Domain 1: Planning and Preparation

1a: Demonstrating knowledge of content and pedagogy.

This particular lesson demanded revisiting prior knowledge. However, I asked students to apply
information pertaining to their research topics, synthesizing with the lesson. By year 13, students are
mostly aware of how to compose a scientific report. My aim was to clarify any remaining
misconceptions about the process so that students could properly incorporate report writing into their
investigation.

1b. Demonstrating knowledge of students.

At the beginning of the lesson, I frontloaded students with a “1-5” activity- determining
students’ current level of knowledge regarding report writing. I asked questions inquiring about the
parts of a report, what to include in certain sections, etc. This allowed me to gauge students’ proximal
need for support on the topic. From this point, I spent more time specifically covering confusing aspects
of the content and less covering content the consensus of the class understood. One aspect I will try and
work on is differentiating for different levels of students. While report writing is seemingly straight-
forward, I have learned that nothing is “obvious” to the student. What may be crystal clear to one
person may be hazy for the next. The key for me will be establishing specific techniques for
differentiation- this will be an excellent goal as I transition to teaching at Marquette Alternative High
School, where there will be an exceptionally high level of emotional and academic need.

1c. Setting instructional outcomes.

This particular lesson required strict instructional outcome, as I was interrupted by a fire drill for
about 15 minutes. Immediately after returning to the class, I needed to be organized and coherent
about what I needed from the class. Students responded quickly, answering my questions and smoothly
moving on to group work. Group work allows me to easily target who is struggling and who clearly
understands material. Working one-on-one with students allows for the same instructional outcome,
but with the pressure taken off those who may be tentative to ask questions in front of the class.
Additionally, it is important to pay mind to students who are withdrawn and quiet. Sometimes they may
seem alright with working alone, but I must remember to give the introverted students just as much
attention as those freely willing to share thoughts (we all have the Hermione Grangers in our class).

1d. Demonstrating knowledge of resources.

One of my largest self-critiques is that throughout the course of my time in New Zealand, I never
felt totally familiar with the classroom. This may have been partially to do with having multiple teaching
spaces, but I realize I could have better familiarized myself during non-context times prior to teaching.
However, toward the end of my 8 weeks, I became better at ensuring I had the proper resources for
teaching. Knowledge of resources makes transition between activities and lessons that much more
seamless.

1e. Designing coherent instruction.

 I have been working on designing coherent instruction since I started teaching at Pakuranga
College. I learned many techniques to clarify instruction, such as writing tasks on the board, asking
students to summarize the tasks, and solidifying time allowances for activities. For this particular
activity, I realized that students were not understanding my instructions. I handed out the assignment
with the instructions for students to “switch” papers after peer reviewing their own. However, I noticed
that students were clearly confused. I asked students to raise their hands if they had “section one, two,
or three”. Hands were tentatively raised. I decided to take matters into my own hands and assign
students a section based on table groups and wrote sections on the board. This clarified student
confusion and was an example of how I have learned to “go with the flow” when instructions do not
come across as clear as expected.

1f. Designing student assessments.

Due to the New Zealand form of assessment, I was not given the opportunity to design
formative assessments. Contrary to the United States, New Zealand students are assessed only a few
times a year. Teachers have less autonomy with formative assessment- there are nation-wide tests
similar to the ACT, but content-based. However, I was allowed to mark a series of exams to get an idea
of how students are assessed. I was given a rubric while grading the tests, and assigned students a
number rather than a letter grade. I noticed the science standards in New Zealand are much more
“loose” than the NGSS. For example: teachers are given a topic and range of information to be learned,
but lack specific ideas when planning to cross-cut concepts or expand on big ideas. When planning
lessons, I often had no resources to tell me what students should have learned in prior years.

4a. Reflecting on teaching.

I have noticed immense professional growth in my teaching style, accuracy, and charisma.
Interacting with students was most comfortable for me right off the bat- I managed to sustain my
“retable” philosophy when dealing with pupils. At the beginning of my practicum, I felt very awkward
when talking in front of the class. I worked very hard to transcend the charisma I have working one-on-
one with students into front-of-the-class instruction. When comparing my first and second observation, I
can clearly see that I am much more confident in front of the class now as opposed to 7 weeks ago. As a
result, I can more accurately and clearly convey information.

4e. Growing and developing professionally.

Throughout the course of my practicum, I was always sure to ask my cooperating teachers what
I needed to work on and what I was doing well (I’ll admit, it is easier for me to focus on the negative
feedback). I often reflected on the feedback given, striving to improve in weak areas and accelerate my
existing skills. At the end of my practicum in New Zealand, I was sure to have a “wrap-up” with my
cooperating teacher, asking her for advice on “moving forward”. She stated that from here, I should
strive to “innovate” when teaching. Compared to when I started, I have an entirely different outlook on
teaching. I now know the patience, workload, and empathy required to be an effective teacher. I am
eager to take the skills obtained in New Zealand in to the second half of my practicum.