Professional e-Portfolio 2015-2016

Cristy Edwards

Personal Profile

Georgia Virtual Teaching Experience

This is my 35th year teaching and my 10th year at Georgia Virtual School. For an English teacher, that means I have graded about 50,000 essays...so far. Despite all those essays, I thoroughly enjoy working with students and helping them appreciate the literature that is an important part of what has made our culture what it is. If even one student per year becomes excited about reading and learning, I feel as though I have coached the winning Super Bowl team!

Professional Profile

Professional Development and Data Analysis

September/February

Professional Development/Best Teaching Practices/Differentiation, Data Analysis

October/March

Data Analysis: The Value of an Analytics Report on Tool Use.

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Professional Development/Best Practices/ Differentiation/Data Analysis

November/April

School Wide Goals: August 2015-May 2016

Artifact 1 (Goal 3): Quiz Question Statistics
Reflection: This artifact shows the stats for the first quiz of the spring semester. It covered MLA and specific expectations that were in the Introduction unit. I gave feedback to the individual students for specific items they needed to know (MLA heading) and highlighted items they should follow in the next Adobe synchronous session. Using this tool made it easy to determine which items needed more time and review. This tool also let me know where there might be "thin" places in the content so I could reinforce those places the next time I taught the course.
Artifact 2 (Goal 3): Analytics for Content
Reflection: Using this tool allows me to know when I need to contact students/parents about their lack of progress or perhaps lack of work altogether. One parent I contacted because of their child not accessing the content let me know her son had been in the hospital. She had not notified GAVS because she was looking at the deadline date and not thinking that it would take time to go through the content in order to meet the deadline with the assignments. I was able to advise her about what to do with hospitalizations and accommodations before the student had gotten zeroes.
Artifact 3 (Goal 3): Analytic for Student Use of Tools
Reflection: This quick analysis of where students have been prior to the marking periods gives me additional information about student work and progress-or lack of progress. The biggest problem teenagers have is procrastination and seniors tend to have an extra-virulent case of procrastination. This allows me to see more of what the student has been doing and where he/she has been (in the course). I have to assume the number indicates the amount of time in each tool rather than the number of times accessed but the Key doesn't elaborate.

Artifact
4 (Goal 2): AP Writing Prompt used in EL-B.
I don't teach AP classes or classes that lead to an AP course. Virtually all of my students are seniors and will not be in high school next year. I focused on preparing them for college and the world of work. For example, my Advanced Composition students created their resumes and learned to write business letters. My English Literature students worked on improving their writing and addressing the prompt...a very important element of the AP essay! The students use old AP open ended prompts to write their essays on the novels they read. Although I didn't grade using the AP rubric, I did focus on how well the student addressed the prompt. We also worked on style-both identifying stylistic devices and using personal style in writing. This is another AP element.

Goal 1: Exceed state pass rates for all EOC Milestones each semester.
I don't teach EOC Milestones classes this year but I reinforced the key elements of writing, grammar, and reading comprehension/analysis which are elements in all Language Arts Milestones.

Goal 2: Increase AP pass rates (three or higher) so that each GAVS AP test pass rate exceeds state and national rates.

Goal 3: 100% of teachers show evidence of utilizing data analysis tools in order to improve student achievement.

Throughout this eportfolio I have posted artifacts that show how I have used the data analysis tools in order to improve student achievement. The tools I used most often were the login/attendance tools and the tools for evaluating quiz items.

The login/attendance tool helped me check on students in the week between due date weeks. All too often, students took that week "off" since they didn't have to submit assignments. By sending an email to parents and students about the log on data for those weeks, it helped parents know their students were not working regularly. It also reminded students that I was still checking on them and was interesting in their progress.

I used the quiz analysis to determine what I needed to review to the entire class. I checked for frequently missed questions so I could address that in the next Adobe synchronous session. Looking for these weaknesses allowed me to go back and revisit the areas where students needed more support.

A data analysis tool I wish we had is a breakdown of items marked in the essays that are submitted through Turnitin. At this point, I keep track (by hand) of frequent errors on a spreadsheet. To have this as a data analysis tool would save me time. It would also be helpful if this tool showed a student's progress with elimination of the frequency of specific errors. For instance, if a report showed that student A had 15 comma errors on her first paper and only 3 on her fourth paper, we would have evidence of progress. To my knowledge, though, this is not presently available.

Additional Things I've Accomplished This Year