Danielson Framework
Belief Statement
Portfolio
Banner Question
Domain 2
Domain 1
Classroom Environment
Planning and Preparation
Domain 3
Domain 4:
Professional Responsibilities
Instruction
Jessica Bronstein
Personal Belief Statement:
I strive to create a classroom environment where students feel a strong sense of belonging and enthusiasm for learning by fostering connection to the content, their peers, and their teacher through open communication, mutual respect, consistency, and a welcoming atmosphere.
Banner Question:
How can I create inclusive, engaging, and effective learning experiences for all students in a virtual classroom?
Jessica Bronstein
Domain 1:
1b: Demonstrating Knowledge of Learners
1a: Demonstrating Knowledge of Content and Pedagogy
1c: Setting Instructional Outcomes
1e: Designing Coherent Instruction
1f: Designing Learner Assessments
1d: Demonstrating Knowledge of Resources
Jessica Bronstein
Domain 2:
2b: Establishing a Culture for Learning
2a: Creating a Climate of Respect and Rapport
2c: Managing Classroom Procedures
2e: Organizing Virtual Space
2d: Managing Learner Behavior
Jessica Bronstein
Domain 3:
3b: Using Questions and Discussion Techniques
3a: Communicating with Learners
3c: Engaging Learners in Learning
3e: Demonstrating Flexibilty and Responsiveness
3d: Using Assessment in Instruction/Assessing Learner Learning
Jessica Bronstein
Domain 4:
4b: Maintaining Accurate Records
4a: Reflecting on Teaching
4c: Communicating with Families
4e: Developing Professionally
4d: Participating in the Professional Community Growth
4f: Showing Professionalism
Jessica Bronstein
I use the chat feature to build a community of respect. Here I was encouraging a student who joined the ROTC for 9th Grade.
Beginning of Class- Students answer question of the day. The students feel comfortable sharing in chat or over the microphone.
Completed a Book Study on the Social Studies Field Guide and used activities like "Model Your Thinking" in the classroom
Comet hours are completed during the school year.
Choice selections based on my needs during PD that help me grow and develop professionally.
The main source of information is posted on my homepage. Students can find announcements, booking links, and ways to contact me on this page.
Weekly communications sent on Friday to this family about student's Overdue Lessons and Projected Grades
A welcome email is sent at the beginning of the school and to all new students who enroll. The email gives student information on edio, my bookings link, and contact information.
Getting to Know You Padlet form the first day of school (first lesson).
Getting to Know You form for students who join CCA throughout the School Year.
Rules and expectations reviewed during the first class and are available on my class notebook page for daily reference.
In a snapshot, students know what lessons they can submit blank and what ones they cannot.
iReady results are used to gage students present levels. I can create variants based upon their specific strengths and areas of need.
Learner Assessments are crafted individually based on student needs. This artifact is an example of reduced answer choices for an identified learner.
Participate and keep notes on the PLC Agenda
Meet with Emily Sattler to develop new Assessments like the Culper Spy Ring
Joined the Semiquincentennial Committee
Pear Decks, Activities, Guided Notes, Variants
Lesson Plans created for a Live Classroom
Positive Reminders prior to breakout rooms: Remember students our expectations in breakout rooms! What does it look like, sound like, feel like?
Sometimes student behavior needs redirected. To do this, I ensure the Caretaker, student and I are all on the same page by calling home.
"Ketchup" sessions offered to students who were failing or want support.
Notes and assignments completed in the Rolling Agenda prior to 1:1 Meetings
Teacher requirements completed- Great Start Session, Marketing, Comet hours, ESR
Wayground is a resource that I have been learning about this year and I may get "Wayground Certified" through their website.
Blooket, Kahoot and Gimkit are all in my toolbox of educational games I use regularly to help engage students in the lessons--especially review days like this.
Artifact 1: When students accumulate overdue lessons, they are given the option to work on a catch up plan to help get them back on track. Artifact 2: Sometime the amount of lessons are overwhelming. Students can do 5 lessons and get 5 free!
Artifact 3: I have a student that currently is an placement. He gets limited time to complete his assignments. I exempted lessons and had the student focus solely on Math and ELA for the time being.
Artifact 1: A higher order thinking assessment used included having students evaluate which amendment was the most important and justify why. Artifact 2: Students chose a topic in history of their interest to "Ditch the Test"
Artifact 3: I took a training this October to help improve student assessments. Two takeaways were peer evaluations and student led discussion.
Students designed and organized their own notes to stay focused and spark creative thinking
Artifact 2 and Artifact 3 are two examples of Backgrounds I have used to engage learneres while teaching. The first was from our Live Lesson on Edgar Allan Poe and the second one is from the Salem Witch Trials: Recordings are attached to each
Providing students with rubrics helps them understand what is expected and focus their thinking quickly.
Learning Targets are stated at the beginning of each class. The students use these learning targets to gage their understanding at the end of class.
Screenshot of couse resources- Course Resources, Team Resources, and all class notes are easily accessible.
Classroom Expectations are clearly defined and listed for all students
This Recording Has an example of Daily Challenge Questions: Example: Are you smarter than an 8th Grader- Why would the Native Americans Side with the British in the Revolutionary War? Time 46:30 in the Recording
Artifact 2: I ask a variety of Questions to prompt discussions like what do you see in this image; what is happening? How do you know? Artifact 3: Below is an example of student work as a result of questioning. I asked them to draw the imagry as I read Paul Revere's Ride by Longfellow.
When designing coherent instruction, I keep my audience in mind; I have a live lesson structure of video clip, powepoint and a reading to keep students engaged and to build reading fluency skills.
During live class, students were given the option to work on overdue lessons, get additional one on one help on a project, or complete a classroom activity.
Students are engaged in this lesson because THEY picked the topics! Choice adds another level of engagement for our students.
I display students work in Wayground during the lesson to prompt thinking and discussions.
Used Feedback from a Collegue to develop a new project to increase engagement
Reflections are completed for Wednesday Lesson Plans.
After students complete a review in Kahoot, I review the results and pull questions that need to be covered the following day.
SDI's at a Glance
Bubble Learners Identified and brought to passing
Call Logs and Successful Contacts
Artifact 1: I communicate with asynchronous learners that they are seen, they are heard and they matter.
Artifact 2 and 3:Example emails: Welcome email, Grade Update and Overdue Email (above), Study Guide Emails (below)
Jessica Bronstein Portfolio
Jessica Bronstein
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Transcript
Danielson Framework
Belief Statement
Portfolio
Banner Question
Domain 2
Domain 1
Classroom Environment
Planning and Preparation
Domain 3
Domain 4:
Professional Responsibilities
Instruction
Jessica Bronstein
Personal Belief Statement:
I strive to create a classroom environment where students feel a strong sense of belonging and enthusiasm for learning by fostering connection to the content, their peers, and their teacher through open communication, mutual respect, consistency, and a welcoming atmosphere.
Banner Question:
How can I create inclusive, engaging, and effective learning experiences for all students in a virtual classroom?
Jessica Bronstein
Domain 1:
1b: Demonstrating Knowledge of Learners
1a: Demonstrating Knowledge of Content and Pedagogy
1c: Setting Instructional Outcomes
1e: Designing Coherent Instruction
1f: Designing Learner Assessments
1d: Demonstrating Knowledge of Resources
Jessica Bronstein
Domain 2:
2b: Establishing a Culture for Learning
2a: Creating a Climate of Respect and Rapport
2c: Managing Classroom Procedures
2e: Organizing Virtual Space
2d: Managing Learner Behavior
Jessica Bronstein
Domain 3:
3b: Using Questions and Discussion Techniques
3a: Communicating with Learners
3c: Engaging Learners in Learning
3e: Demonstrating Flexibilty and Responsiveness
3d: Using Assessment in Instruction/Assessing Learner Learning
Jessica Bronstein
Domain 4:
4b: Maintaining Accurate Records
4a: Reflecting on Teaching
4c: Communicating with Families
4e: Developing Professionally
4d: Participating in the Professional Community Growth
4f: Showing Professionalism
Jessica Bronstein
I use the chat feature to build a community of respect. Here I was encouraging a student who joined the ROTC for 9th Grade.
Beginning of Class- Students answer question of the day. The students feel comfortable sharing in chat or over the microphone.
Completed a Book Study on the Social Studies Field Guide and used activities like "Model Your Thinking" in the classroom
Comet hours are completed during the school year.
Choice selections based on my needs during PD that help me grow and develop professionally.
The main source of information is posted on my homepage. Students can find announcements, booking links, and ways to contact me on this page.
Weekly communications sent on Friday to this family about student's Overdue Lessons and Projected Grades
A welcome email is sent at the beginning of the school and to all new students who enroll. The email gives student information on edio, my bookings link, and contact information.
Getting to Know You Padlet form the first day of school (first lesson).
Getting to Know You form for students who join CCA throughout the School Year.
Rules and expectations reviewed during the first class and are available on my class notebook page for daily reference.
In a snapshot, students know what lessons they can submit blank and what ones they cannot.
iReady results are used to gage students present levels. I can create variants based upon their specific strengths and areas of need.
Learner Assessments are crafted individually based on student needs. This artifact is an example of reduced answer choices for an identified learner.
Participate and keep notes on the PLC Agenda
Meet with Emily Sattler to develop new Assessments like the Culper Spy Ring
Joined the Semiquincentennial Committee
Pear Decks, Activities, Guided Notes, Variants
Lesson Plans created for a Live Classroom
Positive Reminders prior to breakout rooms: Remember students our expectations in breakout rooms! What does it look like, sound like, feel like?
Sometimes student behavior needs redirected. To do this, I ensure the Caretaker, student and I are all on the same page by calling home.
"Ketchup" sessions offered to students who were failing or want support.
Notes and assignments completed in the Rolling Agenda prior to 1:1 Meetings
Teacher requirements completed- Great Start Session, Marketing, Comet hours, ESR
Wayground is a resource that I have been learning about this year and I may get "Wayground Certified" through their website.
Blooket, Kahoot and Gimkit are all in my toolbox of educational games I use regularly to help engage students in the lessons--especially review days like this.
Artifact 1: When students accumulate overdue lessons, they are given the option to work on a catch up plan to help get them back on track. Artifact 2: Sometime the amount of lessons are overwhelming. Students can do 5 lessons and get 5 free!
Artifact 3: I have a student that currently is an placement. He gets limited time to complete his assignments. I exempted lessons and had the student focus solely on Math and ELA for the time being.
Artifact 1: A higher order thinking assessment used included having students evaluate which amendment was the most important and justify why. Artifact 2: Students chose a topic in history of their interest to "Ditch the Test"
Artifact 3: I took a training this October to help improve student assessments. Two takeaways were peer evaluations and student led discussion.
Students designed and organized their own notes to stay focused and spark creative thinking
Artifact 2 and Artifact 3 are two examples of Backgrounds I have used to engage learneres while teaching. The first was from our Live Lesson on Edgar Allan Poe and the second one is from the Salem Witch Trials: Recordings are attached to each
Providing students with rubrics helps them understand what is expected and focus their thinking quickly.
Learning Targets are stated at the beginning of each class. The students use these learning targets to gage their understanding at the end of class.
Screenshot of couse resources- Course Resources, Team Resources, and all class notes are easily accessible.
Classroom Expectations are clearly defined and listed for all students
This Recording Has an example of Daily Challenge Questions: Example: Are you smarter than an 8th Grader- Why would the Native Americans Side with the British in the Revolutionary War? Time 46:30 in the Recording
Artifact 2: I ask a variety of Questions to prompt discussions like what do you see in this image; what is happening? How do you know? Artifact 3: Below is an example of student work as a result of questioning. I asked them to draw the imagry as I read Paul Revere's Ride by Longfellow.
When designing coherent instruction, I keep my audience in mind; I have a live lesson structure of video clip, powepoint and a reading to keep students engaged and to build reading fluency skills.
During live class, students were given the option to work on overdue lessons, get additional one on one help on a project, or complete a classroom activity.
Students are engaged in this lesson because THEY picked the topics! Choice adds another level of engagement for our students.
I display students work in Wayground during the lesson to prompt thinking and discussions.
Used Feedback from a Collegue to develop a new project to increase engagement
Reflections are completed for Wednesday Lesson Plans.
After students complete a review in Kahoot, I review the results and pull questions that need to be covered the following day.
SDI's at a Glance
Bubble Learners Identified and brought to passing
Call Logs and Successful Contacts
Artifact 1: I communicate with asynchronous learners that they are seen, they are heard and they matter.
Artifact 2 and 3:Example emails: Welcome email, Grade Update and Overdue Email (above), Study Guide Emails (below)