Summative Reflection 2016-17

Name ____Abby Hasebroock_______ Department _____English_______________ Date

__05/01/2017____

Verification that professional development goals have been met (from PDP).

C2. Educator relates the subject matter to students' own experiences.

I designed activities in the British Literature course that allowed for personal reflection and presentation, rooted in each individuals
experience. For instance, after studying the Romantic era text Frankenstein, each student produced a creative visual or performance project
on a lesson learned from the novel and relevance for a modern audience. Freshmen examined art, photography, and listened to current TED
Talks related to social justice issues and individual choices they make every day. Each exercise was followed by a written and/or verbal
reflection to process and articulate their experiences.
E4. Educator updates class materials that model the Ignatian Pedagogical Paradigm in order to meet the individualized instructional needs
of all students.
This year, I spent an inordinate amount of time improving my daily Google Slides presentations that contain the agenda and lesson plans. I
am very proud of the inclusion of visuals, color-coding key terms and concepts, historical references, such as maps, original news clippings,
and digital content (which students have access to on our Google Classroom site). I brought additional materials to the classroom, such as
posterboard, magazines, scissors, glue, markers, and even pie to challenge students to think differently and work with multiple mediums to
better understand literary concepts and characters. I also revised reflection questions on literary analysis that asked students to place
themselves in the story and consider what they would have done. Finally, I create activities where students were stakeholders and decision
makers. For instance, after reading Restoration literature about the Great Plague of London, juniors were challenged to come up with
solutions for managing modern public health crises. Freshmen read social justice nonfiction books, wrote proposals for solutions, then
enacted these solutions and reported on the results.
E5. Educator develops lessons and offers learning opportunities that will broaden students' awareness and encourage them to consider the
viewpoints of others.
To help foster a positive, inclusive classroom, I built upon a recommendation from a previous supervisor to consistently use Wolfpack Cycle
Partners with my freshman World Literature students. Each cycle, they would be partnered with a new classmate, and would have
discussions, complete activities, and work together in other capacities. Students were able to meet many more classmates and learn from
each other. In both British and World Literature courses, I utilized Literature Circles so that students could facilitate their own small group
conversations to teach and learn from their classmates. Students prepared for these meetings by completing unique jobs, such as being a
contemporary connector, literary luminary, discussion leader or Victorian Historian and assembled materials, which were then shared
with the group. During the Junior Research Paper process, students practiced using various literary lenses (feminist, psychological,
historical) to examine and evaluate a text from unique viewpoints and broaden analytical strategies. Finally, students had multiple
opportunities to practice public speaking. I designed a one-week speech unit with objectives, teaching materials, and rubrics for the
 freshmen level team to incorporate during our study on Antigone. Freshmen also delivered book talks in which they summarized recent
readings, reflected on these events in their own words, and connected the reading to a thematic prayer. Juniors were charged with leading
hot seat discussions (10 minute whole class facilitations) on literary texts in the fall; they also individually presented on one assigned
chapter of Frankenstein. When the students take ownership of their learning and teach their classmates, they report more investment and
improved memory of the content they created.

Reflection on the different components of observation this year (including peer observation,
student course evaluation surveys, observations/walkthroughs from department chair and
administrator.)
This year, I was observed by Maura Maloney, Wendy Schmiedeler, and Matt Roy (peer observation).
One thing I really focused on improving was exit tickets to end class. I received feedback in my first full-observation of the year that my lesson could
be strengthened with one final question or activity tied to the lesson objectives. After that, I updated every single lesson in both World Literature and
British Literature to include an exit ticket question, quick write, or discussion. This also made me become more conscious of time, and that I need to
reserve a few minutes at the end of the lesson to wrap-up, explain homework, and dismiss students. In my second full observation in the spring, I
received positive feedback on the structure of the whole lesson, including the final exit ticket.
I administered Student Course Evaluations in December 2016 in both courses as a mid-point course evaluation; in particular, I wanted to cater to
student interest to shape the end of the second semester British Literature course. Student feedback indicated that they wanted more choice and to
read British texts with action, thrills, and science. This made me realize that a more effective way to teach Victorian literature, the final unit of the
year, would be to let students choose a text of interest and study it in Literature Circles. This was met with positive feedback and a recommendation
that I bring this to the junior level team for consideration.
List and reflect on your involvements/ areas of focus this year (both in and out of the
classroom.) Include an overall reflection on the school year.
Completed first year of doctoral coursework at Loyola University of Chicago (6 courses, plus a 12-
hour seminar)
Attended various SICP student events, including the Homecoming football game vs St. Francis
Wheaton on Friday, September 30, 2016, girls volleyball match vs Trinity on Thursday, October 13,
2016, student performances of The Little Mermaid on Sunday, November 6, 2016, and boys senior
night hockey game against Notre Dame on Friday, January 20, 2017
Completed Ignatian Formation Program for second year teachers
Invited to join the Ignatian Values Day committee; attended 10 meetings, planned three IVDs, and
facilitated microaggression training with a group of junior students during IVD #2 on November 1,
2016
Moderated the Body and Mind Club for the second year
Professional Development Sessions attended: Inquiry Teaching: Turning Students into Scholars! With Clare Budek
 on Wednesday, October 12, 2016; Breakout EDU with Pete Dulaney on Wednesday, October 16, 2016; A
Roundtable Discussion on The Teenage Brain with Roy Carney and Beth Shannon on Tuesday,
November 29, 2016
Volunteered to work the Athletics Hall of Fame Banquet on Friday, September 30, 2016
Completed Anti-Defamation League training (6 hours) for faculty members on Thursday, October 20
and Thursday, October 27, 2016
Volunteered as a Faculty Chaperone at Junior Retreat on October 6-7, 2016 and Freshman Day of
Service on Wednesday, October 19, 2016; also served as a Kairos Talk Mentor for senior Caroline
McInerney and met for three half-hour sessions
Served as an Eucharistic Minister of Holy Communion at Ash Wednesday Mass and two other all-
school Masses
Proctored Entrance Exam for 8th graders on January 10, 2017
Completed Peer Observation with Matt Roy in February, 2017
Assisted with Freshman Family Night on Thursday, April 11, 2017
Proctored ACT on Saturday, April 8 and (future dates) of Saturday, June 3 (SAT) and Saturday, June
10 (ACT)
Attended regular SITA meetings; nominated by colleagues for SITA Secretary (if elected, would serve
in this capacity for 3 consecutive years)
Returning for the second year to teach the Grammar and Writing course for rising 9th graders during
Summer School sessions 1 & 2 (June 12-July 21, 2017)
Will again serve as Summer Teaching Internship Coordinator who oversees onboarding, placement,
and training of college interns in supporting roles in Algebra and Grammar and Writing courses
Participating in Summer Curriculum Work with English Department Head to re-evaluate senior
English elective offerings; created Freshman English level-wide survey to gather data and evaluate
students experiences with Membean and NoRedInk.com and will use data to present feedback to
administrators to inform curricular decisions for the 2017-2018 year
In my second year at St. Ignatius, I made conscious decisions to get involved in new ways, including
serving on the IVD planning committee, completing for ADL and EHMC training, attending sporting games
for the first time, experiencing the overnight junior retreat, and volunteering for different Ignatius events. I
learned how rich and diverse our programming is, both for students and alumni. I established stronger
professional relationships with colleagues outside of my department and was honored to be nominated for
the SITA Secretary position. I am most proud of balancing the instruction of a new course (3 sections of
British Literature) with demanding doctoral coursework. Im excited to utilize my coursework and help
align curriculum units and offerings as well as improve my own instructional practices next year.
Signature/ date following Summative Reflection submission and discussion
Teacher Abigail Hasebroock
Department Chair

Administrator