Reflective Journal

EDUC 579

Mid-term Practicum Log/Reflective Journal

(Part VI a)

Name:  Lindsay Sims

Date: October

A.1.b Type I and II Activities (NAGC/CEC Standards 3 & 5):

• Guided students to student resources on gifted website for exploration.

• Scholars' Bowl Scrimmage against ELMS.

• Scholars' Bowl Tournament at Wallace State.

• Students hosting SB invitational at DMS.

• Discussed and explored what the Speech & Debate team was all about so students could decide if they were interested in applying for the team.

• Went to 8th grade math class that students are struggling with to take notes and begin working with students on note-taking skills and shorthand.

A.2. Concept-based Curriculum Unit (NAGC/CEC Standards 3, 4 & 5)

• Began concept-based unit on Identity with 6th graders

• Gave a pre-assessment on various terms used in conjunction with identity. Will use this as a post assessment as well.

• Began concept-based unit on Innovation with 7th graders

• Gave a pre-assessment on various terms used in conjunction with innovation. Will use this as a post assessment as well.

• Began concept-based unit on Interactions with 8th graders

• Gave a pre-assessment on various terms used in conjunction with interactions. Will use this as a post assessment as well.

A.3. Affective Needs (NAGC/CEC Standard 5)

• Supplemented lessons with self-care lessons and discussions

• Began a weekly “fikapaus” in our elective.  This is a Swedish tradition of breaking with friends/colleagues to enjoy the good things in life.  Students seem to have better relations with one another.  We have invited other electives to join in this month.

• Maintain, house, and facilitate use of student care closet

• Developed plan for one of our students to complete work in gifted classroom when/if motivation or behavior are an issue.

• Ongoing communication with teachers about two students who are underachieving.

  • • Coming up with student incentives/badging program

• Ongoing monitoring of ISS numbers due to noticing an elevated number of gifted students in ISS.

  • • ISS teacher is keeping a general log so we can not only monitor gifted students but also monitor race, socio-economic, etc.

• Work one-on-one with two 8th grade males during their 4th period gifted elective (my planning) to combat behavior, motivation, grade slipping, etc.

  • • Developed a plan of action with these students for ways to be proactive rather than reactive.

    • Working with students on communication with teachers.

• Met and discussed PE issues with male PE teachers.  Some of our gifted students struggle with PE, so we have working plan in place.  There are a handful of students who may choose to come to the gifted room during their PE time (esp. on days students are competing in PE)

• Met with 6th grade student who was assigned 10 days of alternative school for fighting in PE.  This is due to no tolerance policy.  The student had ongoing trouble with the aggressor and was defending self.  Tracking the issue, I called in the student’s two older brothers who are now keeping me updated if/when issues arise.  Solicited the help of coaches.  Asked them o allow 6th grade brother to be a manager for the football team.  This would ensure the 6th grader would no longer have to get onto the bus alone and, therefore, not be bullied or targeted on the bus. 

• Currently gathering data related to our gifted students and behavioral referrals.  I would like for the gifted specialists to be notified in the event issues arise.  We are learning of situations that are avoidable with our gifted students.  The hope is to develop a procedure for behavioral referrals of gifted students that involve or include the gifted specialists.  (Most teacher and admin in the building are not trained on gifted compliance, differentiation, etc., so gifted is currently seen as “just another elective” to some in the building.)

A.5. Integration of Technology (NAGC/CEC Standard 5)

• Canvas- LMS used for digital classroom for announcements, assignments, collaboration via discussion board, etc.

• Working with robotics teacher to find a way to get EV3 robots compatible with chromebooks.

  • • looking into getting her a macbook or two to suffice

• Future City students began creating their team websites.

• 8th grade students creating personal portfolio websites.

• Assisting with school’s new website.

• Continue maintaining gifted website.

• Student Ambassador (also gifted student) is using our Canon camera to take shots of Spirit Days in the building.  Students in the gifted elective then create slideshows for the school.

• Students creating club promo videos for teachers.

• Drone crew asked to get footage of AIM pep rally.

A.6. Collaboration with Teachers and Parents (NAGC/CEC Standards 5 & 7)

• Sent parent a survey to learn their gifted students

• Held 6th grade parent meeting for parents/guardians of gifted

• Routinely communicate with parents via social media platforms (Instagram, Facebook, Remind, and gifted school website)

• Working with a 7th grade teacher to plan a tiered history lesson for early November

• Working with an 8th grade teacher to plan a tiered history lesson for early December.

• Collaborating with drama teacher to coordinate set building into our “If You Build It” class

• Collaborated with 8th grade advanced history teacher to assist her with group project activities for ancient civilizations

• Planning training about 2E and perfectionism for faculty.

A.8. Differentiation for Gifted in the General Education Classroom (NAGC/CEC Standards 3 and 5)

• Created and shared extension activities for Core teachers.  This would be something for early finishers, etc.  I specifically made this for gifted students but welcome use as necessary.

• Working with 7th grade teacher team to develop some project-based assignments and/or units.

• Scheduled to train our faculty on differentiation strategies.

• Creating real-world problem “tasks” for classroom use.

• Monthly differentiation newsletter that goes out to our faculty with spotlight on a different resource or idea for the month.

C.  Independent Projects/Type III Activities (NAGC/CEC Standard 5)

• Began early stages of helping a student begin an independent research project although I am gathering information on whether acceleration is a better option for her.

• Began early stages of assisting a student who is beginning an independent service project. Consulted with 8th grader who is interested in creating a flower bed outside of our classroom.

•  Began early stages of assisting a student who is beginning an independent art project. Consulted with 8th grader who wishes to design & paint a mural in our school building.

• Assisted a student (being considered for acceleration) in beginning an independent research project related to planning for their future.

• Continue planning and organizing raft race for 7th and 8th graders

E.  Professional Learning (Standard 6)

• Studying for Praxis exam

• PLC meeting with DCS middle school specialists (1)

• Training with Wanda McAbee for Stock Market Game (for 8th grade class)

Reflection:  This year has been a whirlwind!  I am not where I want to be in teaching my CBU.  This is in part due to new administration and a new gifted specialist who I am also tasked with mentoring; also in part due to being told to cover others’ classes during my planning and/or our subs being pulled with the assumption one of the two of us (gifted specialists) would cover both of our classes.  Our building has experienced so much transition that it has become expedient for me to act as a liaison or administer teacher trainings.  We not only have a new administrator, but we have just lost one of our assistant principals.  This only delays in getting to a point of stability for our building.  Because of the pandemic, morale has been somewhat low. To try to create some excitement for our students and faculty, I pivoted to come up with “something” we could do.  During Banned Books Week, I developed a trivia game that students and faculty could sign up to attend during their lunch.  We marketed it as the Scholars’ Bowl team’s “first event” they would host this year.  (Tryouts had been two weeks prior, so SB team members helped me facilitate the game.  They did a GREAT job!)  This meant giving up my planning period, but I had to do something for morale.   The event was a HUGE success!  We had a full library during every lunch period that day.  Thankfully, my cohort is great to be flexible enough to support me in facilitating school events.  The top scoring teacher team was awarded one period of class coverage (by me).  The top scoring student team was awarded a swag bag of goodies.  I truly hope we can find the resources to facilitate more activities like this.

More and more I find myself needing to advocate for our gifted students.  When I heard from parents that the gifted website and social media platforms was their most reliable source of information, I kicked it into gear making sure parents and students had access to the Remind and social media accounts.  I keep saying it will get better.  Just when I think it will, something changes.  When we had two gifted elementary spots open in the district, I contacted my Special Services supervisor to express interest.  (Our middle school team runs circles around our elementary team.  It is truly laughable at this point.)  I confess, I did not make this request with the idea that I was “done” with middle school or with the belief that I would be considered.  More or less, I did it to send a signal a need for support, because this is my tenure year and there is a vulnerability.

Last year, my schedule was overhauled one month into the year and, unfortunately, about one month later, there was another change.  My cohort was transferred to elementary while Amy, one of our elementary specialists, came up to middle school with me.  At the time, we were told we were doing them a huge favor and they’d repay us.  Given the circumstances, this is a time I (our whole building) really needs support (and I would like a favor returned).  I grow weary at times seeing people put into positions they should not be placed or put somewhere to not do the job to fidelity.  I know that had the person not been tenured, she would have been let go.  For this reason, I continue to be concerned about our gifted program.

The middle school specialists continue to manage our classrooms while completing our responsibilities as specialists.  I know some are concerned with the elementary program now.  I have to say, I am so proud of the middle school team.  We are a solid team and continue to grow as a unit.  Honestly, the middle school years are when SO many of our gifted students REALLY need us, and I am forever grateful to be a part of that for them.  When I asked my predecessor, “What should I know?” before starting this job, she responded with, “Be their cheerleader.”  I laugh as I type, because I think about some of our former students who are now in high school who STILL regularly ask to or just show up to our classroom to help or to sit in our office to study before an exam.  I have two high schoolers that call me on a regular basis with questions related to their needs and/or their future.  It’s like we “can’t get rid of them”.  I suppose, maybe, we really have done well being their cheerleader.  I wouldn’t trade them for the world.

EDUC 579

Mid-term Practicum Log/Reflective Journal

(Part VI a)

Name:  Lindsay Sims

Date: November

A.1.b Type I and II Activities (NAGC/CEC Standards 3 & 5):

A.2. Concept-based Curriculum Unit (NAGC/CEC Standards 3, 4 & 5)

A.3. Affective Needs (NAGC/CEC Standard 5)

• Supplemented lessons with self-care, problem solving (social issues), and task management lessons

• Continue weekly “fikapaus” in our elective.  

• Maintain, house, and facilitate use of student care closet

• Ongoing communication with teachers about two students who are underachieving.

  • • Implementing badges with a "test group"

• Advocated on behalf of struggling 8th grade who is experiencing hardships at home.

• Part of 6th grade student plan for when she experiences panic attacks.

• Side-stepping grades (for our elective) until our students are at a point of not feeling overwhelmed from core instruction

• Advocated on behalf of a student being considered for acceleration.

• Began work creating an independent project for an underachieving 8th grader who enjoys welding.  Working out a plan to repair his equipment with the contingency that he pays some due diligence to his academia.

• Looking for a welding mentor.

• Began mentoring an 8th grade male student.  

• Attended student basketball games in order to help facilitate PBL related to our teams not playing in our building, thus affecting their overall morale.

  • Study hall/tutoring in class as needed for students.

A.5. Integration of Technology (NAGC/CEC Standard 5)

• Canvas- LMS used for digital classroom for announcements, assignments, collaboration via discussion board, etc.

• Students created Project Outreach club informational video.

• 8th grade students continue personal portfolio websites.

• Continue assisting with maintenance of school website.

• Continue maintaining gifted website.

• Student Ambassador (also gifted student) is using our Canon camera to take shots of Spirit Days in the building.  Students in the gifted elective then create slideshows for the school.

• Drone crew asked to get footage of AIM pep rally.

A.6. Collaboration with Teachers and Parents (NAGC/CEC Standards 5 & 7)

• Sent parent a survey to learn their gifted students

• Held 6th grade parent meeting for parents/guardians of gifted

• Routinely communicate with parents via social media platforms (Instagram, Facebook, Remind, and gifted school website)

• Working with a 7th grade teacher to plan a tiered history lesson for early November

• Working with an 8th grade teacher to plan a tiered history lesson for early December.

• Collaborating with drama teacher to coordinate set building into our “If You Build It” class

• Collaborated with 8th grade advanced history teacher to assist her with group project activities for ancient civilizations

• Planning training about 2E and perfectionism for faculty.

A.8. Differentiation for Gifted in the General Education Classroom (NAGC/CEC Standards 3 and 5)

• Created and shared extension activities for Core teachers.  This would be something for early finishers, etc.  I specifically made this for gifted students but welcome use as necessary.

• Working with 7th grade teacher team to develop some project-based assignments and/or units.

• Scheduled to train our faculty on differentiation strategies.

• Creating real-world problem “tasks” for classroom use.

• Monthly differentiation newsletter that goes out to our faculty with spotlight on a different resource or idea for the month.

C.  Independent Projects/Type III Activities (NAGC/CEC Standard 5)

• Began early stages of helping a student begin an independent research project although I am gathering information on whether acceleration is a better option for her.

• Began early stages of assisting a student who is beginning an independent service project. Consulted with 8th grader who is interested in creating a flower bed outside of our classroom.

•  Began early stages of assisting a student who is beginning an independent art project. Consulted with 8th grader who wishes to design & paint a mural in our school building.

• Assisted a student (being considered for acceleration) in beginning an independent research project related to planning for their future.

• Continue planning and organizing raft race for 7th and 8th graders

• Began planning and organizing future city trip to Auburn.

E.  Professional Learning (Standard 6)

• Studying for Praxis exam

• Began reading book that our gifted team will study in January

• Led professional development for faculty about Gifted Program