Embedded Files
- Based on my teaching experience and learned concepts in the TLI Modules, I developed the above survey questions to align with my overarching competencies to send to the math/english departments via google forms. The second two questions from Adult Learning are aligned with the performing section of evidence with colleagues utilizing their expertise and individual differences to impact adult learning and student achievement. My biggest instructional challenges to ponder are collaborating with Reg. Ed. teachers to meet the unique and diverse needs of my resource students (See Collaboration SPED to Reg. Ed. survey-Artifact 2 above). I identified this as my biggest challenge as I have experienced both successful and unsuccessful collaboration with SPED to Reg. Ed. teachers within my 10 years of teaching. I am passionate about my students, their learning, and their needs. I want this to be communicated, modeled, and practiced by Reg. Ed. teachers the same way that I am successful doing this with my resource students. My students and Reg. Ed teachers, specially English and Math, are my learners for this project.
- It is important for me to try and meet this challenge as our district is adopting an inclusion model for our resource students called "Core Plus" per our new superintendent. This model will focus on pushing more resource students into Reg. Ed. classrooms while still supporting these students in the resource room setting. Reg. Ed. teachers will have the challenge of differentiating and making sure lessons/activities are on the students current level. To thrive to meet this new "Core Plus" model, all of our resource staff will be meeting with Reg. Ed. teachers each week during their department PLC meetings to discuss teaching strategies, lessons, etc. that will assist our students in the resource room. This model will be a solution to the challenge in placing resource students with their class-aged peers in various instructional settings during their school day. This will give our resource students more confidence and skills to be successful with their class-aged peers. Everyone is unique and different and this model will allow teachers and students to address and model diversity and equity via group lessons, discussions, and presentations. Teachers must show and give respect to all cultures of people in the school setting. They can start by encouraging culturally diverse people to speak out on their issues and concerns and seek opportunities to connect with people different than them each day that they are working alongside each other.
For my learn phase, I surveyed my school building staff with the following surveys per my action plan and overarching competencies from Term 1. I wanted to get a baseline of information from staff regarding my proposed questions on the survey. Toward the end of my capstone project, I will use this same survey with my highlighted areas of focus with my eight staff members who filled it out to compare areas of need for adult learning as well as my growth within my two overarching competencies and term 2 competencies. The answers to the surveys follow:
Artifact 1 Adult Group Learning Question 1 Answers:
Teachers can share how their teaching strategies have been successful.
Refines what students are learning- Lesson and assessments are more valid and authentic
They can lead to student growth because teachers can find different ways to help students needs.
Common vision, common strength based planning and common analysis of are we testing what we are teaching.
By coordinating with other teachers to get ideas.
Performance assessment that leads to identifying best teaching practices
The sharing of ideas, lessons, and strategies is incredibly helpful and can lead to student growth and achievement beyond what's already being done in the classroom.
Adult Group Learning Question 2 Answers:
I tell them to use what they are strong in, but they also may need to take some students' situations into special considerations and they may need to accommodate.
I think all teachers bring their past experience to teaching and when meeting in PLC that is brought forward- all teachers are different learners, as our students are, and pull from their own personal experiences.
I talk about the importance of diversity and equality daily. This always keeps it in the topic every day.
Embrace all perspectives, ideas and creative processes.
By agreeing we don't all have to do things identically despite what the district wants.
Sharing ideas and activities as well ast successful strategies encourages us all to try new techniques
Within the music area, outcomes and general goals are shared, but through different strengths and areas of expertise (classical/jazz/pop, strings/band/choral, etc) each has some autonomy to teach their own way and respond to the disparate student needs of each class and each school.
Just have to remember that we are not here for ourselves but for the students. We need to work together for the common good of the student.
Adult Group Learning Question 3 Answers:
I continue to praise colleagues strengths and share my successes with them as well. I tell them we are all here for the kids, so if we can work together to help the student...then we NEED to share what works..
By discussing different ways to teach student- bring lessons to share with each other, and discuss the outcome of the lessons.
I utilize other colleague's strengths by listening to therm and working with them.
Validate, embrace and applaud all of our vulnerabilities to share.
I steal their ideas.
You must establish a level of comfortability and trust within the team, first
It's difficult to answer that question. Sharing and stealing ideas is ingrained into music; we learn, design, and present anew to each other within the framework of doing new things/repertoire/warmups/skill building all of the time.
Just know that we are all imperfect and that everyday we can learn something new. Everyone has a strength and we need to be using all of those in every way we can.
Artifact 2 Collaboration SPED to Reg. Ed. Question 1 Answers:
I know it's hard, but if SPED and the regular teacher could meet weekly to discuss what is being taught in the classroom, I feel that would be helpful. They reg, classroom teacher should also be offering the SPED teacher materials that are being used in the classroom along with lesson plans so the SPED teacher knows the classroom expectations. They both need to have an open, ongoing line of communication for the student.
Have meetings with the regular teachers during PLC times.
Discuss things that work and don't work for that student in the classrooms.
I believe they should have weekly meetings with regular teachers to promote success.
By helping students stay on top of assignments and pre-teaching/re-teaching.
There needs to be better communication between the SPED teacher and reg. Ed. teacher as to what the student is currently needing to work on from the reg. Ed. Classroom. This could be as simple as the student showing the SPED teacher their Google Classroom where most assignments are posted.
Good communication between the two parties, and a mutual support from both ends
All teachers, including SPED, are going to have good ideas. It starts with sharing ideas and just opening up the conversation. It will really work best on a class by class, student by student basis
Collaboration SPED to Reg. Ed. Question 2 Answers:
To help students to read grade level material, and to provide the area and/or time for the extra work time to complete work and or tests.
Send e-mail and check on their students- be aware of their grades in classes and talk to teachers if the student isn't doing well in individual classes.
Maybe go with them to other classrooms to see how they do.
They could have regularly scheduled check-ins while the students are in the regular classrooms.
By asking the regular ed teacher for anything the student might need. We tend to forget but will share resources gladly when reminded.
Increased communication: the current assignments, what the student needs help with, filling in the gaps, etc.
Use our texts, and online resources to ensure consistency in the content
Communication between the teachers is the key.
Collaboration SPED to Reg. Ed. Question 3 Answers:
I feel SPED students again need extra time to complete work, so SPED staff needs to be available to help provide an area and be with students that may need materials read to them.
Nothing- I think most of us understand the importance of this, but also we as regular education teachers also have to be advocates for regular ed students, too. They may not have an IEP, but we also have to be respectful of their learning. They also deserve time adequate time and attention.
Encouraging the students to know that they can be successful in the classrooms.
This might be possible if the staff has ongoing training and student updates weekly. Also, SPED staff could observe those classrooms with inclusion weekly.
By ensuring that kids aren't pushed out too early and are capable of the workload from a reg. ed. classroom.
Beginning with what the superintendent's vision is....I haven't heard it.
Advocate for the student using performance evidence
Understanding the superintendents vision would be a good start.
After analyzing my survey results and looking for patterns in teacher responses, some of the key takeaways that I took away and will implement with my staff next school year are as follows:
- Collaboration SPED to Reg. Ed. Survey: 8 teachers responded to survey
- Survey Question 1 takeaways:
- SPED/Red. Ed. teachers meet weekly in grade level teams before/after school to discuss curriculum/instruction and lesson plans for each week and the type of support needed for resource students. (Ex. student showing teacher google classroom assignments, projects, tests, etc.
- Reg. Ed. teachers offering SPED teachers teaching materials to assist with support of resource students
- Weekly meeting with Math/English departments Reg. Ed. staff during their PLC time on Wednesdays.
- Open and ongoing lines of communication between everyone (teachers, administrators, aides, etc.)
- Survey Question 2 takeaways:
- Increase communication among all teachers (what are current assignments each day/week, needs that students have?, filling in gaps for students, and an area/time when SPED staff is available so that extra work can be completed (assignments, tests, etc.).
- Survey Question 3 takeaways:
- Communicate superintendent's vision of Core Plus (push-in model) to ALL Reg. Ed. staff each week.
- Ongoing staff training and weekly updates via student academic progress, social progress, etc. via email to Reg. Ed. staff at the end of each week on a Friday
- Adult/Group Learning Survey: 8 teachers responded to survey
- Survey Question 1 takeaways:
- Share successful teaching strategies, ideas, lessons (start with grade level departments first).
- Survey Question 2 takeaways:
- Use strong traits from teachers via past personal and teaching experiences.
- Embrace all perspectives, ideas, and creative problem solving strategies for all staff.
- Survey Question 3 takeaways:
- Praise colleagues strengths and share successes with them!
- Listen and work with staff; establish comfort and trust within department teams, then as an whole group staff.
- Learn, design, present to each other (music department), just like our TLI model for growth.
Some key points for my chosen competencies that I've learned throughout my TLI journey are:
Adult Learning (Overarching): It is vital that adult teachers know how to teach and group resource students with their class-aged peers per lessons/discussions. Differentiating instruction at their level will be key.
- Respect adult learners expertise and value impact on student success
- Address adult learners diverse needs and utilize their areas of expertise
- Meet needs of adult learners to enhance professional growth
- Develop professional learning opportunities to colleagues, targeted to their specific needs to encourage growth
Group Processes (Overarching): ALL teachers working with the same resource students must all be on the same page about learning goals, behaviors, etc. regarding the student. Clear and consistent communication between all parties will be of most importance.
- Value and respect contributions of ALL group members
- Be actively engaged in department learning groups
- Manage group dynamics and conflict
- Respect learning styles, opinions, and diversity of everyone
- Mentor new groups to develop leaders
- Engage stakeholders (diverse opinions/expertise) in solving problems by offering solutions to challenges
Collaborate Purposefully (Foundational): Collaborating with a goal and clear purpose is very crucial to school in school department teams. All stakeholders must be involved with data planning/gathering, and decision making regarding students. Include all cultural groups, focusing on their strengths and building off of their limitations.
- Demonstrate awareness of difference between cultural groups-cultural adult survey of personal groups, demographics of cultures
- Create learning environments that value cultures for adults/students
- Create involvement for stakeholders across cultures in planning, data gathering/analyzing, and decision making processes
- Involve stakeholders from various cultures to create activities/opportunities that value and celebrate cultural differences
- Be flexible and adapt when collaborating with cultural groups; Assess skills, limitations and adjust behavior based on self-reflection
Coaching/Mentoring (Instructional): This is relevant for SPED to Reg. Ed. collaboration to be successful. Reg. Ed. teachers must know and be coached/mentored by SPED teachers regarding how to best meet the needs of resource students. An open exchange of ideas is crucial and trusting each other can go a long way.
- Mentor colleagues to become teacher leaders in their departments
- Offer professional development based on data analysis and instructional needs
- Seek opportunities to give and receive feedback on instructional practice
- Establish a trustworthy work environment with colleagues where there is an open exchange of ideas
- Provide formal coaching or mentoring to colleagues
I will be working and collaborating with my colleagues (Reg. Ed. teachers, counselors, administration) in working toward meeting the challenge posed in this capstone project (Core Plus inclusion model per superintendent). I will need access to Reg. Ed. teachers curriculum and support materials and will have an extra work time built into my schedule to support for resource students in the content areas and English/Math. Frequent communication to check-in with students via emailing teachers weekly or speaking face-to-face is crucial for best success to meeting student needs.
Below are my personal mission and vision statements:
20190221152658371.pdfI surveyed the English and Math department teachers using a needs self-assessment regarding Adult Education Teacher Competencies. There were 4 competencies and I was just wanting to get a baseline of knowledge and proficiency of adult teacher competencies. I will use the data to determine which areas of focus were most important to teachers and build on the weak areas next school year with teachers.
I put the survey in the mailboxes of 10 teachers. Only two math teachers returned the forms to me/my mailbox. The results of the survey showed that the competency that needs the most improvement with my two survey participants is plan/delivers high quality, evidence-based instruction with an average score of 2.4 proficiency. The standards for this competency focus on designing learner-centered instruction, designing standards-based instruction and lesson plans, build learners' technology and digital media skills, build learners' higher-order thinking, communication, and problem solving skills.
I plan to collaborate with these two math teachers in August to start our school year with a discussion on how we as a math department can improve these standards.
I plan to use the survey takeaways that I listed to develop purposeful and collaborative staff meetings and PLC's focusing on student-centered learning and achievement. My goal is to use the teacher takeaway responses from my surveys and teacher competency areas self-needs assessment to show the importance of collaboration among staff departments and as an entire school staff in meeting special education student needs. My four chosen competencies will be discussed in more depth, showing how they are correlate and mix together in my final capstone project.
Artifact 4
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