Reflection: My Field Experience At Laster High School

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

In my placements at the Linn-Mar School District, I was blessed with an opportunity to work with some great professionals. We assessed each other's teaching all of the time. I got the opportunity to bounce ideas off each other and help progress our teaching even further. Often times I talked with my CT about my teaching. I would ask them what they thought, if they had any suggestions, and many other “group think” discussion questions in order to improve my teaching. Every Monday morning, at the high school, we would meet with our professional learning communities, PLCs, and work on different ways to improve our classes. One conversation I had frequently with my CT, which then came up in our PLC, was assessing homework versus using a formative check or assessment. In our PLCs, we anticipate struggle areas for students, discuss the different ways each one of teaches taught those concepts, collaborate on data from assessments. We did a lot of assessing of each other,

1. Collaborative Leadership measures the degree to which school leaders establish and maintain collaborative relationships with school staff. 2. Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

Collaborative efforts have created more cross-curricular focus throughout the school. When teachers know what each other are teaching, they can support each other in their own curriculum.

3. Introduction: Mr. Nichols thanked everyone for attending. He explained why the subcommittee was developed; the goal is to have a workable plan ready for the fall. Mrs. Everly thanked Mr. Nichols for his leadership on the Board, and by bringing this conversation to the table, we can only get better. At the administrator meeting last week with Mrs. Joseph, administrators talked about the communication issues within the discipline process that need to be worked out; there is a need to tighten up communication between the office and teacher. Mr. Nichols noted that central office administrators have already been working very hard on this subject, but he thinks it is important for administrators to receive input from teachers and parents.

Overarching SMART Goals: As a Level I leader, I will need to develop trust with my staff and work collaboratively to build a vision (ISLLC 1). According to Sorenson & Goldsmith, “Peter Block defines stewardship as ‘the willingness to be accountable for the well-being of the larger organization by operating in

A Discussion of Collaboration and Cooperation in Education Karen Wilkerson Sam Houston State University Q7. Discuss ways that collaboration differs from cooperation. In your answer (a) define both terms, (b) define the characteristics of effective collaboration, and (c) identify at least 4 barriers to collaborative efforts by professionals. A Discussion of Collaboration and Cooperation

Because the knowledge of many teachers is greater than an individual teacher, teacher collaboration is important to develop better, unified teaching plans and methods. “A sociocultural perspective would suggest that the joint knowledge of the group members is greater than the individual knowledge of any member and that the group operates as an interacting system” (O’Donnell). This proves that working with many other people encourages more knowledge and unity than an individual working alone. However, even with the classes organized in subject wings, some teachers don’t have the opportunity to effectively collaborate with their co-workers because their classes are still set apart from the rest of the departmentalized wing. For example, Mrs. Thomson’s freshman biology class is on the other side of the building compared to the freshman biology classes of Mrs. Wodj and Ms. Nabi. Also, most of the English teachers are also separated from each other. This defeats the purpose of departmentalized wings since some teachers are still separated from their

Article: Goddard, Y., Goddard, R., Tschannen-Moran, M. (2007). Theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109.4, 877-896. Population: This journal article's study was conducted in a large elementary school setting located in the Midwestern United States.

Current Issue Critical Thinking Significant collaboration, when collective with establishing well-defined, measurable objectives/ goals and frequently gathering and evaluating a wide assortment of contextualized qualitative and quantitative performance data/information establishes the foundation for outcomes. Schmoker (2010) stresses the significance of practices and principals that are easy, supported by research, as well

The author acknowledges limitations to the study resulting from the sample population being from a single grade level and school district and suggested future studies may want to examine data from a “broader range of social context, urbanicity, and grade levels” (Goddard et al., 2007, p.891). The study was able to suggest that teacher collaboration in schools promotes student achievement. An experimental study implementing teacher collaboration time and professional development in a school district and evaluating the effects on student achievement may be a promising next step for research on this

Plan for collaboration Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

Finals are already here, man I can’t believe how fast the semester has flown by. Next semester I will be off student teaching. After that I will be the one in charge all alone in high school land. For my final project in this class I decided to do option

All four processes- collaboration, consultation, teamwork, and co-teaching, as they occur in the school context, involve interaction among school personnel, families, and students working together to achieve common goals. (Dettmer, Dyck, Thurston, 2005, p. 7) Keeping that in mind, my goal is to empower students by using all four processes.

The first thing you saw when you walked into the classroom was the daily schedule. I started to observe Tuesday, October 3, 2017 at 11:00 A.M. There schedule looked like the following. Math From 11:00 A.M. to 11:30 A.M, reading from 11:30 A.M. to 12:00 P.M., Recess/Lunch from 12:00 P.M. to 12:55 P.M., Vocabulary from 1:00 P.M. to 2:00 P.M., I/E Time from 2:00 P.M. to 3:00 P.M., Relaxation/Free Time from 3:00 P.M. to 3:30 P.M. Since the children in this class have both learning disabilities or behavioral issues, many tasks were louder than most classrooms. The three teachers did the best they could to keep the energy of the class positive even when children are screaming and crying. They had