Directions: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

The teacher assists with helping students with their This extra opportunity for students to receive homework
homework. Some students come alone while
help was a great idea and should be offered by more
others are with a group of friends.
schools. I feel that more students should take advantage of
this program and the ability to spend one-on-one time with
a teacher or tutor.
Supplies and snacks are provided for the students
The provided snacks are a great incentive for younger
at the front of the room. Students ask for help and children to come to the program. There is also an easily
are sent to a tutor or teacher who assists them.
accessible bucket of pencils and crayons for those who
forgot to bring supplies.

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

Reflection

Classroom behavior:
Expectations/rules,
monitoring, and response.

Students are instructed to keep food inside the

room. Most students come to complete their
homework and then depart, while the rest stay to
play board games.

Some students are shy and may not ask for homework help
even though they may need it. It is important to monitor the
room and check if any children are struggling and offer
assistance.

Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

There are many tables and chairs for children to sit

at. The library and computer room are also
available in the building. Some students bring
laptops from the computer room into the
Homework Help room to use.

Having the Homework Help program located inside the

library is a great idea, as it allows students to have access to
a number of resources. Books are plentiful for English
projects, and the computers provide internet access for
researching any topic.

Teaching
Indicators

Examples

Reflection

Communication: Learning
outcomes, expectations,
directions, explanation of
content, use of vocabulary.
Questioning and discussion:
Blooms Taxonomy and wait
time.

I expect students to understand how to do their homework

and not just know the answers. I try to use a simpler
vocabulary with younger children.

It is necessary to know how to communicate

effectively with children of all ages to ensure
proper understanding.

I try to fully explain concepts to students and make

connections that they can relate to. Incorporating basic
concepts is key to successful tutoring.

Student Participation
techniques

I will ask a student to explain how they arrived at an answer

to a problem, specifically all the work that was involved.

I try to include all aspects of Bloom's

Taxonomy into my teaching. Having these
objectives helps create a successful learning
environment.
It is important to engage students and make
sure they are understanding their work and
how they come up with solutions.

Activities and assignments

Students bring in their assigned homework and ask for help if

necessary.

A wide variety of assignments were seen that

provided me with a better understanding of
what each grade level is currently learning.

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

Students sit with their friends or by themselves. Some prefer

to sit with the teacher.

Some students work better in groups, while

others prefer to be alone. Assessing these
preferences will help maximize learning.

Materials and resources:

Primary and secondary
sources

Students have access to writing supplies, computers, a library,

tutors, and school teachers. Teachers have access to these
same resources as well.

These available materials and resources

provide an ideal teaching and tutoring
environment.

Pacing: Gaining attention,

transitions, reflection, closure,
wait time, etc.

I will try to let a student work at his or her own pace. I will
reflect on certain problems to ensure proper understanding
after they finish an assignment.

It is important not to feel as though you are

rushing students with their work but to also
provide support if they are struggling.

Improvisation: Making
adjustments, flexibility based
on the student needs
Student interests, culture, and
other diversity incorporated

If a student has difficulty with a problem, we will focus on

making sure they learn how to solve it.

Quick thinking is needed to come up with the

best methods to teach how to solve certain
problems.
It is important to be culturally responsive and
respectful at all times.

Students come from a variety of cultures and age groups.

Interests will vary between these groups.

Lesson Planning
Indicators

Examples

Reflection

Concepts, skills, prerequisites,

and pedagogy

I try to be prepared to tutor certain topics and subjects

based on the previous day's Homework Help assignments
that I saw.

It is important to have a wide variety of knowledge

to assist students with homework from all different
subjects.

Student abilities, interests,

learning styles, level of
knowledge, culture,
background, and needs.
Learning outcomes linked to
standards within and outside
of the discipline that are able
to be assessed based on a
diverse population of
students.

Students come from all different backgrounds and range

from kindergarten to high school level. Some are fast
learners, while others require more time to grasp certain
concepts.
Each student is expected to learn how they came up with
their homework solutions. Different age groups may use
different methods, and must be assessed accordingly.

The same lesson can sometimes not be used to

teach different students because differences in
abilities, needs, and backgrounds may require some
adjustments.
In addition to gaining new knowledge, students
should learn the skills necessary to reason with
how this information was acquired and what can be
done to improve these critical thinking skills.

Classroom Resources to enhance

the teachers professional
knowledge and appropriately
challenging student materials
that fit the learning needs of all
students.

A library and computer lab are located inside the building.

Students will find a variety of books that will fit the
learning needs of all students. Advanced textbooks will suit
the high school students, while elementary students can
learn from children guides.

Easy access to a library and computer lab allows

for immediate contact with a wide range of
resources, which benefits not only the students but
also myself if I need to look something up.

Learning activities
sequentially designed to
engage and advances students
learning.
Intentionally organized
student groups created to
support learning.

Homework may get sequentially more advanced and

engaging as the school year progresses. One week I will
see an assignment discussing the addition of fractions, and
the next week will be the multiplication of them.
Students are intentionally grouped with others who have
the same homework assignments for efficient teaching and
learning.

It is usually necessary to gradually increase the

difficulty of lessons to foster intellectual growth
amongst students.

Formative and summative

assessments aligned to
learning outcomes that drive
planning and instruction.

I will identify students' weak points and create my own

It is important to have some means in place to test
"quiz" and practice problems to assure the understanding of the abilities of students and the results of my
a subject.
tutoring to make sure they are understanding the
material.

Tutoring more than one student at a time can be

beneficial, but it is also necessary to pay close
attention to individual needs.

Assessment
Indicators

Examples

Reflection

Criteria expectations

Students should be completing their homework assignments or

studying for tests.

It is important that students not only finish

their homework but also understand the
methods used to arrive at their answers.

Monitoring student learning

I will watch over students as they complete their homework

and verify that their solutions are correct. I will also walk
around the room and see if any other students require
assistance.
I will provide feedback on a student's incorrect answers and
guide him or her towards a correct solution. A teacher is also
nearby if I have any questions.

I will always give students time to attempt

their homework on their own before
suggesting my help.

I will ask students how they came up with an answer, whether

it was right or wrong, to help better understand their thought
process.

It is important for a student to go through his

or her own steps of arriving at a solution to see
where an error occurred.

Formative Assessment

I will help students identify their weak points with a subject

and offer suggestions for improvement.

It is essential to gain substantial feedback to

learn if any modifications need to be made to
the way I am teaching.

Summative Assessment

Occasionally I will create my own "quiz" based on the

student's homework problems that they struggled with.

Testing a student with similar homework

problems can help verify a true understanding
of the material.

Grading system: Traditional,

standards-based

No real grading system is present, but I will "grade" the

students' understanding of their homework.

It is interesting to see that some of the younger

students have a standards-based grading
system while the high school students have a
traditional system.

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.
Student participation: Selfmonitoring.

It is necessary to guide students along the path

to solve a problem and not just bring them to
the finish right away.

Teacher Interview with 1. What ways do you find yourself reflecting on your teaching practices? For example do you think your conversations with your colleagues,
journal writing, examining student work, conversations with your students, or just thinking about your teaching for the day?
- reflects on her teaching practices by receiving student feedback during her lessons and modifying them throughout the day in order to maximize
student learning. She also has discussions with the classroom co-teacher to see if he or she has any suggestions as well.
2. How does reflecting on your teaching practices drive your future instruction?
Reflecting on her teaching practices allows her to make changes to her curriculum and fix any problems that arise. She says that while she teaches
multiple instances of the same lesson, no two lessons are ever the same because of the improvements she makes over time.
3. What method do you use to keep track of grades and homework completion?
- uses a combination of a manual, ledger system and the Skyward Grade Book program on the computer to keep track of grades and homework
assignments.
4. What assessment does the district use to determine a students ability at the beginning of the year and what assessment is used to
determine progress? Do you use any other forms of classroom assessment to determine academic progress?
The district uses MAP testing in the fall, winter, and spring to determine a student's ability at the beginning of the year and progress made
throughout. - uses an unofficial, ungraded pretest and posttest to determine academic progress in her classroom.
5. Can you tell me about the Rti process in your school district? What is the process to refer a student for special services?
The RTI process in the school district uses the data from the MAPS testing along with classroom assessments to identify students with learning
needs. To refer a student for special services, the teachers will meet together and recommend the student be assessed by a student support team.
6. What methods would you suggest for keeping yourself organized? For example what method do you use to keep track of parent contact,
when students turn in permission slips, lunch count, attendance or picture day money?
- recommends Google Docs as a new innovative way to keep organized. She is currently trying this program out, along with using her old-fashion
post-it note method and binders to store parent contacts and attendance information.
7. How do you keep your students families informed about what is going on in the classroom or with their individual student?

- has her own personal webpage for families to visit, which includes links to extra learning materials and her contact information. She will also
call or email parents if any concerns arise with their child.
8. Do you encourage parental participation and volunteering in your classroom? Why or why not?
The school administration does not really encourage parental participation in the classroom, most likely because it is a junior high school and not
many opportunities are present. She believes this is much more common in elementary schools.
9. Do you meet with your grade level partners on a regular basis? Do you have collaborative plan time built in your schedules? What is
discussed at these meetings? Is this district or school mandated or do you find time to collaborate yourselves?
Yes, the school mandates that cross-curricular teachers meet at least three times a week. School concerns and potential student interventions are
discussed at these meetings. The school also mandates that each department meets once a week and the whole faculty meets once a month.
10. What clubs, coaching, or committees are you involves in beyond the school day? Does you district compensate employees for sponsoring,
coaching, or committee membership? Is there a minimal requirement?
- is part of the ATA, the Builder's Club, and the Project Pride Club. These all have voluntary participation with no compensation. There are no
minimal requirements to join.
11. Does your administrator solicit feedback from teachers on school initiatives? What kind of initiatives are taking place in your school right
now?
Yes, there are a few surveys given to teachers every year that ask for input on school initiatives. There are many initiatives taking place right now
in her school, including the Social-Emotional Initiative, the Literary Initiative, and the Math Initiative.
12. How do you stay current on hot topics in education or best practices?
- is subscribed to the IEA newsletter, the NCTM newsletter, and watches NPR news to stay current on hot topics in education.
13. Do you attend workshops or participate in professional development activities? What are the most recent ones you have participated in?
Yes, she participates in many of the district's developmental activities. Most recently she has attended workshops discussing the topics of
interactive notes and mathematics.
14. Are you a member of any professional organizations? If so, which ones?

Yes, she is a member of the National Council of Teachers of Mathematics (NCTM) and also the PTO.
15. Are you on any leadership teams or are you in charge of any committees? What are your roles on these committees?
Yes, she is the Co-Chair of the Negotiations portion of the ATA. Her role is to negotiate any concerns of the union with the school district, whether
it be about school conditions, salaries, or working hours.
16. If you knew then what you know now, what advice would you give me?
- recommends that I pursue a middle school endorsement in addition to high school in order to be more marketable when searching for a teaching
position. She also advises to research each school district that I apply to and look for one with a salary schedule. Finally, she suggests that it is
very important for a teacher to truly enjoy his or her profession.
17. What is the most rewarding thing about being a teacher?
The most rewarding thing as a teacher for - is the moment she sees a student finally understand how to solve a problem. Any time she spends with
her students is very gratifying, as well as when she receives thank you cards from them.
18. What is the most challenging thing about being a teacher?
The most challenging things about being a teacher for - are the non-instructional moments she partakes in. She does not enjoy the administrative
duties involved, such as record keeping, and would much rather spend her time teaching students.