E1 – Professional Development Student Surveys

E1 – Exemplify professionally-informed, growth-centered practice. Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of their teaching through feedback and reflection. This means that teachers are making reflection a regular practice to improve instruction and student learning. In the Internship Seminar class we were asked to provide a student survey about our teaching practices. I already ask students to provide feedback at the end of each unit. student reflectionMy piece of evidence is another type of survey I incorporate into my regular teaching practices. After students take a unit test, I ask my students the following question to respond in their reflection journal: “In what ways can Mr. G improve the teaching of this unit?” This response was particularly representative of the whole classes responses and provided constructive feedback with positive behaviors to continue. When this student wrote this reflection, I saved it because their feedback was helpful to me, both positively and constructively.

This student’s reflection about my work as a developing teacher, demonstrates my growth in my teaching practices throughout the year. The student says, “He does great when he is showing all the steps to solving something. Her is also very good at keeping the class engaged.” Both of these have been points of emphasis as I begin my teaching career, particularly keeping students engaged in rigorous academic work. Research shows that keeping students engaged improved retention of material (Borich, 2014), I am excited that students recognize my efforts to keep them engaged in learning. I will continue to ask students these and similar questions to receive feedback that I can improve upon (such as improving group work protocols to optimize student learning when working in small groups).

This student work sample, along with my reflection to the assigned student survey, that aims at different teaching practices, help me target areas of success and areas of improvement. I can ask specific questions to measure my effectiveness as an educator. “In mathematics, several factors have been consistently found to exert a positive influence on student achievement gains: teacher coursework, degree attainment, and certification coupled with pedagogical training in how to teach mathematics (Hightower, et al., 2011, p.32 ).” Teachers play a crucial role in student achievement, the improvements I can make directly impact the student’s success.

In the past, since I have asked the same static question at the end of each unit, I would like to get more diverse feedback. As I work with the Knowles Science Teaching Foundation, I will be developing a long-term teacher inquiry questions for the first several years as a teacher. As this question develops and I work in collaborative work groups to help me establish steps towards meeting these professional goals, I would like to use the student surveys to ask my students questions as evidence towards those goals. The student feedback will help me assess if I am meeting my practitioner inquiry goals and can help me find next steps in any are needed.


Borich, G. D. (2014). Effective Teaching Methods (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B. (2011). Improving Student Learning By Supporting Quality Teaching.


P1 – Intentional Inquiry and Planning

P1 – Practice intentional inquiry and planning for instruction. This means that classroom teacher plans instruction around a learning target and creates a lesson which encourages students to critically think about the function of the learning target. Within the realm of mathematics, students should build intuition around how mathematical processes and can therefore build from current understandings to unique situations in the future. For a teacher, building this intuition must be well planned.

Student Work Matrix POGILStudent Work Matrix POGIL2Student Work Matrix POGIL3 Student Work Matrix POGIL4

Student Work Matrix POGIL5Student Work Matrix POGIL6

In the images, I’m presenting the work of a group of students who completed a group inquiry activity that was monitored me. While POGIL (Process Oriented Guided Inquiry Learning) activities are highly structured and I lack the training to adequately design a true POGIL, this is my best attempt at guiding students through mathematical concepts using discovery as the motivator for the lesson. This POGIL is about matrix multiplication, the purpose of this activity was to build on their prior experiences of matrices, create intuition about mathematical practices, and assist students in making meaning behind matrix multiplication. Many students know the procedure, yet few understood how this process was applicable in the real world.

This classroom activity was built and designed by me, although I used a textbook to find problems with student interest in mind and adapted the questions to fit my instructional goals. Since this activity was designed by me, this demonstrates I am able to ask students good questions which lead to conceptual understanding. This also shows my ability to plan for 100 minutes of instruction and facilitate an activity, probing students for more advanced thinking.

While planning this activity, I learned about how challenging it is to create clear questions which lead students to understanding of the learning targets. Since I teach multiple sections of the same course, after each class, I revised my questions to ensure each question challenges students and leads them to more complete understanding of matrix multiplication. Students also state they enjoy the POGIL’s as a learning activity. Students get to work in groups and ask questions to their peers. Providing group based activities, students break the routine of back to back 100 minute learning segments. Additionally, this provides students the opportunity to practice new skills without the traditional “drill and kill” of many math classroom. Practicing with inquiry also helps students create meaningful understanding rather than the process of symbol manipulation alone.

When designing lessons, it may be useful within my lesson plans to prepare questions each day which probe at the students understanding. Also, I think that creating a classroom goal everyday (and actively writing it down in the lesson plan) will help lead to a meaningful result from the lesson. With a goal like “Students can understand the meaning and operations of matrix multiplication,” I can create quality lessons, ask questions which probe for understanding, and measure the effectiveness of my lesson.