This was a 4 day week because we had writing day at Trinity. On my first day in my 2nd placement, it was not a regular day. The first part of the morning I spent working one on one with my cooperating teacher. She showed me how the progress monitoring system that she uses to rack data for the students according to their IEP Goals. She taught me how to prepare work for the week that will address those IEP goals weekly. We have 9 students on our case load. Three of them are 3rd graders and 6 of them are 4th graders. Each one of our student are so different. Even though I didn't have a full day with the students, by reviewing their IEP goals and reviewing their progress monitoring data, I can see where they are academically. My CP is very knowledgeable about the students not just academically but also about their backgrounds and interests. It was very different following my CP and see how she plans and preps for modifications and accommodations. During a working lunch I listened in on how she collaborates with the 4th grade teacher to plan for the test. I am understanding the importance of collaborating with my CP teacher to implement IE Goals. We also must collaborate with the 3rd grade teacher to work on the 3rd grade IEP ELA Goals and the 4th grade teacher to work on all of the 4th grade IEP Goals that may include behavior, independent functioning, ELA and Math Goals. Standard 8 - Collaborative Relationships – The competent teacher builds and maintains collaborative
relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher
works as a team member with professional colleagues, students, parents or guardians, and community
members. The competent teacher (8I) understands the roles and the importance of including students with disabilities, as appropriate,
and all team members in planning individualized education programs (i.e, IEP, IFSP, Section
504 plan) for students with disabilities.
Even though this first day was not typical at all, I had sent a letter last week introducing myself to my students and their families. Knowing that I had some students and families that speak Spanish, I sent it in both languages. I wanted the kids to know that I was coming and also their families. I also know that in this classroom their is one student who just arrived to the US and her first language is Spanish. Standard 1 - Teaching Diverse Students 1E) The competent teacher understands the impact of linguistic and cultural diversity on learning and communication.
After lunch we provided a separate setting for our students to test on the IAR Standardized testing. I spent my afternoon watching my cooperating teacher administer the test according the the students IEP. They took the math unit 1. I saw how 2 students had issues with receiving the incorrect test because it had them taking it in Spanish. It was caught before they tested and was fixed for the next testing date. It was hard to see my students frustrated with testing but we kept a positive demeanor the whole time. We praised them for taking their time. The CP offered them breaks and snacks. The students finished and we waited for a bit before returning to class because not all of the 4th graders were finished testing. Standard 7 - Assessment: The competent teacher: 7A) understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools;
Even though this first day was not typical at all, I had sent a letter last week introducing myself to my students and their families. Knowing that I had some students and families that speak Spanish, I sent it in both languages. I wanted the kids to know that I was coming and also their families. I also know that in this classroom their is one student who just arrived to the US and her first language is Spanish. Standard 1 - Teaching Diverse Students 1E) The competent teacher understands the impact of linguistic and cultural diversity on learning and communication.
Standard 9 - The competent teacher 9L) communicates with families, responds to concerns, and contributes to enhanced family participation in student education;
After lunch we provided a separate setting for our students to test on the IAR Standardized testing. I spent my afternoon watching my cooperating teacher administer the test according the the students IEP. They took the math unit 1. I saw how 2 students had issues with receiving the incorrect test because it had them taking it in Spanish. It was caught before they tested and was fixed for the next testing date. It was hard to see my students frustrated with testing but we kept a positive demeanor the whole time. We praised them for taking their time. The CP offered them breaks and snacks. The students finished and we waited for a bit before returning to class because not all of the 4th graders were finished testing. Standard 7 - Assessment: The competent teacher: 7A) understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools;
A personal insight was that being a Special Education Teacher or at least from what I see with my CP is that you are not "running the show" for lack of better words. You play a very important supporting role. I was "running the show" in my 1st placement as the General Education Teacher. I was also collaborating with the learning specialist and receiving the modifications and implementing accommodations instructed to me. My first day, even though it was not typical because of an early morning assembly and testing in the afternoon felt very different. The school that I am in is an inclusive school. This means that unless it is stated in an IEP, our diverse learners do not get pulled into a separate setting unless it is for testing or a service provided by a clinician like speech or OT, PT, and or Social Work. Some classrooms have 2 teachers who co-teach. My CP is a learning specialist who pushes in to 3rd grade from 8 am to 10 am to provide ELA support and then returns the whole day to 4th grade to provide ELA, Math, Independent Functioning, and Behavior Supports. She stated that she moves back and forth this year.
On Wednesday and Thursday the students tested in the morning and in the afternoon. It looked the same and they were not typical days. On Thursday I did enjoy being part of the morning meeting and my CP formally introduced me to the students. It was nice to see their routine morning which was very structured. The Gen Ed teacher greeted the students and invited my to join the circle. The circle was student led. They were so respectful. I can see that they have their morning routine down. I pretty much observed these first 4 days. I was able to see a few classroom routines. The students can earn lunch with the teacher if they have been respectful through out the week. Similar to the students in my 3rd grade class. They really want to earn the teacher lunch and this gives them an incentive to double check their behavior. I tried to learn all of the students names. I think I have learned about 85 percent of their names. I am also paying attention to their interests and hobbies. I heard them talking about turtles and Caillou. They were having a discussion on if Caillou was a boy or a girl. The also kept talking about turtles and when the their teacher Ms.F asked them what the fascination with turtles was all about, one of them said it was a meme. I know about this turtle meme, so I took the opportunity to talk with the kids about a non academic topic. I am making notes of their interests and backgrounds so that I can use this when I teach them. On another opportunity a student was drawing the Taino Sun God. When he drew it and showed me. I said" I like your picture of "El Sol Taino" He looked impressed that I said it in Spanish and he asked me "How do you know about this?" I smiled and said that I have visited the Museum of the natives in Puerto Rico who were called Tainos. He then drew another Taino symbol and asked me what the name of it was. It is nice learning about the students backgrounds and passions. It is how build a good rapport with them and am able to teach them. If they trust me enough to share their passions with me, I will actually learn from them. Standard 1 - Teaching Diverse Students 1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
Goals for the next week:
On Wednesday and Thursday the students tested in the morning and in the afternoon. It looked the same and they were not typical days. On Thursday I did enjoy being part of the morning meeting and my CP formally introduced me to the students. It was nice to see their routine morning which was very structured. The Gen Ed teacher greeted the students and invited my to join the circle. The circle was student led. They were so respectful. I can see that they have their morning routine down. I pretty much observed these first 4 days. I was able to see a few classroom routines. The students can earn lunch with the teacher if they have been respectful through out the week. Similar to the students in my 3rd grade class. They really want to earn the teacher lunch and this gives them an incentive to double check their behavior. I tried to learn all of the students names. I think I have learned about 85 percent of their names. I am also paying attention to their interests and hobbies. I heard them talking about turtles and Caillou. They were having a discussion on if Caillou was a boy or a girl. The also kept talking about turtles and when the their teacher Ms.F asked them what the fascination with turtles was all about, one of them said it was a meme. I know about this turtle meme, so I took the opportunity to talk with the kids about a non academic topic. I am making notes of their interests and backgrounds so that I can use this when I teach them. On another opportunity a student was drawing the Taino Sun God. When he drew it and showed me. I said" I like your picture of "El Sol Taino" He looked impressed that I said it in Spanish and he asked me "How do you know about this?" I smiled and said that I have visited the Museum of the natives in Puerto Rico who were called Tainos. He then drew another Taino symbol and asked me what the name of it was. It is nice learning about the students backgrounds and passions. It is how build a good rapport with them and am able to teach them. If they trust me enough to share their passions with me, I will actually learn from them. Standard 1 - Teaching Diverse Students 1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
Goals for the next week:
My goals for next week are to continue observe and learn all the names of my students. I will learn the class rules and schedules as I didn't get to do this because of testing. I will continue to learn about IEP'S, modifications and accommodations. I might be able to sit in at my first IEP meeting as long as the parents give permission.
I will continue to chip away at my edTPA.
Beginning this time of year with a class bring such a variety because of the "school activities" that are typically taking place. Good luck in your new placement.
ReplyDeleteDr. Austin
That was a great way to get to know your students. Common interests or knowledge will help you to have a better working relationship with your students.
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