Sasha Sanders_Final Porfolio-EDG605

Since I was young, I've always been well versed person in anything I pursued. When I became a teacher that quickly changed. I learned that there are so many ways to do things wrong, but luckily, there are even more ways to do things right. My self assessment caused me to think about my practices as a fist year teacher, and it made me feel a bit like I was doing a disservice to my students by not giving them feedback often enough or intentionally enough when it is such an important factor of learning. I realized that my strengths were giving summative assessments, but I needed to learn more ways to assess my students on skill not just content knowledge.

After reviewing my week 2 reading response, you highlighted the statement below, and asked me to revise my response by answering the questions that followed: 

Your questions made me realize that I did create rubrics and share my thoughts with my students about their assignments, but I was not intentional enough about the purpose of my feedback, the way it was given, the timing of it, or the results I was looking for from giving the feedback. I never thought of a way to measure the effect my feedback had on student learning or growth, and I could definitely do a better job at creating a classroom culture around feedback. 

Our week 3, assessment analysis assignment caused me to think more about the structure of assessments, their adequacy, and their usefulness. I realized that there are so many ways an assessment can be unfair and inequitable to those taking it. For this reason, I understand why there is such debate about state exams and their reliability as a means for deciding if a student performing well or not. 

The storying data project allowed me to see how useful data is to noticing trends and thinking about action plans. I chose to review graduation rates in 2018, then I organized the data using color-coding and sorting, and finally I created these visualizations below from data I extracted: 

The information showed me a trend that I already knew all well to be true which was that students with disabilities, and English language learners have the lowest graduation rates and the highest dropout rates. It's a sad truth and it is certainly relative to the fact that these students are held to generalized standards that they just cannot meet, and we must find other ways to asses their skills and knowledge based upon their realistic capabilities. This would ensure fairness and equity. 

This course gave me an opportunity to see the feedback I need to practice being given to me which was very meaningful. I was able to reflect on the process of receiving feedback, and furthermore, think about ways that my students could also reflect on the feedback I give them in a meaningful way. I ended this course with a professional development that follows this model below which allows me to practice giving feedback that is intentional, effective and measurable. 

In final, I hope this final portfolio exhibits the amount of growth and learning I've gained from this course. I am so thankful to have had the opportunity to create concrete plans to improve my instructional practices, and essentially improve those graduation rates for my population of students, students with disabilities. 

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