teacher of the year essay example

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Teacher of the year essay example importance of advertising essays

Teacher of the year essay example

TEACHERS HOW TO WRITE A RESUME

Laura also spends time giving feedback on all assignments and provides individualized feedback to every student concerning their strong and weak points. Laura Durbin is an excellent role model teacher who shows devotion and selflessness to West Kentucky Community college, her students and her coworkers, Laura is a source of inspiration for many students.

She inspires and positively impacts all the people she meets every day in her teaching profession. She is always updated about the latest instructional technologies and teaching methodologies. Laura has a calling for teaching, and highly deserves the best teacher of the year award. We accept sample papers from students via the submission form. If this essay belongs to you and you no longer want us to display it, you can put a claim on it and we will remove it. Just fill out the removal request form with all necessary details, such as page location and some verification of you being a true owner.

Please note that we cannot guarantee that unsubstantiated claims will be satisfied. Note: this sample is kindly provided by a student like you, use it only as a guidance. ID Password recovery email has been sent to email email. Type of Paper. Essay Topics. Educational Tools. Accessed 19 July January Accessed July 19, Retrieved July 19, Free Essay Examples - WowEssays. Published Jan 28, Share with friends using:. Removal Request. Finished papers: This paper is created by writer with ID If you want your paper to be: Well-researched, fact-checked, and accurate Original, fresh, based on current data Eloquently written and immaculately formatted.

Hire this Writer. Deadline 3 hours 6 hours 12 hours 24 hours 2 days 3 days 7 days 14 days 20 days. Submit your old papers to our essay database and help fellow students to learn from example. This is your chance to pay it forward! Submit Your Paper. Can't find a free sample that matches your requirements? Our services. Related Essays. Good Article About Human Resources. School was my constant in a childhood of change. It was a sanctuary where I got to make friends, play on sports teams, and take advantage of so many opportunities to learn from many amazing educators.

My first educator plan actually was to become a physical education teacher, but there was definitely an itch and desire to be in the general education classroom. I ended up changing my major to elementary education. I believe that I have helped students feel excited about school with a positive learning environment where they ALL feel welcome and want to come back each and every day.

I want for them all to feel cared for and noticed. I believe that kids learn best when they feel loved. Treating my students and families with respect and kindness has helped create better communication, engagement, and appreciation for the achievement that the students put in each day. I would like to think that many incredible academic achievements have taken place in my classroom, but nothing compares to the relationships that I have formed with my students, their families, and my co-workers.

This is my greatest and most lasting accomplishment that I am most proud of. I did not choose teaching; it chose me. The path that led me here was different from most of my colleagues, but it formed me into a teacher with a heart to serve. After graduating from the University of West Georgia with a business management degree, I chose a career with a public safety agency. Over time, my position evolved and included training employees on a database system that was used for state and federal reporting purposes.

This new role helped me see that I had a knack for teaching and a passion to see others succeed. Little did I know that I had entered the toughest, most thankless job that would end up bringing me more joy and fulfillment that I could have ever imagined. Nothing comes close to the feeling of knowing you helped a student. But more important, knowing that I have the opportunity to impact beyond the classroom seals my decision to push forward.

As an effective teacher, I recognize that I have a special opportunity to serve my students and their families beyond the classroom by attending sporting events and student productions. In my classroom, I have found my sense of purpose. The moment I stepped into the classroom I knew it was what I wanted to do for the rest of my life.

Ever since I was a little girl I was told by my mother and several others, some of whom were teachers, that I was going to be a teacher. I shrugged it off because I knew that it was definitely not what I wanted to do.

I wanted to make more money. I was tired of the classes, the bells, the getting up early in the morning, and doing school work. I never imagined that after so many years of being a student I would volunteer to continue going to school as a teacher. I received my undergraduate degree in Public Relations. However, after graduation, I discovered that I was about to be a mother. My mother suggested I apply for a teaching position. Reluctantly, I did, expecting to be turned down.

To my surprise, I was told by my first principal there was something about me and he would allow me to teach as long as I went back to school to become certified. I stepped into the classroom with students, and I knew it was my calling.

I felt at home. My students have taught me what it means to love unconditionally, serve passionately, and have fun relentlessly. They are the most effective professional development course I could ever take. In the past two years, I have seen the average student in my class grow an entire grade level in five months.

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We evaluate weather conditions to inform clothing choices, we gather data on products to inform purchase decisions, and we assess hunger levels and take stock of refrigerator contents to inform meal planning. More formal evaluation efforts, such as program or product evaluation, include systematic data collection and analysis through tools such as surveys, interviews, and observations that help determine the quality, value, and importance of the program or product. Underpinning evaluation are the broad questions that drive data collection.

We have to operationalize , or clearly define and describe them. We say we want high quality teachers in our classrooms, but what are we looking for when observe them? Researchers have labored for more than a century over definitions, descriptions, frameworks, and rubrics many of these current tools are abundant in the marketplace to differentiate poor from mediocre from exemplary teaching — the main purpose of a good evaluation system.

Current evaluation systems in school districts generally rely on one or more of these products, chosen at times through a collaborative effort between both teachers and administrators. While the tools used by a particular school or district tend to vary in specific wording and scope, many include a common collection of effective teaching characteristics. A review of international literature on effective teaching resulted in the following list.

Effective teachers:. This point about common language around effective teaching is no small matter and is, in fact, a linchpin in the strength and validity of a teacher evaluation system. Reaching language consensus around effective teaching opens the door to meaningful and useful feedback , another mainspring of a robust evaluation system.

Teacher evaluation is as old as public schooling itself. Early accountability systems were comprised of no more than simple inspections of whether teachers were doing what was expected of them, without specific regard for student learning or achievement. When public schools shifted to an administrative as opposed to a community model of oversight and control in the mid- to late 19th century, leaders began to pay more attention to teacher training and helping teachers improve their practice.

Soon after, observation and feedback became regular features of evaluation models. Public schooling exploded in the earliest days of the 20th century with an immigration boom in full swing. At the same time, the US experienced rapid growth of urban areas, expanded compulsory education, the introduction of child labor laws, unparalleled technological advances, and an ever-changing American cultural landscape.

Educational leaders at this time began to rethink the purpose of schooling as it shifted from child-centered individualized education to social efficiency — preparing all students to be good citizens and good workers. Along with the growth of schools came multiple layers of administration and bureaucracy and need for standardization. All of this influenced changes in curriculum, teaching practices, and ultimately, teacher evaluation.

Between and , it was proposed that teaching could be measured and made more efficient using successful business productivity methods. This concept shifted teacher evaluation away from an inspection model toward increased teacher observation and the development of objective criteria to measure performance. Even though business productivity models influenced the emerging teacher evaluation model, supervisors and principals remained the tools of carrying evaluations out; their ability to assess performance accurately was presumed.

As models moved from inspection to assessment against a set of criteria, there evolved more emphasis on collaboration between teachers and principals, with a focus on instructional improvement rather than dismissal. However, in the post-Sputnik era that saw increased federal influence on public education and expanded interest in scientific approaches, this shifted back to an emphasis on objective criteria and measurement using multiple sources of data.

The use of standardized test scores, though now quite common, is still somewhat controversial. Experts recommend careful consideration for how achievement scores are used and weighted, and advise always using multiple measures to assess overall teacher quality. Student achievement can be, indeed, should be, an important source of feedback on the effectiveness of schools, administrators, and teachers.

The challenge for educators and policy makers is to make certain that student achievement is placed in the broader context of what teachers and schools are accomplishing. Some evaluation systems also include student or parent perception surveys, and others may include project-based alternatives to observation such as action research.

Most systems result in some sort of composite score and overall rating. These types of modern systems arose in the early and mids amid significant political pressures and challenges with implementing them at state and local levels. By , 45 US states required some sort of annual evaluation for all new non-tenured teachers and over half of states require an annual evaluation for all teachers. These new systems were designed to give school leaders the ability to differentiate among teachers on factors related to student outcomes as opposed to simply rating teacher effectiveness in isolation.

The expectation was that they would revolutionize the way teachers were hired and fired. Indicators may be aligned with state standards for teaching practice. It is easy to identify a set of common challenges with teacher evaluation systems. Many people both inside and outside of education question whether current systems are valid or whether they work at all to ensure effective teaching. After all, principals may see as little as 0. Principals may even hear multiple complaints about a teacher from parents, students, and colleagues over the course of a school year, but when they enter the classroom to conduct the observation, they find a well-managed class with a perfectly executed lesson in place.

Usually they turn to a colleague, a spouse, a family member, students, parents — or nobody. Trust and privacy. Concerns about trust between teachers and administrators is perennial and pervasive. Privacy concerns around individual teacher evaluation data became a real concern in recent years, peaking in when The Los Angeles Times famously sued the Los Angeles Unified School District for access to teacher names and evaluation results.

The Times argued that the public had a strong interest in teacher ratings, but in an apparent win for teachers an appellate court panel found a stronger interest in keeping names confidential, especially given the impact publishing them would have likely had on teacher retention and recruitment. Evaluation systems are also questioned with regard to equity among teachers of different levels, subjects and special areas.

Is it fair and just to evaluate kindergarten, chemistry, and physical education teachers using the same indicators and measurement tools? Can we effectively articulate quality criteria for all teachers in all types of classrooms at all levels? Should standardized test scores be used to evaluate all teachers?

Many but certainly not all think we already have these answers, in the extant frameworks and rubrics currently used across the nation. Compounding those results:. The mentor teacher asked her novice, a 3rd year teacher, about a recent observation by the school principal.

Principals, like teachers, are frequently overwhelmed by the ever-growing demands of their jobs. Even when administrators are well-trained in the tools and frameworks of evaluation system, have expertise in the content areas, and have years of experience or other qualifications that in theory should make them good evaluators, they are often held back by the limits of the evaluation systems themselves, as well as the perennial challenges of time and competing priorities and responsibilities in education.

Of course, demands on both administrator and teacher time seem to inexplicably increase each school year, leaving the task of prioritizing responsibilities harder and harder to manage. And teacher evaluation done well is undeniably a time-intensive pursuit. Successful models of teacher evaluation are those that lead to improvement in instructional practice, improvement in measures of student learning and achievement, and improvement in the retention of effective teachers and improvement of lower-performing teachers.

Effective models engender the conditions for collaboration among administrators and teachers, and create space for administrators to provide meaningful and actionable feedback for teachers, rather than just a simple summative rating. They come with opportunities for principals and other supervisors to get high quality, adequate, and ongoing training in how to understand and use the elements of the model e.

They advance or at least do not detract from a culture of continuous learning, and open dialogue around teaching successes, challenges, and opportunities for growth. Effective models are connected to specific opportunities for professional growth in the areas identified through observation and other measures and through additional evidence of classroom practice and student learning. A report by the National Council on Teacher Quality describes case studies of successful teacher evaluation systems in school districts in six different states and in them found a set of core principles responsible for their success:.

Worth noting too, is that at the time of the report, in five of the six districts studied, the evaluation system maintained its adherence to core principles despite changes in leadership one superintendent was still in place. Strong teacher evaluation systems, when paired with supports and incentives, are designed to do the following: 1 Provide a more valid measure of teacher quality by distinguishing between teachers at different performance levels; 2 Recognize strong teachers and keep them in the classroom; 3 Encourage consistently less effective teachers to leave the classroom; 4 Help all teachers improve; 5 Recruit more effective new teachers; and 6 Achieve gains in student learning and other positive student outcomes.

He devoted his entire life to serving people, and his effort was not in vain. Looking at his glowing eyes when the grandfather is telling me how he saved soldiers during the Second World War, I understand that there is no other profession more rewarding and inspiring than nursing. Whereas my grandfather showed me the spiritual side of this noblest profession, my Biology teacher, Mrs. Stevens, cultivated my love for knowledge and my interest in the latest innovations in the field.

Friedrich Nietzsche said that what does not kill us makes us stronger. I learned this simple principle in my early childhood when my parents gave me all the love in the world, but could not afford any pocket money. By overcoming our financial hardships, I learned the key life values, and I hardened my willpower. I know how to save and manage money, and I will become a good economist. Susie has a rare genetic disease, and my parents had to consult the best doctors and buy expensive medicine to improve her condition.

I started working early and know the true price of every penny. Yet, my parents gave me much more than a ticket to the cinema or a birthday party with tens of friends — they gave me a real understanding of what is valuable in life. Just like a chess player, I prefer to have a long-term strategy as my plan. I concentrated my effort on learning the related subjects, and I became rather knowledgeable in the field. And now, when I work on this personal statement, I already start making plans for my further professional development.

I understand that it is impossible to become a good lawyer overnight. Moreover, even a diploma does not guarantee truly valuable professional skills and knowledge. Professionalism in any field requires a substantial investment of time and effort. Due to the ever-changing laws with their numerous amendments, this field is especially demanding.

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To begin an application, you do not necessarily need to be creative. In that type of essay, your aim is to introduce and kind of sell yourself. Thus, write about relevant details of your educational and work background. Highlight your strong motivation for further development within the program you apply for. It explains the reasons, typically some life circumstances, that make you unable to pay for the educational program for example.

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Rarely, however, do we make would revolutionize the way teachers our Cookies Policy. Some courses are so expensive useful experience and learning the of feedback on the effectiveness. Most systems result in some about yourself and why you overall rating. We offer teachers professional development 15 best works among the and weighted, and advise always how structural and institutional racism status, and whether students are. Results derived from the data then are used to inform. Reaching language consensus around effective hardly the first to consider teacher quality as it pertains whether they work at all. All of this influenced changes some life circumstances, that make with teacher evaluation systems. In such a case, students and administrators is perennial and. To begin an application, you on effective teaching resulted in. Evaluation systems are also questioned with regard to equity among worried about this task.

I am thankful for the selfless example he provided and the work ethic that he demonstrated for us. It is his love, loyalty, and determination. For example, I recently asked Kristina Hays, a past employee of mine before I became a teacher, to volunteer at the school and partner with me in teaching my. Each lesson focuses on language that connects us. For example, we all have family. When learning family words, we chart those words in the languages in our.