Week 4_Assgn2_EdwardsN

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Running head Assignment 2: Virtual Field Experience Assignment VFE ® Video Analysis Sheet You will submit the completed Virtual Field Experience TM (VFE ® ) Video Analysis Sheet for grading. Please be aware that this is not a formal piece of writing. You will not write it in essay format, nor must it adhere to APA guidelines; however, please be sure that your writing is clear and free of errors and that each response is relatively brief and highly focused. If you take handwritten notes while viewing the video, you will need to type them into the template before submitting. Part I: Standards in Practice Part I of the VFE ® Video Analysis Sheet is made up of guiding questions related to the Council for Exceptional Children (CEC) standards that guide the practice of beginning special education teachers. These standards are also aligned to the Minnesota standards for special educators. Respond to each guiding question, providing examples from the video in the “evidence” column and your thoughts and responses in the “analysis” column. Competencies/Practices NCATE/CEC Standards What I looked for in the teacher’s behaviors Learner Development and Individual Learning Differences (#1) Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Learning Environments (#2) Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Instructional Planning and Strategies (CEC #5) Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. 0

Running head Assignment 2: Virtual Field Experience Assignment Collaboration (CEC #7) Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Guiding Questions Evidence What I heard or observed: examples from the VFE ® Analysis My comments, questions, and reactions Learner Development and Individual Learning Differences (#1) Describe some of the academic, social, and behavioral characteristics of students with exceptionalities as seen in the VFE ® . What are some of the educational implications of these characteristics? How do these characteristics affect student learning? Based on the interview with the special education teacher stated that students in her classroom have ADD and challenges with comprehension. The teacher stated that she allows longer testing time for some students and some students are given notes. These are examples of the educational implications based on their academic characteristics. Based on my opinion, the students were extremely quiet and didn’t move around much which may not be the typical classroom that I will have on a regular basis. I notice that the students were not really verbal, I realized most students will write more than 1

Running head Assignment 2: Virtual Field Experience Assignment how they talk. Learning Environments (#2) How do the teachers in this VFE ® create a safe, inclusive, and culturally responsive learning environment for their students? Both teachers did an excellent job in the classroom. Firstly, I would like to comment on how both teachers mentioned and worked hard to not label students with special needs. Ms Rowe clearly explained the expectations of the classroom at the beginning of her lesson which is a good classroom management strategy. This classroom is inclusive because both teachers created an environment that caters to the needs of all students. The teachers mastered scaffolding in the classroom by offer adequate support while they learn and develop their cognitive skills. For example, what stood out for me in this aspect is when the interviewer asked about the students using highlighters and she stated they are I enjoyed watching this video because I was able to observe a what it is like to co-teach. I admire both teachers working together to achieve their teaching objectives. Both were respectful and synchronized without falling off topic or interrupting each other. The virtual field experience video is an example of scaffolding in the classroom. The teachers gave the students new information but also provided opportunities for them to practice what they learn on their own or in groups. 2

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Running head Assignment 2: Virtual Field Experience Assignment learning to highlight main ideas of paragraphs they read. Also, the teachers created a safe environment that is free from discrimination and also a safe space where students can work as a team. Collaboration (#7) In what ways did the teachers model effective collaborative techniques when working with each other to support student learning? I observed the process in which the teachers alternate while one teaches and the other walk around and support the students. Both teachers were actively engaged with the students. The teachers plan well together, the male teacher will provide her with notes in advance so that she can prepare, the teacher spoke highly of how much she has learnt from her partner. Both teachers complement each other which proves a high standard of planning and professionalism. Part II: Teacher Performance Assessment (edTPA) Part II of the VFE ® Video Analysis Sheet is made up of selected rubric row(s) from Major Assessment 5: Teacher Performance Assessment (edTPA). In the space provided, evaluate the teacher’s performance against the criterion described in each rubric row. You will perform two assessments—one for each teacher in the video. Determine which level of competence each teacher is demonstrating in the video, and provide examples to support your rating. Provide feedback to the teacher indicating how he or she might improve in this area. Rubric 9: Supporting Learning and Pedagogy: How does the candidate support learning? 3

Running head Assignment 2: Virtual Field Experience Assignment Level 1 Level 2 Level 3 Level 4 Level 5 The candidate provides support or instruction that is vague, inaccurate, or unrelated to the lesson objectives OR inappropriate for the learner(s)’ development. Teacher provides developmentally appropriate support and instruction related to the lesson objectives. Teacher uses developmentally appropriate materials, explicit instruction, and support strategies that are related to the lesson objectives. Teacher uses age and developmentally appropriate materials, explicit instruction, and support strategies that are related to the lesson objectives. Level 4 plus: Teacher facilitates each focus learner’s development or application of a developmentally appropriate self- directed learning strategy. General Education Teacher: At which level of competence is the general education teacher performing? 5 On what evidence did you base your evaluation? I decided on a four because the teacher provided age-appropriate activities for the students. The material given to them is one that they could work with each other to locate the main points which I think can help students who have a difficult time understanding what they read. Teacher used real life situations to assess ther prior knowledge. Special Education Teacher: At which level of competence is the special education teacher performing? 5 On what evidence did you base your evaluation? The teacher provided explicit instruction by teaching students, her instructions were clear and concise. She did a great job at modeling for students, and she has proven mastery of a scaffolded teaching approach. There is a clear understanding of each student needs and consistent support. Reference 4

Running head Assignment 2: Virtual Field Experience Assignment Walden University, LLC. (Producer). (2013b). Virtual Field ExperienceTM: Collaboration in an inclusive classroom. [Video file]. Retrieved from https://class.waldenu.edu 5

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