SelfAssessBruzzese

Robert F. Bruzzese

May 2012

I. “My Synthesis Product Shows That…”
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose). I can convey who I want to influence, the influence is on the students that I service, the teachers I work with, and the families of the children I deal with. The audience is also influenced because when they read my study, they will become motivated enough to adapt their classrooms to what they had read. I also feel that no one was affected negatively due to what was written. Each person was affected positively based on what was done.

B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now. Now that the semester is done, my understanding of homework is that much better based on what I have researched and learned from others. From this knowledge I can help other teachers with this topic and guide them to other types of studies that had gone on before. Yes, it is difficult to research and incorporate this information into a paper that was done. It was hard for me to do this type of writing, but I got through it and became a better teacher because of it.

C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction. This was difficult for me for a few different reasons. For one thing, it was hard to expand my ideas, once I thought I knew or understood something; another idea caused me to change my mind on an issue. In other words, once I had an opinion on a topic, I had to change my mind based on the information that was found. Secondly, once I wrote a chapter, I had to make revisions based on the information found. The scope of the project changed as the months moved on because of the facts that were found, and what was going on in my classroom. It began as a simple study that turned into something larger. Larger in the sense that the quality and quantity of the homework was a main focus of mine, this changed as time progressed. All of this became easier at the very end when it was finally done. When this happened I had a better understanding of hard research is.

D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter these counter-propositions or revise my own propositions. At the very beginning of this research this was extremely hard, even now it is hard, however, my own vision and how I want to handle the research in the future is better now that the semester is over. My own thinking is unique in the sense that it takes me awhile to understand certain concepts and properly explain them, however, when discussing what has happened in my class in any given day or discuss certain children and how well they are doing this is something that I can handle and communicate. To explain my propositions and counter propositions my be difficult for me at times, but over the long run in a month or school year it does get easier for me.

E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize those objectives. What is a struggle for me is and was the written part of this project. The practice of it and what I have done in my class is successful and exciting for me. As a reflective practitioner, this is on-going for me and something that I do well at. As a teacher, I constantly reflect at the end of each day, month, and year. If I don’t do this, I am only harming the children I teach. However, the writing of a paper or a research project has always been hard for me and something that I need to constantly work on.

F. I have gained direct information, models, and experience not readily available from other sources. I have to honestly that a lot of my experience comes from what I do at work. Yes, this study has given me experience, models and information not available from other resources, but much of the sources that was given to me comes from my work and the administration. I work in a great school system and the sources that has been given to me has come from them. Some of the resources has come from this study, but a bulk of what has been given to me comes from my school.

G. I have clarified the overall progression or argument underlying my research and the written reports. During my presentation I felt that this was positively done. However, in my paper I feel that I could have done a better job at it. As time moves on and I reengage myself to this topic, I feel this area of weakness can improve. It will take me time and practice in order for this to get better.

H. My writing and other products Grab the attention of the readers/audience, orient them, move them along in steps, so they appreciate the position I led them to. Again, this area of my study has been difficult; my writing skills were never great and has always been difficult. However, with many revisions and patience I always know the work does get done. In time people will be engage in what I write and what I am trying to explain.

I. I have facilitated new avenues of my classroom, workplace, and public participation. Yes, I do believe this was achieved and achieved with great satisfaction. The children in my class are better learners and better able to think and reason. Their homework has improved based on this study and the quality of it has been far greater than it was since the beginning of the year.

J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing. I believe I have done this and done it well. What was learned in this study will be incorporated into my future classrooms and help other students with work that needs to be done. I see no negative issues from this part of my study. I believe that my future goals will that much better based on what I have learned from the entire CCT program. Future students will be that much better in their thinking and they need to produce in school and at home.

II. Developing as a Reflective Practitioner, Including Taking Initiatives in and Through Relationships

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social/or educational change. Yes, this has been done during the last four years that I have been in the CCT program. By my communicating with other teachers, parents and students, I have learned to listen, think, and reason when it comes time to see how my students are doing. Also, my determination to succeed despite my limitations in writing and expressing what I need to say on paper has made me proud. However, how I view my students and what I need to teach to them has improved since I started this program.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses. What I have learned in my dialogue class, the gifted and talented child, and philosophy have allowed me to look at my students in ways that I have never seen or experienced before. What these three classes had done for me was increase my awareness of the gifts and limitations of my children and help bring them to the next level of their childhood. The experience from these three claasses improved my skills as a teacher to the point that the administration have taken notice. They have taken notice in my ability to teach and the children’s ability to learn.
3. I have developed efficient ways to organize my time, research materials, commuter access, bibliographies, etc. I would have to say this is still a struggle for me, my abilities to research and to formulate a bibliography page still needs to be improved. This will take more time and more energy on my part. With more practice and determination this can be done. But it must be done over more time; it probably won’t even happen in the next five years. My skills are low in this area and it needs a great deal of time to develop.
4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as leaner/facilitator of others, and reflective practitioner. Yes, I have become more of a risk taker during my time in CCT. A risk taker in this sense that I have listened more, allowing my students to be risk takers, my own grading policies, and how I engaged the parents of my students in their children’s education. I have even become a risk taker with my own abilities as well. Trying to take more classes to become a better teacher, spending more time listening to the needs of my students and involving the parents of my students in the day to day planning of my lessons.
5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar uncomfortable territory. I have taken and paid more attention to the emotional dimensions of my project. This can not be said in words but seen in my class each day. In the lessons that I plan, how I engage my students, and involve the administration in my school. As for my paper and my ability to write, this is still an uphill battle and one that needs to be worked on. With more time I know it can be improved on.
6. I have developed peer and other horizontal relationships; I have sought support and advice from peers, and have given support and advice to them when asked for. Throughout my experience in CCT, I do have to say that I have built good relationships with my classmates and professors. I asked for advice when needed, gave suggestions, and incorporated what was taught to me from each of these people into my class and informed my collogues what I have learned from my CCT friends. This has been the most exciting part of the program and one that I will take away with fond memories. There was nothing negative about this process.
7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn’t wait for them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn’t understand. I didn’t put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn’t see things the same way as I do. At times because of my responsibilities at school, home, second job and owning my own home with my wife, it was extremely hard to take the lead during this process. I needed more time to finish things, to revise and to make the necessary corrections to my paper. However, with my extension, I know that this paper will get done before the end of my last class and I can move on from the CCT program. It was and is a difficult process but it wasn’t and isn’t impossible. I have every confidence in the world that things will get done and be done in a timely fashion.
8. I have revised seriously, which involved responding to commits of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my reflective inquiry until I could convey more powerfully to others what I’m about (which may have changed as a result of the reflective inquiry). Again, the writing process was and still is a difficult for me, even when I revise It is still a difficult process. At times I can not and could not see my way through things. However, with the extension and my persistence and has been done already, this research will get done and be done in a timely fashion. I am determined about this and I know in due time my paper will get done.
9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work---criteria other than jumping through hoops set by the professor so I get a good grade. Now that I am in the middle and end of my project, I am slowly understanding the standards and the criteria of a research project. At times I felt that I needed to jump through hoops just to get a good grade, or to impress my professor. However, in the end I was just hurting myself. At this point, I think I understand the process enough so my paper can get done and done in a way that will be impressive.
10. I have approached the CCT synthesis course and the CCT program as works-in progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well in the synthesis course and program as a whole and to suggest directions for their further development. I do agree that my experience and what I will take with me in CCT is a work in progress. Since I am a life long learner, I need to take what I have learned and apply it to my life and try to make changes in this life for the good of everyone not just myself. I have found what has worked well for me through CCT and apply these ideas to my classroom, people that I work with, and to the people I care most about. In time, the way I think, reason, and view people will improve and I will become a better person.

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).




B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.




C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.




D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.



E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.




F. I have gained direct information, models, and experience not readily available from other sources.




G. I have clarified the overall progression or argument underlying my research and the written reports.




H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.




I. I have facilitated new avenues of classroom, workplace, and public participation.




J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.



2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.




3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.



4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.




5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.




6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.




7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.




8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).




9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.




10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.