Marc Michel- Final Portfolio/Professional Development Plan

I have worked intensely for 6 weeks in this class. What I consider to be my strongest work  is the Storying Data Project ( ). I chose to annotate this project because I found the information, I discovered from my data analysis to be imperative in understanding the level of achievement within my classroom in the near future. While using a large data set from the New York State Education. I chose grade 7 Math from the 3-8th grade assessment database which contained ELA and Math at the state, county, Need to Resource Capacity group, district, and school level broken down by various subgroups. The tool that I used was Excel. I had formatted all the data which allows educators and administrators alike to identify the number of students who are in general and special education and who took and passed the grade 7 Math test in Albany and the Bronx. What I have learned from Excel is how to determine what type of data I needed to create the visualization for the readers that will tell a complete story. I explored the various available chart types, which would be easier for the reader to comprehend. By analyzing the data educators with information about their school can not only improve on the success of individual students but find out the demographics of how to serve such population of students. What’s next in my future in the classroom is using Excel’s data analysis tools and techniques with my students. I will first learn how to give my students a tutorial on Excel. I will then present it to my students and come up with activities where they can analyze data and create visuals from them. It will not be easy, but I don’t give up and I will encourage my students to do the same.


I will be teaching next year and here is what I am going to do to improve my feedback and assessments for my future students in my classrooms. I will take a more prominent position in the physical space of the classroom and be more conscious about using a whole-class radar to scan what is happening all the time. I would reinforce and rehearse routines for entry, for questioning, and for common practical tasks. I would make more eye contact, setting up spaces so students can all be seen and looked in the eye. I would also set time cues for tasks and rehearsing good stop/start routines. I would probe the classroom for every answer, have a follow up or several follow-up questions (Why, how did you know, is that always true, what else could you add, are you sure?).


I will check for understanding: after any exposition or giving instructions, ask students to

repeat back what they’ve understood.


I would also avoid these bad questions:

  • Does anyone have any questions?
  • Is everyone ok with that?
  • Does everyone understand?
  • Do you all know what to do?


Lastly, I would give students more practice with the same question type so they can consolidate the skills; I believe that there is not enough repetition and students are moved on prematurely. Drills and over-learning can be very powerful.


My mentor, administration and fellow teachers will serve as people who will enable me to put the above action plan in to play. This plan would help me as a teacher to create a classroom atmosphere for my students to experience learning at a level that allows them to perform at the best which allows the best feedback and assessments.

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