Susanne Beydoun

TSL 600

Professional Development Evaluation and Plan

I. COMPREHENSIVE EVALUATION OF STRENGTHS AND WEAKNESSES

1. Knowledge of Student

I have been working within the same building for two years now. I know the backgrounds of
where my ELs come from. It is very easy to gain information on the students past through the public
school. Parent meetings are held monthly. I spend a lot of time pulling my students in small groups.
The small grouping helps you really know your students as well.
Before even meeting my students, I evaluate their cumulative folders. Inside, I can find their
writing sample from the previous year, DRA score, and personal information. If a student has a
disability or how long the student has been in school is all available. There are also pinks and blue
sheets. These sheets list all previous testing data, behavior analysis, and medical needs of the student
as listed by the previous teacher. There is also a data share drive which is shared between all staff. I
am able to access this and receive in depth scores in writing, reading, math, language, science, and
notes on the student.
After all this analysis of the student, I do student surveys to figure out what home life is like. I
like to understand what resources are available at home and how I can be of most help to the student
and their families. As the days move along, I learn more and more about my students. Each day is an
opportunity to help me gain more insight on my students whether it is through a conversation about
what happened over the weekend or about their academic success. I have individual conferring
conferences with my students about their goals throughout the year. Knowledge of my students is
definitely a strong trait of mine.

2. Knowledge of Culture and Diversity

Given my experience with the students that I currently work, I have strongly met the culture and
diversity standard. I embrace diversity in the classroom. I try to find reading passages that connect to my
students. I want them to be excited about their learning. I design my lessons to appeal to their interests. I
now have a deep understanding that the role of culture in language development can effect academic
achievement and supports students learning. I also am well aware of how cultural identities affect
language learning and school achievement. The reason that I know all of this is because I am able to
relate. I am have American culture as well as Arab culture. I take that into consideration and make efforts
to know my students.

I have not only worked with one type of culture. I have been privileged to get to know many
backgrounds of students. Building a sense of culture even within the classroom makes all the different to
the learning environment. The first step is to know your students. I take effort in setting up parent
visitations, meetings, cultural day and much more. My students also have this kid culture that they
develop as a group. I try to keep myself updated with their outside of school interests. This helps me
 relate things they like into the classroom. I am culturally sensitive to all the different cultures in my
classroom.

3. Home, School and Community Connections

Home and school life are essential needs of a students success. As far as strengths, communication
with parents is strong. My blog is a source of communication. Parents are updated on what happens in
class and can post their comments, questions, or concerns. My email is available to them. I use this app
called Remind. It basically allows me to send text message reminders to the parents of any upcoming
event. My letters that are sent home are always translated into Arabic. Newsletters are sent at the
beginning of every month. Robo-calls are also made to homes reminding students of no school, parent
meetings, etc. The calls are translated into Arabic as well. Every month there is a parent welcome
meeting. This is the opportunity for parents to come in over a friendly atmosphere where beverages and
snacks are served. Parents can converse with teachers and principals.

The community is very involved with the school. The community police officer has befriended many
families and students. Every year the mayor comes during the annual Clean-Up Day Parade. There are
local businesses that help us fundraise for field trips. For example, there is a nearby pizzeria that offers
they pizzas at a discounted price. Our students order the pizza for snack and all profits go towards
school funds. We provide night school for parents in the community who need to learn English. During
March is reading month, many key community members were scheduled to read to classrooms.

A weakness is that not every family in my classroom is involved with the classroom. It would be
great to have involvement from every parent.

4. Knowledge of English Language

I have an in-depth knowledge of English language. I ensure that my ELLs learn and use English
effectively. I follow are district requirements to ensure English language is being facilitated properly. I
use state standards to drive instruction. The WIDA scores help me analyze where my students are and
what they need to grow. I take into consideration the domains of language. I am formally and informally
assessing listening skills on a daily basis. Speaking is practiced on a daily basis. I use SIOP strategies to
helps ensure the domains are being met. Reading is a goal for every student of mine. Reading is the key
to language comprehension success. I understand how to teach and evaluate writing. I use district
initiatives as well as what I have learned.

As I have elementary students, I am able to begin with phonemic awareness. I used word task
analysis to help evaluate the level of my students. Vocabulary with visual aid is key to expand their
language content. Grammar and discourse are taught through a natural approach and SIOP strategies.

5. Knowledge of English Language Acquisition

I am in the process of evaluating the ways in which students acquire primary and new languages. As
I have been learning this throughout my coursework in TESOL, I have successfully applied this
knowledge to my students success in learning English. Becoming fluent in a language depend on
language exposure. I know this from personal experience as well as research. I build on what my
students already to know to help them understand what they are reading and hearing. It is good to expose
students to things they are already familiar with. Within my reading groups I am able to assess the
language awareness of my students. I use many strategies that allow students to interact and practice
 with each other. I have my students often in groups and engaging with the content. I incorporate content
and language instruction through SIOP every day with my lesson plans.

I take into consideration all of the factors. I know that not every student will learn the language at the
same rate. Age, time in the US and motivation are forces that play a role in the students language
acquisition success. Their culture and socioeconomic status also take part. I am privileged to have
studied these factors as well as experience them. I reflect on their needs and use what I know to make
good decisions to foster English language acquisition to my students.

6. Instructional Practices

I design supportive learning environments based on careful analysis of my students characteristics

and on the linguistic and academic demands of school. I do this providing effective content instruction. I
create meaningful lessons. With every lesson, I try to relate and build off what my students already
know. I want them to see that what they are learning is meaningful. I like to make my instruction
interesting and exciting. Even if the concept is advanced, I build up to it by using SIOP. SIOP allows me
to integrate language and content. All the strategies help students feel successful. It truly works and my
students love turning and talking with an elbow buddy. Randomizing and rotating students helps students
be attentive while giving them comfort. They get the comfort from being able to share with someone else
or having the opportunity to ask a friend for assistance. When I clearly set the standards, requirements,
and practice with them before they are sent off to do the task alone, every student will be able to
accomplish and succeed. I make an emphasis that every student will do the work successfully and I hold
each student to that standard. Despite their differences in abilities, I have provided everything they need
to be successful within each lesson. This happens through differentiation, scaffolding, and guided
practices.

Everything in my classroom has a set procedure. We have been in routine since the beginning of the
year. Students know exactly where to go for materials and resources in the lesson. I choose materials and
resources that are backed up by research to prove success in the classroom. I use my grade mates to
collaborate on units and upcoming events for our students. Instructional practices cannot be successful if
management in the classroom is not there. I spend a lot of time at the beginning of the year managing my
classroom. There is always room for improvement in management. I want my students to be independent
and setting up the classroom as such can make for life long successful independent learners.

7. Assessment

I do employ a variety of practices to assess my students appropriately. My assessments do drive my

instruction. Assessments help me reflect on my progress as well as my students progress. From informal
to formal assessment, I have realized that assessment is probably the most important piece to the puzzle.
During a lesson there should be lots of informal assessment. I use this to identify which students will be
in my small group meeting with me first after the lesson. I also use informal exit slips to help make note
of who is and is not understanding the lesson. Spelling and vocab tests are given weekly. I use pre-tests
in math to figure out what I need to focus in on. I use running records to keep track of student reading
progress. When using SIOP, the assessment is usually directly related to the objectives. Assessment is
ongoing and happens all the time in my classroom. A weakness would be keeping a concrete track of my
informal assessment.

I also use NWEA scores to look deeply into what my students need. Using the data that the test
provides offers in-depth analysis of what students need. I am still learning how to read and interpret the
information it offers. There is a lot that can be taken away and used from theses scores. It is based on
 CCSS and even gives the exact strand that students need practice in. There is a lot of information and
knowing where to look and what to do next is something I am working on because I know it will benefit
my students and improve my own skills.

8. Teacher as Learner

I have always considered myself to be a learner. Every day is a learning experience to get better.
With teaching and being an educator I know that I will always learn something new. In fact, I never want
to stop learning. I am open to improvement. I engage in professional growth through my yearly
evaluations. I reflect on my observed lessons and take the suggestions my administrators give to me. I
am also growing by getting advice from my grade mates. This is my second year in my building and I
have learned so much about myself, my students, and my passion. I look at my accomplishments and ask
myself how can I make myself grow to become better? In turn, I also look at my weaknesses and look
for ways to improve them.

9. Professional Leadership and Advocacy

I am required to have a certain number of professional development hours. In addition, I sign up

for professional development opportunities outside of that. I am always asking resource staff for
strategies and tips. I have taken in-service days to observe veteran teachers. I am always collaborating
with my grade mates. I am gaining knowledge as I take my TESOL classes. I am implementing what I
have learned into my classroom. I work hard to maintain good relations. Relationships was a goal for
my entire district. One way we do this is through having a blog as a portal for students and families
into the classroom.

II. EVALUATION OF AND PLAN FOR ENGLISH LANGUAGE IMPROVEMENT

In evaluation of my current knowledge of the English language, I am well equipped with the
necessary requirements. I have majored in elementary education have received my B.S. in Elementary
education. I use vocabulary properly with my students. In terms of grammar, I am also familiar with all rules
and standards required of my students. For speaking, although I my everyday talk might take a form of
popular vernacular, I am able to articulate proper speech to my students as well as teach it. Even throughout
my elementary days, I have been proficient in using English for speaking, reading, and writing. I have also
completed all my coursework towards a Masters degree in TESOL.

My plan for continued English Language improvement will be as follows. I will continue to look for
recent research of best practices for English Language. I like to keep updating myself on my own by doing
my own research. This will allow me to keep expanding my knowledge. I will also sign up for professional
development opportunities that will help increase my skills in English Language. I will keep working and
collaborating with my colleagues to gain and share ideas for improvement. I plan to stay committed to my
students and their learning. Students come first and I will keep equipping myself with the necessary means to
help my students receive the content and language instruction they need.

III. EVALUATION AND PLAN FOR IMPROVEMENT OF INSTRUCTIONAL PRACTICES

My evaluation of my instruction practices are as follows. I design supportive learning environments

based on careful analysis of my students characteristics and on the linguistic and academic demands of
school. I do this providing effective content instruction. I create meaningful lessons. With every lesson, I try
to relate and build off what my students already know. I want them to see that what they are learning is
meaningful. I like to make my instruction interesting and exciting. Even if the concept is advanced, I build
up to it by using SIOP. SIOP allows me to integrate language and content. All the strategies help students feel
successful. It truly works and my students love turning and talking with an elbow buddy. Randomizing and
rotating students helps students be attentive while giving them comfort. They get the comfort from being
able to share with someone else or having the opportunity to ask a friend for assistance. When I clearly set
the standards, requirements, and practice with them before they are sent off to do the task alone, every
student will be able to accomplish and succeed. I make an emphasis that every student will do the work
successfully and I hold each student to that standard. Despite their differences in abilities, I have provided
everything they need to be successful within each lesson. This happens through differentiation, scaffolding,
and guided practices.

Everything in my classroom has a set procedure. We have been in routine since the beginning of the year.
Students know exactly where to go for materials and resources in the lesson. I choose materials and
resources that are backed up by research to prove success in the classroom. I use my grade mates to
collaborate on units and upcoming events for our students. Instructional practices cannot be successful if
management in the classroom is not there. I spend a lot of time at the beginning of the year managing my
classroom. There is always room for improvement in management. I want my students to be independent and
setting up the classroom as such can make for life long successful independent learners.

My plan for improving my weaknesses include the following. I would like to focus my improvement in
differentiating instruction in the language domains. There is a lot of un-eveness in terms of each students
level. I plan to improve listening by exposing students to review of vocabulary, grammar, and discourse
structures. One way to do this is by setting up posters in the classroom with that visual awareness. With
speaking, I will look for new ways to make more use out of speaking skills. One way to do this would be to
have students record their speech and later develop analysis and suggestions. For reading, I plan to make
literacy more enjoyable. I also want to extend my knowledge of phonemic awareness, decoding, vocabulary
development, comprehension, and fluency. I will improve my skills by taking workshops specifically aligned
to training in those areas. My district provides one that I plan on taking this summer. For writing, I plan to
provide students with a kid friendly rubric. Although the district provides rubrics for each type of writing,
students are not aware of what is expected. I plan on spending more time on corrections through writing.

IV. ADDITIONAL AREAS FOR IMPROVEMENT

The standard I chose to improve is assessment. I am still learning and figuring out how to use
assessments. I am just beginning to learn how to analyze WIDA and NWEA scores with my building.
Resource staff and other seasoned teachers are so helpful to turn to when it comes to interpreting the data.
I understand the importance of assessment. I need strategies of creating a balance. I am still exploring to
find what works best. I can improve by implementing assessment strategies presented in the courses I
have been taking.
Monitoring growth in an elementary setting can be overwhelming. I am looking for ways to help
stay organized and consistent. One way to improve is to have appropriate assessments for the task and
students involved. Aligning assessment to the objective will help me as well. I plan to delve into the
NWEA scores at the beginning of the year. I will map out what each student needs practice in. I plan to
set up independent folders that meet each students individualized learning plan. I want to take the
initiative to start this sooner rather than later to get the most out of my students success.