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Home > Professional Reading Log

Professional Reading Log

In this section I have added some of the books that I have read in relation to teaching. I have attached these books because they have enhanced my pedagogical and content knowledge of teaching.

Content Area Literacy

List of professional books read
Content-Area-Literacy-9780827359543.jpg

Author: Robin Eanes

Title: Content Area Literacy: Teaching for Today and Tomorrow

Year Published: 1996

Year Read: 2012

 

 

 

 

 

 

 

 

 

 

 

Summary: In this book the author stresses the importance of preparing students to be lifelong learners through content area literacy. According to the author content area literacy is “the combined use of reading, writing, and critical thinking for the purpose of learning content in the content area classroom.” Content area literacy acknowledges that in order to have an ample understanding of content in the classroom, students need to use their reading and writing skills to enhance their content area understanding at every grade level. Through content area literacy students learn reading and writing skills that are important and practical to their everyday lives. Through content area literacy students become interested in their learning. Reading and writing are no longer something they have to do but rather it is something they enjoy doing.

Discussion: One important learning I got from this book was that a wide variety of literature is needed in order to reach the demand of content area literacy. When students experience a variety of resources, they learn how to read, write, and think critically in the unique language of the content area. The use of books, magazines, periodicals and newspapers are to be viewed as useful materials to be used in the classroom. Another important learning a picked up from this book was that teachers need to use a variety of grading methods. There is a misconception among teachers that if they use writing in the content areas, it will ultimately result in excessive paperwork and grading for the teacher. However, this is not the case. Teacher grading can change and it does not have to follow the traditional approach.  A teacher can just grade only final products, while peers review and edit rough drafts. The teacher can also teach students on how to evaluate their own and peer writing. For me, this is the most significant way a teacher can go about teaching content area literacy. When students can evaluate and judge their own work, they will become intrinsically motivated to learn and improve.
USA- A Framework for Teaching
Domain: 4 Professional Responsibilities
Component: 4a Reflecting on Teaching
Component: 4d Contributing to the School and District
Component: 4e Growing and Developing Professionally
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)
Standard: Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Performance:
9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
Performance:
9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
Performance:
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
Essential Knowledge:
9(k) The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.
Critical Disposition:
9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
Critical Disposition:
9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
Critical Disposition:
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
Critical Disposition:
9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Standard: Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Critical Disposition:
10(s) The teacher takes responsibility for contributing to and advancing the profession.
Performance:
10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
Critical Disposition:
10(t) The teacher embraces the challenge of continuous improvement and change.

Enhancing Professional Pratice

EPP.JPG

 

 

 

Author: Charlotte Danielson

Title: Enhancing Professional Practice: A Framework for Teaching

Year Published: 1996

Year Read: 2012

 

 

 

 

 

 

Summary: Danielson's book "Enhancing Professional Practice" provides a framework for teaching. In this framework, Danielson identifies responsibilites that all teacher's should have to promote improved student learning.The framework is divided into 22 components that fall into four domains of teaching responsibilities: planning and preparation,classroom environment, instruction, and professional responsibilities. Even though there are four seperated domains, the individual domains do have some relation to each other and overlap a bit. This framework was created for novice teachers as well as experienced teachers.

Discussion:

What I have learned from the study of Danielson’s framework is the importance of high-quality teaching. Danielson’s framework allows teachers as well as their colleagues to hold themselves up to high standards of teaching. It has also allowed me to develop greater insight into teachers’ work and how I can ultimately improve myself in the profession of teaching. Danielson’s framework can help me in my own professional development as a teacher because it clearly outlines the professional responsibilities that teachers must take on 24/7 365 days of the year. Teaching is a complex profession and this framework can really provide the necessary structure to understand what is required of new and old teachers to successfully operate inside and outside of the classroom.
USA- A Framework for Teaching
Domain: 4 Professional Responsibilities
Component: 4a Reflecting on Teaching
Component: 4d Contributing to the School and District
Component: 4e Growing and Developing Professionally
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)
Standard: Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Performance:
9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
Performance:
9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
Performance:
9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
Essential Knowledge:
9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Essential Knowledge:
9(k) The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.
Critical Disposition:
9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
Critical Disposition:
9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
Critical Disposition:
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
Critical Disposition:
9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Standard: Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Essential Knowledge:
10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
Critical Disposition:
10(p) The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
Critical Disposition:
10(r) The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
Author: Ryan Parker
Last modified: 9/14/2012 8:55 AM (EST)