Journet Week 14

This week was report card conferences week.  In preparation for the parent teacher conferences.  I was able to see how my cooperating teacher had a the student work gathered in portfolios.  All of their graded work was in the portfolio as evidence of how the student is doing.  Monday and Tuesdays were days filled with returning student work and getting their portfolios ready for their parents to pick up on report card day.  The days were also like a reset day in which all of the kids were instructed to clean out their desks and backpacks in preparation for the new quarter.  Another interesting thing that I found very insight full was that the teachers met with their students and worked on person goal setting.  It was a sort of student teacher conference before the parent teacher conferences.  I t was nice to hear the teachers set goals not only in math and reading but also in other areas like in being kinder with friends or keeping the desk clean.  I think this is an important life skill to be aware of our areas of struggle and set conscious goals to work on them.  Another exciting thing that I was able to witness was that the students moved their seats.  They were excited about it.  It was sort of a ritual.  The moving of seats motivated to clean out their desks because they were eager to find out where they would be seated at next.  I feel like I was more of a spectator and a helper than a teacher because it was such a different routine but I was learning so much through it all. Standard 4 - Learning Environment: The competent teacher 4M) organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities; 

On Tuesday, my CP and I worked on reviewing the IEP report cards, she had previously taught me how to gather the data from student work samples and progress monitoring data.  We reviewed the printed report cards and made sure that everything was accurate on them before we distributed them.  We continued to work on student goals and progress monitoring.  I have done so much of this and it is interesting to see student growth within my short time in my second placement.  I was working on some of the goals and have seen that a student previously had a 50 % on something and then I work with him in the areas of struggle and in the next progress monitoring session (2 weeks later) He scores an 80 %.  I felt so excited to see this growth.  Not all areas grow within 2 weeks or a month but I felt joy knowing that I was supported this student in learning digraphs and blends.  Another student showed growth in adding 2 digit multiplication.  Previously he had not mastered 4 out of 4 problems.  I was able to see were the "disconnect" and how he struggled with the regrouping.  Then I gave him extra support and a one on one session in multiplying 2 digit multiplication.  WHen it came time to progress monitor him in this area.  He got 2 out of 2 correct.  I also noticed that he did the correct steps in the other 2 questions but his numbers were slightly off.  I see this as growth and I praised him for it.  I felt a sense of accomplishment in seeing that he got 2 correct because he had 0 % correct this whole school year.Standard 7 Assessments: The competent teacher 7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes.   

Wednesday was parent teacher conferences.  I was a bit "stage fright.'  I dressed professional and looked my best.  I really felt part of the teaching staff.  when the parents would arrive My cp and co-teacher would introduce me and then I would greet the parents and say one positive thing about their child.  One conference was a bit harder to sit through because the parents were very serious and really getting at their kid about some of the c's on his report card.  It was however, very insightful at seeing my teachers be professional and empathetic towards both the student and the parents.  The teachers really set the mood for how the meeting went.  I learned so much in watching them and how they interacted with the parents.  I wasn't prepared to see some tears of joy from some parents and some tears of frustration.  In retrospect I may have shed some tears in my own children and conferencing with their teachers.  Being a mom myself helped me remember how it felt like to be on the other side of a parent teacher conference.  That was helpful to me.  I was mainly a spectator but I did offer words of praise when ever I could. I was thankful to have been part of the parent teacher conferences.  I was also happy to see that their is more to a student than being a student.  They have family, siblings, home lives, hobbies etc...  I was able to see them more as a whole and not just a student. Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher 9L) communicates with families, responds to concerns, and contributes to enhanced family participation in student education.

I translated for some of the families that only spoke Spanish.  I also had a parent share their child's whole life story and struggles with me in the hall way.  I was empathetic but I also had to go to my next conference and I didn't want to seem rude by leaving. I know that as teachers we have to be professional and empathetic to not just our students but also their families.  I have learned so much.

My cp and I also met with the clinicians to discuss the upcoming  IEP meeting of one of our students.  He was recently referred and we are in the process of gathering all of the data and assessments for his IEP goals.  It was great to to offer feedback on a student and to discuss work samples that I have collected on him.  I was asked about my concerns for this student and I was able to have offer so much.  I told the speech therapist that I was concerned with his speech.  I was also worried that he did not advocate for himself.  He blends in with the students, meaning that when everyone is working, he is hard at work.  You can spot the ones that need help because they raise their hand or they are simply off task.  This student however, always appears to be working and getting it.  He never raises his hand for help and never seems frustrated or confused but when we grade his work it is usually wrong.  He is averaging F's in most of the grade level work.  My training in IEP goal writing at Trinity and my experience with my students have prepared me for this.  I worked side by side with my cp and I was able to give her my professional opinion on what goals to put in place for this student and when she agreed, I was impressed with myself.   She had me fill out the IEP sections under her guidance.  She reviewed the whole thing and she took extra time to explain certain parts of the IEP to me when I had questions.  I appreciate her taking the time.  I am feeling more and more comfortable with IEP's.  Suddenly they don't seem to scary and they are making a lot of sense to me.  I know that I must always take them seriously because they are official documents and are for the benefit of my students.    Standard 8: Collaborative Relationships: 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.    

Next week, I plan on resting and resetting.  I am thankful for spring break and having some reflection time and some time for myself.  I will also prepare for my upcoming observation.  I cannot believe I have 2 more weeks of student teaching.  Time is flying.