FREQUENTLY ASKED QUESTIONS
List the (5) most important characteristics of an outstanding teacher.
An outstanding teacher not only teaches, but also serves as a role model, mentor and supporter. Teachers are life-long learners who have a passion for learning and share their enthusiasm with others, whether students or staff. Exceptional teachers reflect on their lessons and strive to better themselves and their students. The following characteristics are examples of how I will strive to be an outstanding teacher.
[1] Classroom Management
Classroom management skills are essential to establish a culture for learning and create an environment for rapport and respect, which are paramount to an outstanding teacher. My interaction with students and students’ interactions with one another will be consistent in promoting positive behaviors and lend itself to a sense of community. By designing realistic rules and expectations together with my students, the classroom environment will be a place where students are safe, proud, and passionate about learning. A daily classroom priority for me and students will be to effectively manage instructional groups, transitions, and materials or resources. This environment will ensure the learning of all students, including those with special needs.
[2] Communication
Effectively communicating with students, parents, and my professional community is an essential characteristic of an outstanding teacher. As the teacher, I will strive to communicate clearly to the students learning expectations, classroom directions and procedures, explanations of content, including their progress in learning. Parent communication is also essential so there can be consistency between home and the classroom. I will keep parents informed about the instructional program and individual students through phone calls, emails, invitations, class newsletters, classroom website and parent-teacher conferences. In addition, I will communicate with and participate in my professional community by attending meetings, sharing resources, attending school events, and serving on committees.
[3] Knowledgeable
Outstanding teachers are knowledgeable. They have a deep understanding of content and pedagogy, along with, an understanding and appreciation of the students and what they bring to the educational experience. My willingness to enhance my content knowledge and pedagogical skills through workshops, observations, and online resources will enhance the engagement of my students and help me develop a community of learners. I am currently in the process of continuing my education at American College of Education to obtain my Masters in Education of Educational Technology.
[4]Flexible
Teachers who are outstanding have finely honed instructional skills. They are flexible and can easily shift from one approach to another whenever the situation demands it. My numerous personal and professional experiences have given me the foundation needed to be fluid and flexible. Whether working in a private home environment or a school, my experiences have granted me numerous opportunities to use Plan B when Plan A did not work.
[5] Passionate
An outstanding teacher is also passionate about teaching. Their enthusiasm for learning inspires a positive attitude for students and grows lifelong learners. As an outstanding educator, I will plan and implement lessons that are meaningful, exciting, and engaging that meets the needs of all learners.
[1] Classroom Management
Classroom management skills are essential to establish a culture for learning and create an environment for rapport and respect, which are paramount to an outstanding teacher. My interaction with students and students’ interactions with one another will be consistent in promoting positive behaviors and lend itself to a sense of community. By designing realistic rules and expectations together with my students, the classroom environment will be a place where students are safe, proud, and passionate about learning. A daily classroom priority for me and students will be to effectively manage instructional groups, transitions, and materials or resources. This environment will ensure the learning of all students, including those with special needs.
[2] Communication
Effectively communicating with students, parents, and my professional community is an essential characteristic of an outstanding teacher. As the teacher, I will strive to communicate clearly to the students learning expectations, classroom directions and procedures, explanations of content, including their progress in learning. Parent communication is also essential so there can be consistency between home and the classroom. I will keep parents informed about the instructional program and individual students through phone calls, emails, invitations, class newsletters, classroom website and parent-teacher conferences. In addition, I will communicate with and participate in my professional community by attending meetings, sharing resources, attending school events, and serving on committees.
[3] Knowledgeable
Outstanding teachers are knowledgeable. They have a deep understanding of content and pedagogy, along with, an understanding and appreciation of the students and what they bring to the educational experience. My willingness to enhance my content knowledge and pedagogical skills through workshops, observations, and online resources will enhance the engagement of my students and help me develop a community of learners. I am currently in the process of continuing my education at American College of Education to obtain my Masters in Education of Educational Technology.
[4]Flexible
Teachers who are outstanding have finely honed instructional skills. They are flexible and can easily shift from one approach to another whenever the situation demands it. My numerous personal and professional experiences have given me the foundation needed to be fluid and flexible. Whether working in a private home environment or a school, my experiences have granted me numerous opportunities to use Plan B when Plan A did not work.
[5] Passionate
An outstanding teacher is also passionate about teaching. Their enthusiasm for learning inspires a positive attitude for students and grows lifelong learners. As an outstanding educator, I will plan and implement lessons that are meaningful, exciting, and engaging that meets the needs of all learners.
How would you address a wide range of skills, abilities and learning styles in your classroom?
Addressing a wide range of skills, abilities and learning styles in the classroom is a characteristic of an outstanding educator. When planning lessons, I will focus on incorporating different learning styles within each lesson. In my classroom, I will use a variety of learning techniques such as aural (including sound and music), visual (using images and spatial understanding), verbal (words within writing and speech), kinesthetic (consisting of using their hands and body) and logical (using reasoning). This will increase the likelihood of the students understanding the objective of the lesson and meeting the needs of all learners. As the teacher, it is necessary to include these stages of learning; concrete, pictorial, and abstract. This will allow students to develop the foundation needed to build a strong academia. The learning environment in my classroom will be interesting, engaging, encouraging, and comfortable for all students. Together we will grow a community of learners. Other aspects of addressing student’s abilities are allowing students to work together in small groups or independently. Differentiated instruction will be my main focus when designing lessons to ensure that all students learn in their unique way and are being met in accordance to their Individualized Education Plan (IEP) or 504. I feel it is necessary to provide higher achieving students with supplemental materials so they can continue to grow as learners. Additionally, I understand the need to support students who are struggling with remedial instruction and supplemental materials in the classroom and at home. There will be various means to assess student growth such as; conferencing, think/pair share, exit tickets, journal writing, projects, presentations, formative/summative assessments, SGO’s, and PARCC. English Language Learners (ELL), English as a Second Language (ESL) and Basic Skills Instruction (BSI) will be supported in my classroom through pictures, sign language, and translated communication as needed. I will be in contact with the student’s previous teachers and ESL or BSI teachers to implement accommodations to further benefit and help the student excel.
Please explain how your past personal and professional experiences make you a strong candidate for this position.
My past personal and professional experiences make me a highly qualified candidate to be an elementary school teacher. My patience, compassion and nurturing nature with children, make me a strong educator. The love of teaching began early in my childhood and has continued to grow throughout my life. The childhood make-believe moments of playing school, along with my own teacher experiences, fostered a love and passion for the field of education. These educators positively impacted my life and likewise I want to do the same for my students. My numerous experiences with students, in a variety of learning environments, make me a strong candidate for this position.
My most recent experience took place at McKenzie Elementary School in East Rutherford, NJ. I created and differentiated daily lesson plans in conjunction with Benchmark Literacy’s Reading and Writing Workshop, Benchmark Literacy’s Word Study, Fountas and Pinnell Reading Leveling System, Houghton Mufflin Harcourt GoMath! and Harcourt Social Studies. I enhanced student engagement through collaborative learning while providing differentiation for leveled learners, such as students with English Language Arts (ELA) and Math Basic Skills Instruction (BSI), English as a Second Language (ESL), English Language Learners (ELL), Intervention and Retention Services (I&RS), Individualized Education Plans (IEP) and 504 plans. I modified district curriculum to align with New Jersey Student Learning Standards (NJSLS). I administered Partnership for Assessment of Readiness for College and Careers (PARCC) test. I had the oppurtunity to be observed by district Superintendent and Quality Single Accountability Continuum (QSAC) visit.
In the 2015-2016 school year, I completed two back-to-back maternity leave replacement positions at Fernbrook Elementary School in Randolph, NJ in a third grade classroom and at Riverdale Public School, in Riverdale, NJ, in a second grade classroom.
For the past eight years, I have been working with children in private settings, childcare settings, and schools. My experience with children began at a young age, when I started babysitting. Through the years, I have worked for families with infants through high school aged children. These experiences have granted me opportunities to help children grow as people and instill in them positive relationships and conducts. My first job was working at an after school care facility, which continued into a summer camp, where I was a head camp counselor. Later, I moved onto a daycare where I worked full time and part time as a teacher assistant over a period of three years. While in school, I continued to return to the daycare for observations for my educational requirements. During my junior year of college, I had my most notable experience. While I was completing my junior student teaching internship, I participated in volunteer AmeriCorps program. This program required over 300 hours of volunteer work, inside the classroom as well as training, team planning meetings and preparation. My student teaching internship was at a tuition-based Pre-K in Montclair, NJ, and a part of my degree program. The volunteer program, Jump Start took place in a Pre-K classroom in Elizabeth, NJ, granting me an urban community experience. The blend of these experiences was extremely rewarding and demonstrates my hard-work ethic and passion for educating children. September through December 2014 I completed my student teaching in a third grade classroom at John F. Kennedy Elementary School in Wayne, NJ. It was an incredible experience being able to see the beginning of the school year. I worked together with my cooperating teacher to set up the classroom, prepare for the first day of school and experience the first day of school, I attended and participated in parent-teacher conferences, communicated regularly with parents and staff, back to school night, classroom reorganization, staff meetings, grade level planning meetings, district professional development, staff training, experience with reader’s and writer's workshop, Fountas and Pinnell and Words Their Way programs.
All of my experience at a young age and early in my education career displays my hard work, dedication and passion to be an educator for the young children of our future.
Explain your understanding of the responsibilities of this position (or positions like it). What do you expect will be the three (3) most significant duties or areas this position would be responsible for?
[1] Classroom Management
Creating an environment of respect and rapport is one of the most significant duties of classroom teachers. This respect and rapport can be easily viewed during teacher interactions with students and student interactions with one another, which reflect warmth, caring, and respect. The teacher must organize the physical space of the classroom, by arranging the furniture and resources, so that it is safe and accessible for all students, including those with special needs. As the teacher, it is important to establish a culture for learning. This can be done by delivering rich content, having high expectations of learning for students, and encouraging students to take pride in student their work. Educators also manage classroom procedures, which includes instructional groups, transitions, and supplies. Managing student behavior is an important part of classroom management. Teachers must monitor behavior, manage student misbehavior with sensitivity to individual student needs, and set reasonable expectations for students. Strong classroom management cultivates a culture for learning and creates a place for risk-taking.
[2] Planning and Preparation
One of my professors stated, “Fail to plan, plan to fail.” His poignant words have guided me during each planning session. Instructional planning must include a rich understanding of content and education, along with a deep appreciation and understanding of students and their schema. Educators must understand the content but must also be able to transform it into a sequence of activities and exercises that make it accessible to students. These activities and exercises should be appropriate to both the content and the students, and aligned with larger educational goals. Assessment techniques must reflect the instructional outcomes and measure student growth. When designing assessment strategies, teachers should consider their use for developmental purposes and how assessments can provide diagnostic opportunities for students to show their level of understanding and allow for time to make adjustments.
[3] Professional Responsibilities
The true professional educator has a deep understanding of the roles that they must assume outside of and in addition to those in the classroom with students. Although these activities are seldom viewed by students and intermittently by parents and the community, they are critical to preserving and enhancing the profession. Contributions made to the profession through self-reflection, professional development, and participation in a professional community are all significant responsibilities of an outstanding educator. In addition, educators include interactions with families, contact with their community and advocacy for students. As a result of these professional skills, a true educator is committed to the enhancement of the profession.
Creating an environment of respect and rapport is one of the most significant duties of classroom teachers. This respect and rapport can be easily viewed during teacher interactions with students and student interactions with one another, which reflect warmth, caring, and respect. The teacher must organize the physical space of the classroom, by arranging the furniture and resources, so that it is safe and accessible for all students, including those with special needs. As the teacher, it is important to establish a culture for learning. This can be done by delivering rich content, having high expectations of learning for students, and encouraging students to take pride in student their work. Educators also manage classroom procedures, which includes instructional groups, transitions, and supplies. Managing student behavior is an important part of classroom management. Teachers must monitor behavior, manage student misbehavior with sensitivity to individual student needs, and set reasonable expectations for students. Strong classroom management cultivates a culture for learning and creates a place for risk-taking.
[2] Planning and Preparation
One of my professors stated, “Fail to plan, plan to fail.” His poignant words have guided me during each planning session. Instructional planning must include a rich understanding of content and education, along with a deep appreciation and understanding of students and their schema. Educators must understand the content but must also be able to transform it into a sequence of activities and exercises that make it accessible to students. These activities and exercises should be appropriate to both the content and the students, and aligned with larger educational goals. Assessment techniques must reflect the instructional outcomes and measure student growth. When designing assessment strategies, teachers should consider their use for developmental purposes and how assessments can provide diagnostic opportunities for students to show their level of understanding and allow for time to make adjustments.
[3] Professional Responsibilities
The true professional educator has a deep understanding of the roles that they must assume outside of and in addition to those in the classroom with students. Although these activities are seldom viewed by students and intermittently by parents and the community, they are critical to preserving and enhancing the profession. Contributions made to the profession through self-reflection, professional development, and participation in a professional community are all significant responsibilities of an outstanding educator. In addition, educators include interactions with families, contact with their community and advocacy for students. As a result of these professional skills, a true educator is committed to the enhancement of the profession.
Describe your experience with reader's/writer's workshop.
I have experienced reader’s and writer’s workshop during my student teaching experience, second grade maternity leave position and third grade maternity leave position. During my student teaching experience, I first took on writer’s workshop and soon after I followed with reader’s workshop. These were the first two subjects I took on as a student teacher, so I could have a greater experience with teaching this style of reading and writing. I had extensive experience teaching second grade and third grade reader’s and writer’s workshop while at my maternity leave positions.
The writing workshop consisted of a 45 to 60 minute lesson. The first 10-15 minutes would be teacher taught where I would focus on one key learning goal and introduce the lesson. I would connect the lesson to a previous lesson or begin a new topic with a mini lesson. (Most of the time this would be whole-class instruction, or if it was a continuation of another lesson, I would pull a small group aside for individualized instruction.) During the mini lesson, I would introduce and model a new planning tool, revising technique, a new element of writing or establish another part of the workshop routine, such as peer or teacher conferences. Next I would give instruction for the guided practice for the day's lesson.
Guided practice, the student's writing time, would last between 25-35 minutes. At this time, the students were given the opportunity to practice what he or she has learned from the mini lesson. It would include revisiting a finished draft, integrating their learning into a work in progress, starting a new piece of writing, conducting research or having a conference. During the student's writing time, I would circulate the room, while giving students support or suggestions for improvement. I believe teacher conferences are a very powerful way of differentiating writing instruction, improving writing fluency and proficiency. I would ask the student's to come to the conference prepared with questions and I would ask specific questions all while documenting the student's progress for assessment and the next conference. This style is called "TAG" 1. Tell something you like 2. Ask questions 3. Give advise. Other conferences would be editing or peer conferences.
The closing 10 minutes of writing workshop would conclude with share time. Students were given the opportunity to reflect and share his or her writing. We had a special "authors chair" where the student's would be excited to celebrate their writing. Each student would have a turn and be aware when his/her turn was so they would have time to prepare. The student's were aware of proper audience behavior and each student was respected during his/her share time. After the student's work was published it would be displayed in the classroom.
I conducted reader’s workshop in a similar format. I would begin with a mini lesson in regards to an aspect of literature such as reading a short story, parts of a longer story or addressing reading strategy. Numerous times I would refer back to a specific part in a story, that has already been read, or a familiar text, to focus on something specific. Each student had a reading response journal and Post-It Notes. This was where students would glue in an interactive chart or questions, I personally created for each reading workshop session, addressing the reading standards. During the mini lesson, I would scaffold the expected results in their reading response journal. If I did not feel it was necessary to prepare a pre-made chart for their notebook, I would model taking notes in the notebook or on Post-It notes, asking questions or recording what I was thinking or how something made me felt.
The majority of the reading workshop would consist of independent reading time. The students would implement the literacy strategies discovered during the mini lesson. At this time, I would circulate the room and engage in student conferences on an individual or group basis. For the students who needed additional support, I would re-address the topic discussed individually with the student.
In conclusion on the reading workshop, the students would share with a partner, small group or the class their personal journal entries or thoughts. Part of the closing of reading workshop was for students, as well as myself, to give feedback to their peers.
I enjoy teaching reading and writing in the workshop style, as it emphasizes the social and collaborative nature of learning.
The writing workshop consisted of a 45 to 60 minute lesson. The first 10-15 minutes would be teacher taught where I would focus on one key learning goal and introduce the lesson. I would connect the lesson to a previous lesson or begin a new topic with a mini lesson. (Most of the time this would be whole-class instruction, or if it was a continuation of another lesson, I would pull a small group aside for individualized instruction.) During the mini lesson, I would introduce and model a new planning tool, revising technique, a new element of writing or establish another part of the workshop routine, such as peer or teacher conferences. Next I would give instruction for the guided practice for the day's lesson.
Guided practice, the student's writing time, would last between 25-35 minutes. At this time, the students were given the opportunity to practice what he or she has learned from the mini lesson. It would include revisiting a finished draft, integrating their learning into a work in progress, starting a new piece of writing, conducting research or having a conference. During the student's writing time, I would circulate the room, while giving students support or suggestions for improvement. I believe teacher conferences are a very powerful way of differentiating writing instruction, improving writing fluency and proficiency. I would ask the student's to come to the conference prepared with questions and I would ask specific questions all while documenting the student's progress for assessment and the next conference. This style is called "TAG" 1. Tell something you like 2. Ask questions 3. Give advise. Other conferences would be editing or peer conferences.
The closing 10 minutes of writing workshop would conclude with share time. Students were given the opportunity to reflect and share his or her writing. We had a special "authors chair" where the student's would be excited to celebrate their writing. Each student would have a turn and be aware when his/her turn was so they would have time to prepare. The student's were aware of proper audience behavior and each student was respected during his/her share time. After the student's work was published it would be displayed in the classroom.
I conducted reader’s workshop in a similar format. I would begin with a mini lesson in regards to an aspect of literature such as reading a short story, parts of a longer story or addressing reading strategy. Numerous times I would refer back to a specific part in a story, that has already been read, or a familiar text, to focus on something specific. Each student had a reading response journal and Post-It Notes. This was where students would glue in an interactive chart or questions, I personally created for each reading workshop session, addressing the reading standards. During the mini lesson, I would scaffold the expected results in their reading response journal. If I did not feel it was necessary to prepare a pre-made chart for their notebook, I would model taking notes in the notebook or on Post-It notes, asking questions or recording what I was thinking or how something made me felt.
The majority of the reading workshop would consist of independent reading time. The students would implement the literacy strategies discovered during the mini lesson. At this time, I would circulate the room and engage in student conferences on an individual or group basis. For the students who needed additional support, I would re-address the topic discussed individually with the student.
In conclusion on the reading workshop, the students would share with a partner, small group or the class their personal journal entries or thoughts. Part of the closing of reading workshop was for students, as well as myself, to give feedback to their peers.
I enjoy teaching reading and writing in the workshop style, as it emphasizes the social and collaborative nature of learning.