Introduction Resume GeorgiaMY GOALS

My Reflection About Student Assessment System InHolmes Middle School

GMU SEMINARSMY SELF-IMPROVEMENT PLAN

MY PERSONAL LEADERSHIP ACTION PLANS

StrategiesLesson PlansCulture Day

PORTFOLIO PRESENTATIONMADE BY: MAIA KSOVRELITEA PROGRAM FELLOW

MY BACKGROUND INFORMATION Name: Maia Ksovreli Date of Birth: 01.09.1965 Place of Birth: Tbilisi, Georgia Cell phone: 99599344302 Email: mkmaiaksovreli@gmail.com Education: 1972 – 1982 Tbilisi secondary school #111 1983 –1988 Tbilisi State University of Foreign Languages after Ilia Chavchavadze (masters’ degree of the English teacher) Professional development: February 2008 – Peace Corps trainings:1.PDM,HIV/AIDS Prevention 2.Life-Skills April 2008 – Peace Corps training: Secondary projects. June 2008 - ETAG(English Teachers’ Association of Georgia ) training : MMLT(More Learning, Less

Teaching) (40 hours) November 2008 – PESTALOZZI – Council of Europe training program workshop for educational

professionals “Code of Ethics for Teachers Commitment to the High Standards of Professional

Conduct.” June 2010 – ETAG training : English Teaching Methodology. “TKT Essentials” (module 1,2,3) July 2010 - passed certification exams for teachers on:1. Professional Skills, 2. English (listening, reading, writing,

speaking , Teaching Methodology)

WORKING EXPERIENCE

1988 - 2000 - secretary of the CINEMA & VIDEO Corporation. 2000 – 2004 - English teacher - Art & Culture University 2004 till now - Chala’s Publc School - English teacher, Head of the Chair of

Foreign Languages.

2007-2008 worked hand in hand with Peace Corps volunteer to enhance English teaching skills and

facilitated small scale projects aimed at improving English language programmed in the

school. Supported and assisted Peace Corpse Georgia on various administrative and

professional levels. Provided assistance to the Pc volunteer to get aware of Georgian

school education system, guided in acknowledging insights of Georgian culture and

traditions and adjust in sometimes stressful cross-cultural environment.

2010 - applied for the program “Teach and learn with Georgia, and this year I have been working with

the new volunteer (from Australia).

Technology skills: Windows, Microsoft Word, PowerPoint, Blogger, Excel, Wiki. Languages: Georgian, English, Russian, Armenian. Sphere of interest: Art, Music, Reading.

FRIENDSHIP FOREVER

G E O R G I A

TBILISI –THE CAPITAL OF GEORGIA

TBILISI – THE CAPITAL OF THE REPUBLIC OF GEORGIA Tbilisi is the capital, and the largest city in

Georgia. It was founded in the 5th century AD by Georgian king, Vakhtang Gorgasali. When he was hunting, he killed a pheasant which dropped into hot water. Gorgasali discovered there were a lot of hot springs in this place, which he called Tbilisi as tbili means hot in Georgian.

GEORGIAN ALPHABET

HISTORICAL SIGHTS OF GEORGIA

Qvatakhevimonasteri

KazbegiiShatili

Bagrati CathedralIn Kutaisi

QvatakheviMtskheta riversAracvi and Mtkvari

Svetitskhoveli

Jvari

GEORGIA TODAY

FASCINATING SIGHTS OF GEORGIA

GudauriBatumi

Medeastatue

Freedom square

Batumi coast

Tbilisi Sent Trinity CathedralBatumi HarborBacuriani

Batumi University

Church in Batumi

Streets of BatumiAmbasadorHotel

CULTURE AND EDUCATION IN GEORGIA

MY GOAL IS TO LEARN:

FIRST OF ALL HOW TO MAKE MY CLASSES MORE EXCITING FOR MY STUDENTS

HOW TO CREATE A SYLLABUS AND PORTFOLIO SO THAT I COULD SHARE THE KNOWLEDGE WITH MY COLEAGUES IN GEORGIA

REFLECTION ON MY FIELDWORK In Holmes Middle School teachers use The English Standards of Learning

Enhanced Scope and Sequence which is a resource intended to help teachers align their classroom instruction with the content found in English standards of learning for Virginia Public Schools. These standards provide the teachers with sample lesson plans aligned with the standards and their related essential understandings, knowledge and skills.

At the end of my month’s observation of the lessons at Holmes Middle School, I had come to the realization, that Holmes Middle School is very different from my school in my country. I had never experienced practices like working in teams developing common assessments, aligning those assessments with state and national tests, using the results of previous assessments to guiding instruction, identifying prerequisite knowledge for success in the re – grouping and sharing students, providing students with specific feedback rather than grades, providing systematic interventions, when students were unsuccessful, and allowing students additional opportunities to demonstrate proficiency.

The difference in the use of assessments was one of the most striking contrasts between my past practice and my Holmes School environment. In my school individual teachers had either developed their own assessments or simply used the assessments provided in the textbook and teacher’s manual. There administering a test signaled the end of a unit, and the purpose of the test was to assign grades. Students, who did not do well were exhorted to do better and try harder, but they rarely received specific feedback on how to improve - and were almost never given a second chance to demonstrate their learning. Students and teachers alike under stood that taking a test meant the unit was over, and the class would

move forward.

:

At Holmes Middle School however the assessments were used to determine if stu dents needed assistance in acquiring prerequisite skills prior to teaching each unit, to inform individual teachers of the strengths and weaknesses in their instruction, to help teams time and support for learning, and to give students additional opportunities to demonstrate that they had learned. Assessment seemed to reidentify areas of concern in the curriculum, to identify students, who needed additional present the most critical component of collaborative culture that characterized the school, and the way teachers used assessments, sent students a clear message, that were required, rather, than invited to learn.

In Holmes Middle School I observed the ESL Social studies and reading lessons for the sixth graders. I observed the Geography and the History lessons in the sixth grade. During the observation I saw that My partner teacher Vilma Larigakis used methods of assessment as following:

Placement test – at the beginning of course she usually uses the test , after getting information from a placement test she decides what level of class the learners should go into.

Diagnostic tests - At the beginning of course by giving a test she finds out what students know and don’t know.

Performance-based assessment - to evaluate the ELL students’ knowledge when they are engaged in tasks, that are not language- dependent, such as solving a problem, or creating a product using graphics, she evaluated how accurately the student was telling the entire story from the beginning or middle to end; whether they understood the main ideas; incorporated background knowledge during reading; retold the story fluently in sentences that made sense.

Authentic assessment - to analyze whether students were developing narra- tive skills, mastering reading and writing skills. And to measure ability on tasks which represented real-world problems or tasks.(portfolios, interviews, observations, discussion in small groups, performances, group responses: agree/disagree, true/false, Yes/no etc).

Formative Assessment - to provide feedback to the students (progress tests) on their strengths and weaknesses in learning(essential questions, full class discussion, observations in small groups, independent reading blocks).

Summative Assessment - to assess learners to see how well they had learnt the content of the unit, or story . At the end of the unit or story Vilma Larigakis often used (subjective tests – by giving marks to the students answers, depended on her judgment . She often used self-assessment tests to help learners to understand their language use a performance better and so become more autonomous.

When I come back to my school in my country I will implement all these types of assessments in my teaching methods to get timely feedback on the success of my students. Assessments will become a powerful tool in informing my practice.

GMU SEMINARS

1. Dr. Sherry Steeley: Assistant Professor, Center for International

Education, George Mason University Dr. Steeley covered extensively on Reflective

Practices by the Teachers and Portfolio Development. I found the Reflective Practice a unique concept for Teacher Development. I have earlier reflected many times on my teaching, but none as scientific as the one I have developed after the orientation. I was able to reflect after every

seminar. This concept I was able to put into practice during my internship at Holmes Middle School.

The Portfolio Development is also a new concept for me. The very fact that I have developed a portfolio encourages me to share this concept with my peers back home. I am sure this idea will be welcomed by everyone.

Dr. Steeley’s seminars touched upon: a. The Role of Reflective Practices b. Introduction to Portfolios: Purposes and Goals, Portfolio

Outlines, Lesson Plan template and Portfolio Strategy Sheet

c. Introduction to Blackboard d. Professional Development and CHANGE (Notion of

Teacher Agency). Reflective Practice. Individual Action Plan and Action Research.

e. Lesson Planning: A tool for learner centered‐ pedagogy, Lesson Plan template

f. Lesson Planning: Objectives and Backward Design g. Learning Strategies and Student Metacognition‐

Cultural applications and differences And Types of Strategies

h. Cooperative Learning Strategies i. Portfolio Presentation and Implementation

2. Dr. Farnoosh Shahrokhi: Outreach and Administrative Coordinator, Education and Leadership Program, George Mason

University

Dr.Beverly Woody: Assistant Professor, Education Leadership Program, George Mason University

Dr. Shahrokhi and Dr. Woody together covered the topics in the seminars on Teacher

Leadership, Teacher Agency for Change and Application of theory to practical educational settings. They explored the meanings of leadership in schools, leader’s role in school change and restructuring, leadership choices and development of a vision of one’s leadership practices. The importance of Multiple intelligence and its place in Lesson planning and Lesson Strategy was stressed.The seminars covered the following areas:a. Life Style Inventory (LSI)b. Theory of Multiple Intelligencesc. MI: Curriculum and Development and Teachingd. A Framework for Leadership –Moral Purposee. Understanding Change and Relationshipsf. Knowledge Building for Effective Functioning of the Schoolsg. Coherence Making for Effective Changeh. Professional Learning Communities (PLC)

MS.CARA BREMER: ESOL DEPT. CHAIR AT KEY MIDDLE SCH8. SPRINGFIELD

Ms. Cara was designated to take the U.S Culture classes. Basically her sessions were to familiarize the TEA teachers with strategies in the class involving group activities. Some group activities that we did were:

a. 3‐2‐1 strategy b. Exit ticket c. Save the last word for me d. Just like me e. Tea party f. Think‐pair‐share g. Somebody…Wanted…But…So h. 3 corners i. Jigsaw j. Give one get one k. Two truths and one lie l. Inner circle, outer circle m. Ice breaker

. INTENSIVE TECHNOLOGY TRAINING (KRISHNA)

The computer training program was basically to strengthen the computer skills of the

TEA teachers. The 20 teachers were divided into two groups according to their skills.

in the Basic level group, and advanced .The Instructors were extremely patient with us. The syllabus covered the following:

a. Exploring Word b. Using Basic Text c. Printing d. Using Character, Paragraph and Document Formatting e. Indenting paragraphs f. Using Numbers and Bullets g. Working with Headers and Footers h. Exploring Power Point i. Basic Presentation Skills j. Exploring Excel and its working

We, teachers of TEA program, were lucky to have a chance to have sessions in ESL Research, Methods& Assessment; We met very interesting and well educated people Nora Elbilawi`s classes were very helpful during the whole course ,which were supported with academic books, articles, reliable websites on the question, She was always ready to share her knowledge and experience with us. Her encouragement and dedication was impressive. It helped us much to explore and try new things, we had not done.

MS.NORA EL-BILAVI (ESL RESEARCH,METHODS,&ASSESSMENT)

MY SELF-IMPROVEMENT PLAN  

Step 1. Primery – Perfectionistic - (10 o’clock position)

Backup – Conventional – ( 4 o’clock position) Step 2. The style I have chosen to work on is Perfectionistic / Conventional 10/4 o’clock position). What does this style mean to you?

My score (19) for the Perfectionistic style means I tend to believe that: I work hard to attain quality results, I tend to have an afficient, business-like approach to tasks. Although I want to do things well sometimes I separate my sense of self-worth from the quality of my accomplish-ments.

My score for the Conventional style means I tend to believe that : rules are important than ideas. I have difficulty taking risks. Being conventional involves discounting my creativity,own beliefs and positions.

Step 3. Significant person (or institution) Ideas/Behaviors You might Have Learned (Style 10) My father My father is hardworking person. He tended to have an afficient, business-like approach to tas- ks , I was influanced by him from my childhood. (Style 4) My school environement They make me overly concerned with how others do things. They make me reluctant to try new things. Step 4: Consider the consoquences using this style and list them as indicated below. Personally Positive consequences Self-Defeating Consequences I feel realistic about what I can accomplish. I will focus on my own unique strengths I do not put unnecessary pressure on myself and skills. Give up control of my life or others to get the job done. to outside factors.

Professionally  

Positive Consequences Self-Defeating Consequences

I consider peoples feelings and level of setis- I will take a moderate risk and challenge, faction,as well as the quallity of their work. Some procedure that I have been accep- ting without question.I will look for a way to do things differently at work by using new methods of teaching . Step 5: Consider how your life would be different if you changed your behavior in this area. Some positive differences. If I became less conventional I would get more freedom to ex- press myself, would have more creative, innovative approaches to tasks, would encrease flexibility and confidance to fulfill my potential , the ability to make my own decisions,and freedom to take risks.

Some negative differences: If I become more perfectionistic, I will get stress. I will never feel a true sense of accomplishment,I will be often irritable and angry, feel as if I have to be more than I am.

Step 6. Defencive style Alternative style Alternative thoughts and behavior

4 o’clock 2 o’clock 1) I will practice communicating,effective- ly concentrate on improving talking and listening skills, making eyecontact . 2) I will increase productivity at work due  

to more cooperative relationships.

Constructive style Complementary style 11 or 12 o’clock 1 o’clock A focus on achieving standards of excel- Lance. Asking for and giving honest feed- Back. 1 or 2 o’clock 11 o’clock The ability to inspire and motivate others.   Step 7. How would you like things to be different?

I would like to focus on my own unique strengths and skills, to give up control of my life to outside factors., to look for a way to do things differently at work by using new methods of teaching. I would like to become more createasyly. ive,confident to fulfill my potential, the ability to make my own decisions, and to take risks

Step 8. What berriers now exist to making this change?

I have difficulty taking risks, being conventional involves diacounting my criativity, own beliefs And opinions.

Step 9. How can you overcome this barriers?

By recognizing that conventionality is a way of hiding yourself and avoiding developing as a person, and appreciating the things that make me different from others, by continually reminding myself that my sense of self-worth is not tied to how well I ‘’blend in’’ and follow the rules.

Step 10. What will you gain by making this change?

I will gain the freedom to express myself, creative, innovative approaches to tasks, a stronger individualized sense of self,increased flexibility,confidence to fulfill my potential. The ability to make my own decisions, the freedom to take risks.

 

1.Ask myself if my life is how I want it to be 2.Take a moderate risk and challenge some procedure that I

have been accepting without question. 3.Relay upon and trast my own judgment. 4. Use some different mathods of teaching. Implement

technology in English learning classroom. 5. Make good feedback and assesSment.

With whom will you share your intentions and plans to change? I will share my intentions and plans with my TEA fellows. By 8th of November 2010. 

WHAT DO YOU PLAN TO DO TO BRING THIS CHANGE ABOUT?

MY PERSONAL LEADERSHIP ACTION PLAN Our mission as a teacher is to create a personality with a hopeful

vision of the future. That’s why it is very important to start with providing and implementing changes that will lead to success of our students and makes them as significant members of society.

When I come back to my country and my school I will provide a workshop for my colleagues at school and share my TEA program experiences with them, I will ask my school principal for a computer and a video projector for my classroom to make the English class more exciting and productive for students.

Then I will provide a workshop in the region for English teachers of Upper Imereti region schools. I will share experiences from leadership seminars with them and provide changes and new methods of lesson planning and assessments. I’m going to explain them how important is the knowledge about brain compatible teaching and learning and suggest them to take in consideration the theory of Multiple Intelligences in the process of lesson planning.

ESL LESSON PLAN

Introductory paragraph 1.After the lesson students will be able to talk fluently about healthy and junk food and identify similarities and

differences in American and Georgian food. 2.Background knowledge: Teenagers of 14-15 (20 student),mix:girls and boys. Teacher ____Maia Ksovreli___________School___Chala’s Public school ____________ Grade(s)___8th ____Proficiency Level(s)_Pre-Intermediate_Program Model__Sheltered Content ____________English.   PLANNING PHASE Content and / or Language Objectives Food As a result of this lesson students will be able to: Analyze language for talking about food in different countries.Make preparations for a class survey next lesson. Use appropriate vocabulary to talk about different kinds of food.   Vocabulary -- fruit ,vegetables, meat, diary.

Materials -- board, markers,eraser,sheets of paper,flipcharts, crayons.

Lesson outline – to stimulate interest in topic about food, and activate useful language. Brainstorming food vocabulary,(by using drawings, role plays, memory games

TEACHING PHASE SEQUENCE Warm-up Activity --A short activity at the start of the lesson to get learners in the mood – to Engage them with the language. For example, a vocabulary game, a brief mingle activity with questions e.g. Did you have a good weekend? Transition - What did you have for dinner at weekend? What was your dinner made

of?.Students name the food or dishes they had on weekend. They try to define ingredients of the dish. Then asks them to classify food in fruit, vegetables, meat…and fill up the handouts with charts.

  Activity 1 -- Teacher divides students in pairs and asks them to talk about their favorite food.

Students practice target language through speaking and making notes. Teacher gives students cards with the pictures of food and makes them identify the names of fruit and vegetable from pictures. Then students represent each-other’s preference in front of the class. (partners/writing/reading/listening).

Activity 2 . Teacher divides class in five groups and makes each group to choose the dish they prefer. One of the members of each group is a writer. He(she) makes notes.

Students discuss the names of the dishes. They chose the dish and make conclusion. They should define the reasons why did they prefer the dish. At the end of the activity, group leader presents the preference of the group.(small group/speaking/writing/listening).

Activity 3. – Teacher provides controlled practice activity. Gives students handouts with gram- mar exercises, sentence completing, information gap. Monitors closely and steps in to correct.( individual/guided/writing) . Differentiated instructions Starting up Students are asked to describe how did they spend a weekend. They are asked to define the ingredients of the dishes they had on weekend, they are asked to

class- ify food in fruits, vegetables and meat. Beginning Students can sort information visually and graphically . And they practice their Language through speaking.

Developing Students will be able to act as leaders in the second activity, guiding others and demonstrating understanding of concepts and words. Expanding Students fill-up sentences. They do grammatical exercises.

Bridging Teacher asks students to draw a picture of food. Observes how can the children apply their knowledge of language to their drawings.

-Assessment- is “the gathering and synthesizing of information concerning students’ learning”. Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. For this lesson teacher uses the formative assessment to improve the quality of Students learning, and to identify the teacher’s strengths and weaknesses.

Closure Review of this lesson – Teacher asks students to use the papers and colored pencils to draw picture of food. Teacher observes if the students can apply their know- ledge to their drawings. Preview for next lesson – The activities in this lesson continue study of food, as well as give the students a functional understanding of names of food and description. Homework - Have books on food available from the library in the classroom. Teacher makes students complete the homework worksheets. High level students should use online resources. Lower level students may draw pictures to show what they learned from the lesson.

For more information about my portfolio, you are welcome to visit my site: http://maiaksovreli.pbworks.com

I WOULD LIKE TO FINISH MY PORTFOLIOPRESENTATION WITH MANY THANKS TO TEA (TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAMM 2010.

TEA PROGRAM GAVE ME A GREAT OPPORTUNITY TO GET A WONDERFUL EXPERIENCE . I HAD A CHANCE TO MEET 60 PEOPLE FROM DIFFERENT COUNTRIES, WITH DIFFERENT CULTURES AND SHARE LIFE EXPERIENCES WITH THEM.

TEA PROGRAM HELPED US TO DEVELOP EXPERTISE IN OUR SUBJECT AREAS,ENHANCE OUR TEACHING SKILLS AND ENCREASE OUR KNOWLEDGE ABOUT THE UNITED STATES.