Jodi

Newton

Dr. Jodi Newton came to speak to us about what great teachers do differently. Dr.

Newton conducted a study that identified what teachers who consistently had high
achieving students did differently. While talking to us she explained five main
characteristics that these teachers possessed: know over do, culture of redemption,
constant planning, effective questioning and high expectations.

While I loved every part of her talk, there were two of the points that I found

exceptionally interesting. First, great teachers have defined learning targets. I think that
this will impact my future classrooms because Dr. Newton reminded us of the importance
of children learning the objectives and not just completing assignments. I think if a teacher
were to view his or her students in this way, consistently, they could maintain a higher
level of learning. Also, if the learning targets are defined the students will know what the
end goal is and be able to monitor their progress as well. Second, Dr. Newton found that
the great teachers had a philosophy based on redemption. While I believe that this is an
important view for one to have in every aspect of life, in the classroom it is especially
important because a child will be more open to learning if they are positively reinforced.
Dr. Newton explained that one way to show redemption in the classroom is to have
constant low risk assessments. This provides more learning and less pressure for the
children.

I found Dr. Newtons talk to be very inspirational and informative. I enjoyed

listening to her findings and I was amazed by all of the knowledge she has about teaching.

Classroom Management
Today for professional development we learned about classroom management from
Dr. Marzano via recorded videos. I thought that the videos we watched were very
informational and useful. From the talk I took away a few points that I found above and
beyond useful for my future classroom.
In class we are always being asked to remember try it out strategies and today I
learned one that I enjoyed. The teacher called it pair and share. I loved that it gave her
students quiet time to think of an answer and then discuss with a partner. It seems like a
good strategy that promotes each child to find an answer rather than calling on just one
student. Another concept that I really enjoyed was the section about establishing and
maintaining rules within a classroom. Particularly I liked the idea of allowing students to
have a hand in creating class rules. It reminded me of my observation at Cherokee Bend. In
the third grade classroom I observed, the students had a round table discussion to attempt
to reconcile their previous decision that they would not raise hands but instead politely
speak after one another. Because the students made the original decision, they were
invested in correcting the behavior problems that were hindering their class discussions. I
enjoyed watching the students problem solve and take ownership of their behavior.
Finally, I enjoyed the section of the talk that expressed the importance of having
positive relationships with students. I think it will be important to remember to treat all of
the students in my classroom appropriately and not to show any for of bias. I will
remember the suggestion to have individual time with each student to check in with him or
her about how they are. Overall I found this to be a very helpful seminar and hope to
commit to memory much of what I heard today.

Dr. Rogers
Today, Dr. Rogers came to speak to us about having a professional disposition. We
talk a lot about our disposition in class; however, Dr. Rogers gave me a new way to look at
the subject. Originally, she had us create a list of the attributes of our favorite childhood
teacher. After discussing disposition, Dr. Rogers asked us to go through our lists of
attributes and decide whether they were teaching skills or disposition. Of the ten words I
originally wrote down, nine were related to disposition. I enjoyed this activity because it
showed me that teachers disposition is often time what is remembered. Now this is not to
say that teaching skills are unimportant. However, I believe ones disposition can
distinguish between a good teacher and a great teacher, particularly in the minds of their
students.

Dr. Rogers also touched on two other aspects that have the ability to make a teacher

effective. In addition to good disposition, a teachers knowledge of their content and

teaching skill helps to determine how effective a teacher is. Sometimes when I think about
having my own classroom in a little less that two years I begin to panic. I feel as though
there is too much to learn and not enough time. Although, when I hear speakers like Dr.
Rogers, that panic subsides. To here someone talk about the difference we will make and
commend the professors and classroom teacher we learn from, it is very comforting.

I enjoyed Dr. Rogers talk because it gave insight into how we will develop our

disposition.

Dr. Julie Hannah

On Thursday, Dr. Julie Hannah came to speak to us about the importance of

appropriate assessment. The key word in that statement is appropriate. For assessments to
be effective they must be at the appropriate content level, given at the appropriate point in
a lesson, and, most importantly, something must come out of the assessment results
(feedback). One point that Dr. Hannah emphasized was that assessments do not standalone; they are most effective when used to reinforce the learning. I think that this is an
important lesson to learn because often teachers will give assessments and neglect to use
the results in a way that is beneficial for the teacher and the student. As a future teacher I
plan to give assessments as a mean to improve my instruction.

Dr. Hannah also spoke to us about the different levels of assessment. Throughout my

time in school I have been assessed frequently many of the times unknowingly. This is due
to formative assessment. I think that formative assessment is a great tool for teachers to
use throughout a lesson. During Dr. Hannahs presentation I learned that formative
assessments are found to be more beneficial for students that small class size.

Dr. Hannah said that assessment is at the heart of instruction. This caused e to view

assessments in a new way. As a student when I think of assessments I only think of the big
tests. However, assessments are more than just semester exams. Assessments should be
administered daily across multiple subjects. Assessments, when appropriate, are beneficial
in instruction because they let the students know where they stand in their journey to
mastery of a subject and they give teachers information on how they can better instruct
their students.

Dr. Bluiett

Dr. Bluiett came to speak with us about early literacy assessments. Recently, one of

the main focuses of our block has been assessment. Earlier this year Dr. Hannah came to
speak to us about the importance of assessments and what we do with the data collected
from assessments. Dr. Bluiett took this information a step farther by focusing on assessing
early literacy. Literacy assessments are important because literacy is the cornerstone of
education. I learned a lot about literacy assessments during this presentation. One of the
key aspects I learned was that there are six principles of reading assessment. One of the six
principles that stood out to me was, classroom assessment should be linked to core
standards. This reminded me to the way in which we have been instructed to write lesson
plans. By first determining the standard and then creating an assessment we are fulfilling a
principle of reading assessment.

Three areas of assessing early literacy are fluency/reading skills, concepts about

print and letter name knowledge. Dr. Bluiett touches on each of these areas and gave us
examples of different assessments that we can give to students. However, it she
emphasized that we must use the assessment information to better our instruction. I am
excited to try out all of these tests with students at Trace Crossings. At Trace Crossings we
will use these assessments during earl intervention and for our action research project.

I enjoyed listening to Dr. Bluietts presentation because it was very applicable to

what we are learning in class.

Dr. Wood

Dr. Wood came to speak to us this week about gifted education. I found the

information she gave to be very helpful. I have worked with children in special education
and regular education; however, gifted education is new to me. Dr. Wood was an engaging
speaker who was obviously very passionate about her topic. A few of the takeaway
concepts I got from her presentation were: I am not gifted, the difference between a high
achiever and a gifted student and while enrichment is good for all children it is necessary
for gifted students.

Dr. Wood gave us a mock version of the testing that is administered to students to

determine if they are gifted. And I am not gifted. I have always been a smart student but not
gifted. The test we took focused on creativity. Everything Dr. Wood mentioned that a nongifted child would do, I did. As a teacher I will have to work hard to relate to my students
that are gifted.

When I think of gifted education I think of the student who is constantly making

good grades, who is organized and all around a great student. However, Dr. Wood
debunked this thought of mine. She explained that often times students who are gifted
display characteristics that generally would not be associated with gifted education. Gifted
students may not complete their work, tend to be highly unorganized and overall can seem
to be unmotivated. This bad behavior is often associated with boredom. As a teacher it
will be my job to provided extended activities that engage the gifted students and create a
positive learning experience.

And finally, one of the main ideas I learned form Dr. Woods presentation is that

enrichment is necessary for gifted students to reach their full potential and remain engaged

in instruction. Along with enrichment students should also receive appropriate

acceleration to help with their excelled learning ability. Gifted student require amended
instruction and enrichment is a great way to fulfill that need. However, enrichment and
acceleration can come in many forms and can be offered to the class as a whole.

I enjoyed Dr. Woods presentation and found it very informational!

Dr. Diana Cheshire

Today, Dr. Cheshire came to speak to us about the importance of data and
assessment in the classroom. Dr. Cheshire has a background in teaching a wide variety of
grades. She has taught elementary, middle school and higher education. Assessment and
data is a topic that we have covered a lot in class. However, I found Dr. Cheshire talked to
be very interesting and it caused me to think differently about a few things concerning
assessment and data.
One of the main ideas that Dr. Cheshire emphasized was the way that we as teachers
communicate with parents about assessment and grades. Dr. Cheshire showed u an
example of a letter that she was given as a parent from the teacher. It expressed how the
child was not defined y their grade. Instead, a grade was just the representation of their
progress in the classroom. This reminded me of what we are talking about in with our
family studies group. It directly related to the topic of parenting styles and how to
communicate effectively with different types of parents.
Dr. Cheshire also emphasized that assigning a grade is a difficult ask, especially
when it comes to math. She gave us copies and asked us to determine the highest, middle
and lowest level of performance on the same problem. I found this to be very difficult
because there are so many different aspects. My partner and I did not agree on the order.
However, I think that was part of the reason of her asking us to work with a partner for the
assignment. Grading work is the sole discretion of the teacher. I greatly enjoyed listening to
Dr. Cheshire and I took away valuable learning points from her talk.

Dr. Clark Underbakke

Today Dr. Underbakke came to our class to speak about literature within the

classroom. Dr. Underbakke is the teacher that I observe during our clinical assignment,
however I enjoyed listening to him present on reading because I am only able to see him
teach math and science. After listening to him speak about literature in the classroom I
began to think about all of the books that were read to me while I was in elementary school.
While I do not remember much about elementary school, I do remember being read to,
particularly in my fourth grade class. Dr. Underbakke insisted that no matter what grade
we are teaching, we must read chapter books aloud to our classroom. And I completely
agree with him. I think that it is an important tool for many reasons. Reading aloud to
students encourages students imagination and exposes children to new vocabulary.

Throughout Dr. Underbakkes presentation he shared with us some of his favorite

chapter books to read to children in his classes. I loved this part of the presentation
because I love to read. Most of the books that he shared with us are award winners and
what many would call classics. I have read many of the books however there are few I
have not read including, Wonder and Hugo Cabret. I am excited to read these books.
Listening to Dr. Underbakke talk about his love for reading reminded me of my 4th grade
teacher. My 4th grade teacher read aloud to us every day. I hope that when I am a teacher I
am able to leave such an impact on my students as my 4th grade teacher left on me and as I
am sure Dr. Underbakke has left and is leaving on his students.

Trace Crossings Speaker Reflections

Debby Drake- Book keeper

Mrs. Debby Drake came to speak to us today about our financial obligations and

liabilities as a future teacher. Before today I do not think I realized how much
responsibilities teachers had when it came to money in the classroom. Along with rules on
how and where we can spend our money, we are also in charge of money for fieldtrips. One
of the strangest things that we talked about was teacher gifts. Because my mom is a teacher
I am aware of the recent restrictions on gifts teachers are allowed to accept. However, it
was very interesting o learn the actual regulations as well as the reactions of my peers who
did not know about the restrictions. Some of the different systems, like the p-card, were
very interesting to me. As a teacher I hope that the bookkeeper at my school is as helpful as
Mrs. Drake. I know that at every school the regulations and procedures for handling money
is different. However, I think that it was very helpful to be introduced to the way that Trace
Crossings handles these situations.
Angela Roebuck (music)/ Adriana Northcut (art)

Angela Roebuck and Adriana Northcut, the music and art teacher came to speak to

us regarding specials. Specials are the extra classes that students take during the day. I
enjoyed their talk and they made it very clear how important their jobs are. Going to music,
art and PE are mandatory for all students and necessary for well-rounded student learning.
Often times I feel like teachers take this time for granted or believe that it is just to give
them a break. As a teacher I think it will be very important to appreciate, respect and build
a relationship with the specials teachers. While speaking, the music teacher did an example
of a lesson that she would do with students. I thought that this was very cool because it

reminded me of what we are doing during music class right now. It is always reassuring to
see that what we are learning in class is applicable to real life. One of the great things that
were emphasized during their presentation was that they love to teach in tandem with
classroom teacher, as a teacher I hope I am able to use the specials teachers as a resource
and form a partnership with them all.
Ida Collins- Lunchroom

Mrs. Ida Collins came to speak to us about her job in the lunchroom. As she was

talking I realized that she had been working at Trace Crossings long enough to have know
my grandmother. As I was listening to her speak she was very passionate about the
students and it genuinely reminded me of my grandmothers kind heart. Mrs. Collins told us
about the breakfast program that they have. I thought that it was great because it
guarantees that all students receive breakfast and have a good, nutritious start to their
morning. One thing that she mentioned that I did not know was that the lunch menus are
planned throughout the district and not by individual lunchrooms. There is a lot more
effort that goes into the planning of a lunchroom than I ever expected. Mrs. Collins
explained to us that her main objective is to make sure that all students are taken care of
while at school. This was my favorite session of the day.
David Pitts- ELL

Mr. David Pitts came to speak us about the ELL program at Trace Crossings. I admire

the work that ELL teachers do. I think that as a teacher I will need to rely heavily on ELL
teachers to communicate with students in my classroom and their parents. I have never
caught on to other languages very well. I found it interesting that there was so much data
that was involved in the job of the ELL teacher. However, it does make sense that the job

would include a lot of data because the ELL teacher follows their students over the coarse
of the time that they are at the school. Mr. Pitts explained to us that while their was a lot of
data, the most rewarding aspect of his job is being able to watch the way that students
grow over the years that he worked with the students. One of the other things I learned
was that once a student leaves the ELL program; they are monitored for two more years to
make sure they continue to stay on progress. I thought that it was helpful to listen to the
ELL teacher and he gave some great advice on how to help ELL children within the
classroom.
Carol Barber- Principal

Dr. Carol Barber came to give us advice as new teachers from a principals

perspective. I thought that this was very informational and helpful. I appreciated that she
took time from her day to come speak to us. If I could describe Dr. Barber in one word it
would be professional. Dr. Barber gave us advice on resumes, interviews, and disposition
during our first year of teaching. One thing that I took away from the talk was that people
hiring first year teacher do not expect them to interview as people who have been teaching
for fifteen years. However they do expect enthusiasm and effort to compensate for lack of
experience. Dr. Barber also mentioned that as first year teachers we should not be hesitant
to voice our opinions. I really enjoyed how Dr. Barber explained the workings of a school.
She said that it is as if all of the faculty and staff are standing in a circle, and the students
are in the middle. Each person in the outer circle must do their job to enhance he learning
of each child; it is only possible if all are working together.
Karen Pfeiffer, Jennifer Norris and Donna Houston- Title 1

The Title 1 teachers at Trace Crossings came to speak to us about what they do and

how they impact the school. It was very interesting because this is their first year of being
Title 1 teachers. This year they planned on hiring one new Title 1 teacher and were so
impressed by the teacher who interviewed that they completely changed the structure and
teachers who taught Title 1 instruction. Title 1 is a federally funded program based on the
poverty level at a school. However, any student is eligible to receive Title 1 services. There
are multiple ways of implementing Title 1 in a school system. I learned that at Trace
Crossings they use targeted assistance. Before this talk I did not know very much about
Title 1. I found it very interesting and eye opening. In my classroom there are multiple
students that receive Title 1 assistance. I have seen the Title 1 teachers come in and out of
my classroom and now I know what they are doing.
Aleshia Paige- Instructional Support

Mrs. Paige came to speak to us today about her role as the instructional support

teacher at Trace Crossings. I found her talk to be very interesting because I would love to
be a special education teacher eventually. That is my ultimate goal for my profession. I
think that it is often overwhelming to hear about all of the work, specifically the paperwork
that goes into special education. Mrs. Paige gave us an idea of what her typical day looks
like. She is a very busy woman! She explained to us that one of the main reasons she has to
be so particular about her paperwork is because Hoover City Schools receives federal
funding for special education. There are very specific forms that she must fill out for each
student. Mrs. Paige showed us some of these forms that she fills out for each student. I
thought it was very beneficial to here about here job and responsibilities.

Mrs. Joyner: Makers Movement

Today we had the opportunity to spend some time with Mrs. Joyner. We had two
sessions with Mrs. Joyner. The first was focused on haw to use technology within math
lessons. And the second time we met with her, we talked about the makers movement and
actually were about to participate in a makers movement activity. I truly enjoyed being
able to learn more about what technology, as well as the makers movement mean to Trace
Crossings.
Suring our first session with Mrs. Joyner we went over a list of resources she had
prepared to share with us on how to incorporate technology during math lessons. I found
this to be very helpful. Of the three lessons I have taught, they have all been math. I have
really struggled with finding how to appropriately bring in technology. One thing that I
enjoyed was that Mrs. Joyner said the technology should be used to aid instruction. I often
have a hard time wanting to incorporate technology because I think that it is often
distraction and not necessary. However, she offered us a variety of resources that would be
helpful during a lesson!
The second time we met with Mrs. Joyner we were given the opportunity to
participate in a makers activity. I have never experienced something quite like it before. It
was very interesting and definitely encourages collaboration among the participants. I
think that this type of activity would be very engaging and academically beneficial for
students!

ELL Speaker Reflection

We were given the opportunity to receive professional development regarding how

to teach English Language Learner (ELL) students in the classroom. Lari Valtierra, an ESL
coordinator for the Jefferson County school system, conducted the seminar. During the
seminar we covered a few main ideas. We focused on language acquisition, WIDA and best
practices for classroom instruction. Along with these topics Mrs. Valtierra embedded
multiple Teacher tools within her presentation. These tools included: performance
definitions, Rubrics, Can-Do descriptors and ACCESS teacher reports. Some of these tools
were resources and some were strategies for instruction.
Tuesday, November 10, 2015

On the first day of the seminar, we focused on language acquisition and the

background information teachers must have so that they can successfully help ELL
students in their classrooms. I thought that this was very helpful because I know very little
about second languages and acquiring a second language. We learned that there are five
stages in the process of language acquisition. These stages are preproduction, early
production, speech emergence, intermediate fluency and advanced fluency. Mrs. Valtierra
emphasized that language acquisition is a process and all children travel through the
process at different rates. As I was listening to the descriptors of each stage of the process I
was able to mentally determine which stage I believe the ELL students are in the classroom
I am observing. Now that I know more about what stages students are at, I feel more
equipped to help them during m time observing. Often I work with a specific ELL student
who I believe is in the Intermediate fluency stage. Now, I have tools to be able to more
effectively help him.

We also began to discuss the WIDA consortium. I was glad to hear more about this.

Previously, we listened to the ELL teacher are Trace Crossings talk about his profession. I
was very confused most of the time because I did not know any of the terms he was talking
about. Now I do! WIDA supplies the state standards for ELL students. They also provide
resources for teachers to use.
Wednesday, November 11, 2105

On the second day of the seminar we reviewed language acquisition and WIDA. We

also delved deeper into the heart of the subject. We mainly discussed what educators could
do in the classroom to help enhance learning for their students. One of the main focuses
was on Sheltered Instruction Observation Protocol or SIOP. SIOP involves 8 areas:
preparation, building background, comprehensible input, strategies, interaction,
practice/application, lesson delivery and review/assessment. After one year of using this
protocol, Jefferson County saw improvements with ELL students and a reduced number of
special education referrals. One of the big takeaways from this seminar for me was, Mrs.
Valtierra mentioning that while all of the practices we discussed during the seminar are
good for every child, they are absolutely necessary for ELL students to be successful. I think
it is very important to use research-based strategies in the classroom.
I truly enjoyed this seminar because Mrs. Valtierra was interactive, energetic and
gave us great information about how to help ELL students in our future classrooms!