a B whlle improving his work habits. I would consider this a successful exchange.
The parental conference I had with this student's mother via phone had little effect, probably because the mother was always "too busy" to follow through. This represents the darker side of parental collaboration and it really opened my eyes to how these sorts of things often work.
Teaching definitely isn't a job for loners. It amazes me at how many people I have to deal with in order to perform my duties. I have had a fairly pleasant experience dealing with my fellow teachers. None of the problems or concerns I have had while teaching have been unique to me. All I have to do is start explaining a problem and at least one person I work with says, "Yeah. I remember when that happened to me." Thank goodness we all eat lunch together every day.
I'll admit that dealing with parents is a very stressful to me. I'm always afraid I'll say the wrong thing or offend someone. The best thing to do is always preface any criticism with some positive aspect of a child's performance. Even though some students are quite rotten, they all have some positive attributes. From what I've seen, the parents are to blame for most of their children's problems. All parents who are willing to communicate with me care about their children, although I've observed many levels of concern. The parents of my best students are always waiting at the doorstep for open house. At the other end of the spectrum, one of my most troubled student's parents won't even answer the phone when they see the school's number on caller ID. There is a very strong correlation between parental involvement and the educational outcome. When I hear the background that some of my kids come from, I realize how well adjusted they are.
I have had an absolute blast being an FBLA advisor. Getting to be a part of FBLA was a major factor in my decision to become a teacher. My memories of FBLA are some of the best I have from my high school experience. I have tried to make my students' FBLA experience as fun as possible. My FBLA members continue to impress me every day. We took nine people to the state conference to compete, which is a record for the ATC. Next year, I'm sure we'll be sending a few to nationals!
I have made many connections with the local colleges and technical schools this year. I have been very impressed as to how unselfish all of these people are in terms of what they hope to achieve when they come to speak to my classes. Every single representative I have talked to has said they do not care what institution the students attend as long as they receive some sort of training to better themselves. I really enjoy working with these people because they are doing their job for the same reason I am: To help the students be the best they can be.
Next year, I plan on doing a better job at letting parents know just how well their kids are doing. This year, I got too caught up in trying to correct problems. It is so much easier to write a praising letter because you can almost never go too far telling a parent good things! I really wanted to write a class newsletter, too, but I never got around to that either. One of the reasons I got into teaching was to try to change the local attitudes toward education. One of the best ways to do that is to tell about all the things we are trying to teach in our school. Mr. Mayabb and I have had several articles in the paper about the students and the educational opportunities of the ATC. If we keep hitting the community with good things, maybe some will see that all we are trying to do is help students be better than they would have been otherwise.