Jamie Black

TE 807
Final Course Focus Statement

Over the course of TE 807 I have had the opportunity to reflect on many different aspects

of being a quality teacher, teacher inquiry, and learning with others. My initial course statement

mainly focused on what I believe it means to be a quality teacher, therefore I would like to add

reflections on teacher inquiry and learning with others. Earlier in the course I said “To me

quality teaching relies on: knowing your students, teaching curriculum with a clear purpose and

measurable outcomes, and using activities that are developmentally appropriate for the student’s

age.” After the course readings, discussions, projects, and videos, I would have to revise my

thinking to say that being a quality teacher expands beyond your students and curriculum, it also

involves lifelong learning and reflection.

One idea that has stayed the same in my philosophy of what it means to be a quality

teacher is the fact that we need to see our students as individuals. Individuals have different

backgrounds and needs which must be met in order to produce the best learning. When I was in

elementary school I remember my fourth grade teacher would have us write something in a

journal each day and then would take the time to write thoughtful comments after each entry. As

a student I felt comfortable and cared for in her classroom because she always wanted to know

how my softball game went or if I had fun playing with my cousins over the weekend. When I

felt cared for and loved is when I was motivated to do my best learning. My teacher could tell by

what I was writing if I was having a good day and could focus on my learning or if I was

struggling with something at home that would take away from my learning. Many years later I

became a fourth grade teacher myself and was excited to get to know my students. One student
in particular, John, challenged me more than I dreamed possible. His home life was much

different than I had ever known, he was adopted after abuse from his birth mother, and his

mental state was unimaginable to me, he had PTSD from early childhood experiences. He

wanted so desperately to learn and challenge himself, but his PTSD and behavior often inhibited

him. Despite the many behavior outbursts he stayed in my classroom and I was able to learn a lot

through him. When full days of school became too much for him I volunteered to tutor him after

school to keep him up to date on his learning. It was in these one on one sessions that I was able

to see what he values and takes pride in. Experiences such as these remind me that quality

teaching is being able to see beyond the academics and see the student just as William Ayers and

Ryan Alexander-Tanner describe in their book ​To Teach the journey, in comics​. Ayers and

Alexander Tanner write “The student grows and changes, the teacher learns, the situation shifts,

and seeing becomes an evolving challenge. As layers of mystification and obfuscation are peeled

away, as the student becomes more fully present to the teacher, experiences and ways of thinking

and knowing that were initially obscure become the ground on which authentic and vital teaching

practice can be constructed (Ayers & Alexander-Tanner, 2010, p.13).” Their words remind me of

how I worked with John and discovered what his individual needs were to learn best. One course

reading that has since confirmed the importance of knowing the students as individuals is ​What it

Means to Care: How Educators Conceptualize and Actualize Caring b​ y Robin Haskell McBee.

According to McBee “Overall, the third most frequently identified characteristic of caring

teachers is that of showing interest in the students, their work and accomplishments, their lives,

and their goals” (2007). In my opinion being a caring teacher is what the students notice and

appreciate most.
 Another part of my philosophy that I still believe is that teaching must have a clear focus

and measurable student learning outcomes. Earlier in the course I mentioned how my Spanish

teaching team had to rewrite our curriculum in order to focus on skills that could be acquired and

measured on a proficiency scale. I have expanded upon this idea later in the course by

conducting a peer coaching project focused on learning targets and self evaluation in my

kindergarten classroom. Through this peer coaching project I was able to conclude that what I

am teaching and the goals I am setting for my students is crucial to having a successful lesson.

According to Gary D Fenstermacher and Virginia Richardson of ​On Making Determinations of

Quality in Teaching “​ Quality teaching, it seems, pertains to what is taught and how it is taught.

The content has to be appropriate, proper, and aimed at some worthy purpose. The methods

employed have to be morally defensible and grounded in shared conceptions of reasonableness

(Fenstermacher & Richardson, 2005, p. 6).” As the course continued we also learned about high

leverage teaching practices from Teaching Works which are fundamental skills of teaching

successfully. One of the practices that resonated the most with me was setting long-term and

short-term goals for teaching so that teachers can ensure students learn the content that is

expected (Teaching Works, 2017). Beyond knowing your students at learners, I strongly believe

the content that is taught and how it is taught is important to quality teaching.

Something I have since added to my philosophy is the importance of reflecting on

teaching in order to improve it. One way in which to reflect on teaching is to conduct a teacher

inquiry project, by doing this your inquiry can be tailored to the needs of your classroom and

make your teaching stronger. Many believe that the best way to learn to teach is by teaching and

having experience. In the article ​Preparing Teachers to Learn from Teaching b​ y Hiebert, Morris,
Berk and Jansen, it details the analytical skills teachers need to research their own classrooms in

order to improve instruction (2007). It also suggests teaching experience as the best way to

inquire and learn more about the needs of your students. Action research is another technique

that will help teachers reflect on and improve their practices. I have always considered reflection

a strong skill of mine and evidence has shown reflective teachers are more successful. According

to Thomas Diana “By becoming a reflective teacher and carrying out inquiry-based projects, a

teacher gives himself or herself the opportunity for improvement year after year” (2011). This

supports my thinking that in order to be a high quality teacher you must be continually learning

and growing.

A final idea that I have added to my philosophy is the importance of working with others

to ensure high quality teaching. Much like conducting classroom inquiry, working with other

teachers or community members can provide fresh perspective needed to boost teaching

competence. Peer coaching is something I find myself doing almost daily, granted not to the

extent that I did for this course. My coworkers and I are always reflecting on lessons we have

taught, what works in the classroom and what does not work for our classrooms. According to

Pam Robbins “Peer coaching is a confidential process through which two or more professional

colleagues work together to reflect on current practices; expand, refine, and build new skills;

share ideas; teach one another; conduct classroom research; or solve problems in the workplace”

(1991). I firmly believe that teachers must collaborate with others to be a high quality teacher.

In conclusion, TE 807 has allowed me to reflect on and add to my philosophy of what it

means to be a high quality teacher. In addition, I have not only read about being a high quality

teacher, but I have had many opportunities to participate in projects that have helped me improve
certain aspects of my teaching. In my opinion being a high quality teacher involves different

aspects from knowing your students, using and teaching curriculum effectively, being willing to

grow, and collaborating with others.

 References

Ayers, W., & Alexander-Tanner, R. (2010). To Teach the journey, in comics. New York, NY:

Teacher's College Press.

D. Fenstermacher, Gary & Richardson, Virginia. (2005). On Making Determinations of Quality

in Teaching. The Teachers College Record.

Diana, T. (2011). Becoming a Teacher Leader Through Action Research. ​Kappa Delta Pi

Record​, ​47​(4), 170-173.

Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007, January). Preparing Teachers to Learn

from Teaching. ​Journal of Teacher Education,​ ​58(​ 1), 47-61.

High Leverage-Practices." ​Teaching Works,​ University of Michigan, 2017,

www.teachingworks.org/work-of-teaching/high-leverage-practices​.

McBee, R. H. (2007). What It Means to Care: How Educators Conceptualize and Actualize

Caring. ​Action in Teacher Education​, ​29​(3), 33-42. Retrieved 20, from Ebscohost.

Robbins, Pam. ​How to Plan and Implement a Peer Coaching Program.​ Association for

Supervision and Curriculum Development, 1991,

www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.asp