IPTS 11-Professional Conduct and Leadership
The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve students' learning and well-being.
The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve students' learning and well-being.
*11L. The competent teacher initiates and develops educational projects and programs.
Artifacts: I was in charge of planning and implementing all of the activities for Teen Read Week while student teaching at Hinsdale South High School, so I have several relevant artifacts to share for this final standard: an e-mail I sent to the English department, two posters I created and hung all over the school, and a photograph of the Read To Win! wall.
Artifacts: I was in charge of planning and implementing all of the activities for Teen Read Week while student teaching at Hinsdale South High School, so I have several relevant artifacts to share for this final standard: an e-mail I sent to the English department, two posters I created and hung all over the school, and a photograph of the Read To Win! wall.
Reflection
There were three activities I planned to coincide with Teen Read Week were as follows:
1) There was a daily trivia contest, which consisted of thinking up a library-related question each day and posting it both at the circulation desk, as well as on Twitter. There was a goldfish bowl at the desk with slips of paper for students to enter their name and answer. At the end of the day we picked 3 winners (who wrote down the correct answer) and their names were announced the following morning during the school-wide announcements. They each won a candy bar.
2) There was a Golden Book Hunt in the library, which consisted of wrapping five books in metallic gold wrapping paper and hiding them different places in the library. I then thought up 5 corresponding clues about where to find the books, which I posted at the circulation desk and on Twitter. Anyone who found a golden book could trade it in at the desk for a candy bar.
3) Inspired by a student's suggestion, I made a Read To Win! wall where I taped up student submissions of book titles they either finished that same week or were currently reading. The following week, although unfortunately my placement ended the Friday of Teen Read Week so I wasn't there for it, the staff invited everyone who participated to a donut party in the upper library and then picked 5 students at random, who got to take home a copy of Jay Asher's (who came to speak at their school on 11/8) books.
After undertaking all the planning and implementation of Teen Read Week, I now understand the importance of planning ahead for large-scale programs that have so many different components. Hinsdale South is fortunate to have 3 certified librarians, in addition to 5 library assistants, so I made sure I asked for input about what's worked in the past and did my best to remember to ask for help when I needed it. Overall, the week-long program went well, but there were several glitches on Monday of that week. Nothing terrible happened, it was more the feeling of being overwhelmed being the go-to person for anything and everything associated with the Teen Read Week activities. I looked at day 1 as a learning experience, though, and the remainder of the week went a lot more smoothly. Now I know, in the future, to be more prepared ahead of time and never be afraid to ask for a lending hand when it seems like too much is going on at one time.
There were three activities I planned to coincide with Teen Read Week were as follows:
1) There was a daily trivia contest, which consisted of thinking up a library-related question each day and posting it both at the circulation desk, as well as on Twitter. There was a goldfish bowl at the desk with slips of paper for students to enter their name and answer. At the end of the day we picked 3 winners (who wrote down the correct answer) and their names were announced the following morning during the school-wide announcements. They each won a candy bar.
2) There was a Golden Book Hunt in the library, which consisted of wrapping five books in metallic gold wrapping paper and hiding them different places in the library. I then thought up 5 corresponding clues about where to find the books, which I posted at the circulation desk and on Twitter. Anyone who found a golden book could trade it in at the desk for a candy bar.
3) Inspired by a student's suggestion, I made a Read To Win! wall where I taped up student submissions of book titles they either finished that same week or were currently reading. The following week, although unfortunately my placement ended the Friday of Teen Read Week so I wasn't there for it, the staff invited everyone who participated to a donut party in the upper library and then picked 5 students at random, who got to take home a copy of Jay Asher's (who came to speak at their school on 11/8) books.
After undertaking all the planning and implementation of Teen Read Week, I now understand the importance of planning ahead for large-scale programs that have so many different components. Hinsdale South is fortunate to have 3 certified librarians, in addition to 5 library assistants, so I made sure I asked for input about what's worked in the past and did my best to remember to ask for help when I needed it. Overall, the week-long program went well, but there were several glitches on Monday of that week. Nothing terrible happened, it was more the feeling of being overwhelmed being the go-to person for anything and everything associated with the Teen Read Week activities. I looked at day 1 as a learning experience, though, and the remainder of the week went a lot more smoothly. Now I know, in the future, to be more prepared ahead of time and never be afraid to ask for a lending hand when it seems like too much is going on at one time.