DAniel Atilano

ED-SAI TEACHER

WESTMONT HIGH SCHOOL

 
 

INTRODUCTION

ED-SAI TEACHER

WESTMONT HIGH SCHOOL

GRADES 9-12

Born in San Jose, California with a Mexican and Portuguese American background. Raised primarily by my mom, who also adopted and raised my twin sisters. Growing up, playing competitive basketball gave me a sense purpose and joy. Joined the Pi Kappa Alpha Fraternity while attending San Jose State University. Graduated with a Bachelor of Science in Criminal Justice, as well as a Masters degree in Education: Best Practices for the 21st Century. A devotion to helping others has led to job experiences over my adult years in retail management, health and fitness, and education. In the end, teaching provides the greatest opportunity to serve a local community; in addition to, molding the next generation into future leaders of the world.

CSTP GROWTH & DEVELOPMENT

 

ILP

Reflection

My professional goal looked to create instructional lessons with an emphasis on addressing short-term learning objectives in mathematics and social science courses while noting student success on a content objective tracker. This involved evaluating informal and formal data collected throughout the school year. 

Students in social science courses learned how to become effective note-takers. They also learned how to review notes and summarize their findings, which were objectives identified at the beginning of the year. Second, placing the material on Google Classroom was also helpful. Students learned to navigate the instructional platform and submit work in a timely manner, which was not the case in previous years.

 

Mathematics objectives were more of a challenge to meet. It was not until the spring semester, where students improved work completion and collaboration efforts. Before the school closure, students developed a routine by working as a unit to complete daily activities.

 

When reviewing the initial and final self-assessment scores, one will notice growth in Understanding and Organizing Subject Matter for Student Learning. This can be credited to extra hours spent in the classroom by reviewing and revising daily lessons. Unfortunately, my rating for Planning Instruction and Designing Learning Experiences for All Students remained the lowest ranked area.

 

All in all, there is room for growth when creating unique activities that create classroom movement, hands on learning, and personal connections. This will be an area to tackle as I prepare for the next school year.   

Areas for Growth

In perspective, the goal to improve writing performances by differentiating lessons based on student samples and formative assessments was challenging. This goal involved seeking advice from peers, who recommended incorporating instructional technology to produce writing responses beyond one sentence.

 

 Building upon writing skills for students in the high school setting is a difficult task. Much effort as an ED-SAI teacher is put towards  decreasing behaviors which impede academic performance, especially at the beginning of the school year. While working on behavioral habits, we are also establishing a rapport and trust with each student to assure their efforts are recognized.

Although it’s important to build or enhance academic skills, one realizes that behaviors must be targeted first while making gradual steps towards reteaching basic reading and writing skills.

Thus, I learned how important it is to have an awareness for each student's academic and behavioral deficits. I also further realized the benefit of working with colleagues to strategize instruction and classroom management to best support students.  

Areas of Success

With the many hats worn as a ED-SAI teacher, I was able to continue supporting students with their emotional health, as well as their academic progress in multiple class settings. Though such instances don’t get recognized, students were able to complete an academic semester in the Gen-Ed setting successfully. To me, that is more meaningful and deserves to be mentioned.

 

During the induction process, one area for student success was improvement with vocabulary comprehension on science-based terms. For several weeks, students completed a teacher made Frayer Model (four square vocabulary) worksheet on vocabulary words for their nutrition unit. A summative vocabulary assessment was provided at the end of the end unit to measure their understanding. 

 

As a result, sixty-percent of the class received a passing score on their vocabulary exam. Conclusively, it’s growth across the board. Students have learned new information about nutritional terms. Plus, I’m knowledgeable of an instructional strategy that is beneficial for vocabulary instruction. 

Future

Goals

Goal #1 - Continue seeking support and advice from colleagues. They are the best resource available. Observing mathematical teachers was helpful to my teaching practice. Hopefully, I'll get an opportunity to do more observations down the road.

Goal #2 - Focus more on my mental health. One suggestion is separating work from home. When doing this by mid year, I was able to lessen my stresses about work and focus more on me. With this practice, I was more energetic and mentally present in the classroom. 

 

IMPACT ON STUDENTS

 

EXAMPLE OF

STUDENT SUCCESS: 

 

Inquiry: Creating and maintaining effective environments for student learning. 

Driving Question for Inquiry: What teaching strategies and learning activities are most effective to improve student behavior for my math class?

 

In this inquiry, I arranged for students to work in a small group (three students) to complete daily warm-ups and activities. It took the small group one class period before making efforts to communicate with one another. Eventually, all three students were asking questions and assisting one another with various mathematical problems. Most importantly, all students were able to complete their work in a timely manner. They also increased their comfort to work and socialize in a group setting, which is a key goal for every student in our program. Here is evidence of student work for a lesson on multiplying polynomials.

 

STATEMENT FROM

NATIONAL UNIVERSITY 

SUPPORT COACH:

Maureen Ricketts 

"Daniel displays a genuine caring and concern for his students. He has shown knowledge of the curriculum for the high school subjects he teaches. His lessons are highly organized, appropriately sequenced and based on CCSS and IEP goals. He is highly prepared with all needed materials before the lessons begin. Daniel sets appropriate expectations, both academically and behaviorally, for students. He differentiates instruction, as needed, for individual students."

VALUABLE RESOURCES

 

CK-12 Foundation provides ready made instructional videos, lessons, interactive activities for all grade-level students. These materials are helpful with providing additional content in and out of the classroom. It’s also a valuable resource to target and track data for each student.

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