SelfAssessAlbert

CCT Exit Assessment

I.
A.
a) I have used this document in my job search, to a successful end!

b) It’s still unclear to me who would want to actually read the paper portion. Teachers and admin would probably focus on the unit plan.

B.
a) Speaking with Paul Goldenberg, I learned about his work with redesigning curricula that incorporate similar methods.

b) It was somewhat difficult to find other teachers currently working on such a curriculum. I would like to continue looking as time goes on.


C.
a) I discussed expanding my project to the rest of my department, and possibly even the rest of the school.

b) Results were not positive enough to warrant that, so more work will need to be done.


D.
a) In my paper, I include a discussion of the reasons to include these skills and lessons into the curriculum, including connections to the Common Core.

b) I have not faced much actual resistance, so I have had to try and convince surprisingly few people. I should practice to prepare for when I do have to.


E.
a) My goal was specified to be 10-12 lessons. I ended with 11.

b) I’m not sure when I will be able to implement this again in the future.


F.
a) Kathy Foulser was key in providing me the learning experiences and educational worksheets to influence my curriculum development.

b) I will continue to be on the lookout for more problem situations to add to my repertoire.


G.
a) My paper has a clearly defined order that has been given the OK stamp from my demanding editor.

b) I really didn’t have all that many other people read it, I could have gotten a wider range of feedback with a larger reader base.


H.
a) I have included some personal stories and hooks in to help Grab peoples’ attention.

b) I was not overly cognizant of the GOSP pattern while originally planning the paper. I think that it just overlapped nicely with my past paper writing experience and/or is now ingrained in my subconscious.


I.
a) I have gotten the rest of my department talking about experiments similar to my own.

b) I have not yet shared my final curriculum with my peers. I need to do that in the coming days/weeks.


J.
a) I kept a running reflective journal as I implemented my curriculum in the fall.

b) I am unlikely to be in a position to accurately recreate the conditions of my initial implementation. As such, my changes may be (partially) for naught.




II.
1.
a) The first problem given to my students was taken from the Mathematical Thinking Skills Course.

b) I will forever be looking for more experiences to integrate into and improve my teaching practice.

2.
a) When my school mentioned that they were developing an action plan, my first thought was to use some of the tools from 693 to help.

b) I’m still not sure when I would use a mind map or some other of the tools to which we were introduced, so I will have to keep looking for the appropriate opportunity.


3.
a) I have become more consistent with naming files on my computer because of the CCT classes I’ve taken.

b) I’ve found that my time management varies directly with my workload. While this is probably better than the alternative, it shows me that I can do better more consistently than I do. I hope to work on that.


4.
a) I tried some of the theories I developed in the Creative Thinking Skill class as I structured my classroom this year.

b) I did not put the full investment into some of the initiatives as I would have needed to, particularly ones that involved investing class time on multiple occasions in a small-ish time frame. I will have to work on that in future attempts.


5.
a) I have taken steps towards ensuring my emotional well being, including making trips to visit friends don weekends and moving to an area where social opportunities are more bountiful.

b) Distractions tend to get worse as the semester goes on (or I simply get better at recognizing them).


6.
a) I have friended several of my classmates on Facebook, and will be looking for the others. They are an awesome group of people and I still have much more to learn from them!

b) I didn’t know a couple of the students in my “graduating class” until I met them at presentations. Similarly, I thought that a couple people were in the group until they did not present. This shows me that I can still improve upon my interpersonal and social relationships.


7.
a) I managed to submit every synthesis installment on time and with substantial additions since the last one. I similarly submitted just about every writing assignment from every class on time throughout my program career.

b) I still struggle with reaching out for help when I don’t know how to do something. Although I expect my students to do it, I have an innate double standard for myself that I need to work on.


8.
a) I eagerly await feedback on all of my pieces of written work, oral presentations, etc.

b) I do not always respond to all feedback. This is both a positive and something for me to work on because it means that I considered the feedback and chose whether or not it was in the interest of my dialogue to respond to it.


9.
a) For my curriculum, I wrote it as I know educational curricula are (at least at my current school) without compromising for formal standards for academic papers.

b) I have an unfortunate tendency to think of my work as different enough from formal works of writing that I neither seek out nor strictly follow the standards for them. This is not something I will always be able to hold to.


10.
a) I have phrased so much of my project as another step towards improving the curriculum further.

b) I do not always go back and actually apply my reflections to make improvements. If I do, I do not necessarily go through a second round of implementation to test those improvements. This potentially leads me to not understand what changes affect the outcome and how much they do.