Self-Synthesis Action Plan

Self-Synthesis Action Plan (Face-to-Face)

Component Area of Strength Area for Growth Action Taken Outcome
Organization

(from Peer Observation)

Clearly outlines agenda and highlights assignment deadlines; “statement of purpose” and “end-of-class summary.” Move more quickly into course delivery. Attention to pacing based on class activity and student response. More content covered in class and greater understanding of course content.
Instructional Methods

(from Peer Observation)

 

Hands-on activities with students working in small groups; PPT to guide delivery and provide links to external resources.

 

I considered more opportunity for individual assessment. Exit tickets and Google form responses collected. Individual accountability.
Classroom Environment

(from Peer Observation)

 

Interactive and welcoming. “Upbeat,” “students were comfortable,” “well-behaved,” “respectful of others as well as their teacher.”

 

Perhaps I can allow for more introspection. Individual quick writes, individual time to reflect before conversing with others. Greater involvement from each student, higher levels of discussion.
Content Knowledge

(from Peer Observation)

 

Skilled technology integration in various learning contexts. Interacts with all groups.

 

Technology is constantly changing, so the challenge is developing a system to keep pace. Pinterest board focused on technology, addition of “cool tool” assignment. Technology and its affordances is an ongoing conversation in my classrooms.
Communication Skills

(from Peer Observation)

 

“Clear directions,” “engaging,” and “enthusiastic.”

 

Perhaps more guidance on a handout could be considered. I’ve since put the entire class agenda on Canvas and display it during class. Students are clear on expectations throughout the entire lesson.
Student Interaction

(from Peer Observation)

 

“The students were engaged the entire time.” “Motivated,” “accepting of each other’s opinions.”

 

Perhaps placing students into grade-level groups would improve interaction. Grouping strategies are based on grade-level interests. Students relate to each other more and share similar stories.
Intellectually Stimulating

(From SPOT)

“Variety of activities and projects for us learning material, rather than just listening to lectures every day.” “Material learned through the course were challenging because they were new to us, but the instructor did a phenomenal job.” “She stretched my thinking more than many teachers in my 25 year span as a student.”

 

 

“This class had interesting information, but most classes resulted in class discussions.”

 

Include increased pedagogical approaches. Able to reach more learner preferences.
Contributions to Learning

(From SPOT)

“Open discussions with our professor and classmates, the variety in projects, and the clarity of each assignment.” “The professors attentiveness and teaching style.” “I felt like all of the material we learned can be applied directly to our classrooms.” “he is an innovator and loves to try new things, which I really appreciate because things are always changing.”

 

A need to focus more on differentiation; individual interests and needs. Greater attention to detail. Each student will feel more appreciated, valued, and tailored to.
Learning Distractions

(From SPOT)

“Nothing. This was an AMAZING class, I will be sad when it is over.” “I believe that if we had spend the entire semester just on the text book, I would not have learned as much as I did.”

 

Virtual observation, i.e., Teaching videos; number of assignments; assignment due dates too close together.

 

Adapted to include CDL virtual field experiences instead of 10 hours of video observation; reduced assignment load; spaced out due dates. Less assignments but more weight and expectations applied to each, with dates spread apart in time, appears to have helped
Suggested Improvements

(From SPOT)

“Keep Dr. Eutsler around and never let her go. She is the best professor I have ever had in my 4 years at UNT.”

“Nothing, keep it the same, the professor makes the class.”

 

Focus the assignments.

 

Aligned course objectives more closely with assignments. Reduced workload, created new assignments more appropriately aligned. More cohesive content delivery.
Other:

(from Annual Teaching Self-Reflection)

I am well planned which helps guide the flow of the lessons. I try to fit too much into one course and lesson. Reduced assignment load and thought critically about meeting the course objectives in more appropriate ways. Student engagement, interest, and effort have increased. Students’ willingness to partake in each assignment appears to have led to greater depths of understanding.