Lindsay Nelson

Domain Commitment to Pupils and Pupil Learning

Competency: Teachers demonstrate commitment to the well-being and development of all pupils

-Get to know each student to establish trust, build relationships: their interests, family situation, strengths, needs, etc.

- Model positive learning behaviours: think-alouds, wonders, questions, interests, problem-solving, collaboration, growth mindset (e.g., 'still working on it' activity)

-Work with students and teachers to ensure that curriculum modifications and accommodations reflect the needs of ELL learners.

Competency: Teachers are dedicated in their efforts to teach and support pupil learning and achievement

-Small group instruction based on student needs/interests (e.g., phonics games, creating letter/sound books, word work, LLI)

-Utilize various instructional strategies to maximize student learning (e.g., technology, small group, 1 on 1, oral communication)

-Video below was created with a small group of Grade 1 and 2 students that required support with letter identification and sound awareness

Our Letter and Sound Book

Competency: Teachers treat all pupils equitably and with respect.

- Various opportunities to demonstrate learning (Hundred Languages)

  • - Culturally Responsive teaching and assessment practices
  • - Positive Reinforcement and Re-direction when necessary
  • - Try to get involved in various events and celebrations at school in order to learn more about different cultures (e.g., Asian Heritage, Black History Month)
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    **I always keep this quote in mind with working with students that come with various experiences and abilities.**

    Competency: Teachers provide an environment for learning that encourages pupils to be problem-solvers, decision-makers, lifelong-learners, and contributing members of a changing society.

  • - Promote an environment based on mutual respect, trust, and kindness
  • - Encourage students to own their learning by being actively involved in the entire process
  • - Teach young students how to positively interact with one another and manage conflicts as they arise (e.g., bug and wand, eye-contact, attentive listening)
  • - Value and celebrate the process rather than the product
  • - Integration of technology and critical thinking skills for 21st century learners
  • Domain: Professional Knowledge

    Competency: Teachers know their subject matter, the Ontario curriculum, and education-related legislation.

    -Utilize the board information about ESL through Curriculum and Instruction Support Services webpage (e.g., monographs, STEP information)

    - Attended a workshop for new ESL teachers hosted by Zaiba Baig in order to familiarize myself with the role

    -Met with Shivani Dhir to discuss STEP, Seps-7, and Number Talks

    -Worked 1 on 1 with Marialuisa to gain further insight into how the LLI program can best support our student population

    -Reading professional resources in order to help me plan and support for ESL students as well as classroom teachers

    -Attended an SIS Step Module Training in order to gain the necessary knowledge for inputting student data

    -Meet with Sandra regularly to discuss all things relating to our role as ESL teachers at Stanley Mills (e.g., assisting teachers with the STEP continua, report comments, modifications and accommodations, etc.)

    Domain: Teaching Practice

    Competency: Teachers use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices, and classroom management strategies to promote the learning and achievement of their pupils.

    - Try to maintain consistency in my schedule as best as possible so that students know when we will be working together

    -When working with small groups, we set boundaries in order to create an environment for learning. In addition, we follow a routine to maintain predictability and comfort for students

    -Short time periods for younger students in order to ensure engagement and retention of new learning

    -Utilize various teaching tools to keep students engaged (e.g., whole group reading, sight word games, word work, whisper reading, interactive shared writing, iPad apps, etc)

    -While working in the classroom, unsure that I circulate in order to assist any student that might need it

    Competency: Teachers communicate effectively with pupils, parents, and colleagues.

    -In the past, I have always had a classroom website so that parents can stay up to date with student learning and classroom happenings (see last years website: www.alomak1.weebly.com)

    -In my current role, I am open to meeting with parents whenever classroom teachers would like me to (during interview times or any other time)

    -The book that was created using the iPad was shared with parents via YouTube

    -I enjoy following various educators on Instagram and Twitter in order to get new and innovative ideas

    -Signed up to be part of the book talk to gain a more comprehensive understanding of Inquiry-Based Learning

    -Member of the 21st Century Learning Committee

    -Collaborating with colleagues to determine how we might bring Inquiry into the learning commons with small groups of students

    Competency: Teachers conduct ongoing assessment of their pupils’ progress, evaluate their achievement, and report results to pupils and their parents regularly.

    -I believe that the role of documentation is huge and that by doing so, we learn so much about where our students are and how we might move them forward.

    -Provide feedback to students and classroom teachers regarding progress, areas of strength/needs

    -While working as a classroom teacher, I made use of various assessment programs that suited my needs, as well as my ECE partners (while in K). E.g., Notability, Numbers