Indicator Reflection

Based on data I collected from coach observations, peer observations, and feedback I decided to focus on OETF indicator 1.B.1: Plans meaningful tasks that require student ownership. Upon determining that indicator and creating a teacher practice goal based on the data I collected, I began to further breakdown my observation feedback and use that as a baseline level.
I noticed from my initial feedback that all of my students were not engaging in the task completely. I felt as though I could better support my students as I want them to all feel successful. In order to do that I worked with my coach and reflected on my task and how it could be adapted in the planning stage to be more meaningful.

The difference between my initial observation feedback from my coach and my second piece of attached evidence, which is a engaging and meaningful math task that I developed where students needed to work collaboratively applying their understanding of the distributive property and reasoning behind combining like terms in order to accurately solve and organize the equations. They also needed to connect the concepts using distributive property and combining like terms, by writing the mathematical justifications for each step. …show more content…
I also supported all students progress by including an exemplar, sentence starters, a step-by step outline for students to use if needed, and explicit directions so that all students were engaged throughout the entire task. I made sure that the tasks that I was planning still maintained high expectations for my students learning as well as equitable engagement for all students