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Jan 9, 2024

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Erianna Henderson | Educational Foundations D097 | DPM2 Task 2: Teacher Interview A. The educational standards for Florida can be found through this link: https://www.fldoe.org/academics/standards/ B. I interviewed Maria Anthony, who teaches Kindergarten, General Education in Tampa, Florida. The verification form is attached below. C. Reflection of Interview During the interview we discussed content standards in her state. Maria feels that the rigor of current state standards for Florida are too low. She states that most of the teachers at her school teach at a much higher level than the standards dictate. The curriculum is usually modified to meet the rigor students need to be successful as they matriculate through the higher grades. Since she teaches Kindergarten, most of her students cannot read at this point, she opts for posting the learning objectives for each subject on a weekly basis instead of posting standards. With each lesson, she tells the students what their “job” is for the lesson. Discussing this goal through out the lesson, especially with ELA (English Language Arts) and Math. She strives to teach above the standards, in her class the students are given a model of the expectations for each lesson, creating an “above and beyond challenge” that the students try to master after they have completed the base lesson. Marias way of using data to drive instruction in her kindergarten class is by using formative assessments each day. She feels that assessments do always show their true ability, but that exit tickets and anecdotal notes are a better indicator of students learning gains. To ensure they close any achievement gaps, her school uses an RTI (Response to Intervention) program in small groups for Tier 2 & 3 students driven by research-based programs. They have an ELP (Extended Learning Program) after school that helps lower students remediate, and also offer an after school club dedicated to helping Tier 3 students. It’s important for all schools to have programs and resources for sub-groups of students. Her school in particular has an ELL (English Language Learner) resource teacher who pushed in for ESOL (English to Speakers of Other Languages) students. They also have a AGP (Accelerated Gifted Program) for gifted students. Finally, ESE (Special Education Students) are provided support in the general education classroom. Hearing Maria speak about how her identity as a teacher has developed really resonates with me. She says that she has grown more confident of students needs and less concerned about testing scores. “I know what my babies need and it encompasses many things outside of academics. They need to feel safe in an educational setting to take chances and grow at their own speed” (M. Anthony, personal communication, November 21, 2022). She implements great classroom management and a true love for her students as well as a belief that ALL students succeed, by building relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others. That is the mind frame of Hattie’s that I think aligns with Maria. She describes her teaching style as energetic, firm and structured with a whole lot of love thrown in. She goes on to state that she is a leader and a mentor to many students in her school, forming connections way beyond the classroom. Maria is a cooperative and involved teacher who hosts interns each semester. Another way she continues to grow in her practice is through trainings offered by her school district and the help of her colleagues. Some advice that she provided for finding available professional development was by looking in my district catalog for opportunities and PLC’s (Professional Learning Community) every other week.

C. Feelings I felt positive and hopeful going into the interview. I chose Maria because I knew we’d have similar teaching styles, intentions and ideas when it comes to the education system. I wasn’t 100% sure what information I would learn from Maria, though. I was impressed to learn about how her school goes over the top with their instruction and after school sessions. On top of making sure students are absorbing information, you are also having to make sure you are really there for your students. I felt reassured about my path in life and informed about my future as a teacher after the interview and I believe Maria felt things went great as well. she was really excited that I asked her to take part in my education experience. C. Evaluation There were parts of the interview that aligned with what I was expecting. But there were other parts to it that I wasn’t expecting. I expected her to be more responsive with questions regarding her interns that she hosts every semester. I was excited to hear more about those experiences. I did expect her to be passionate about how much she cares as a teacher, and she definitely delivered. During the interview I felt immense amounts of reassurance in my choice to become a teacher; she was very excited to talk about this with me. Only a few things I felt did not go well were my ability to keep the conversation more fluid. This might have been different if it were in person, though. I also wish I would have had her elaborate more on the subject of her interns. C. Analysis I agree with how Maria applies the state content standards by posting a learning objective every week. I really like that her school believes the standards are too low for their state and chooses to go above and beyond with their academic teachings. I also agree with what the teacher had to say about schools influences. She collaborates with her colleagues to make sure her practice is always blossoming and improving, and also gets further training by taking classes offered in her district; the district is involved and aware of what needs to be done for teachers and the students. The district provides resources for students and teachers, which is important. When talking with Maria about her self-identity and view of self, I really did resonate with her on a more personal level, as well as professionally. She cares deeply for her students and creates a safe space for them to learn. She is very confident and comfortable when it comes to her self-identity and how it relates to her teaching style. Like I stated briefly above, teachers can continue to grow in their teaching practice by collaborating with colleagues, using resources provided by the district, and by being active in the professional learning community. C. Conclusion I learned there are important factors and influences in a teachers school life internally and externally that alter their identity. Knowing how you identify or want to identify as a teacher is important for how your classroom learns and grows. Knowledge I gained of historical, cultural and legal influences as well as professional development has helped me understand more about the role of becoming a teacher, becoming a mentor, and being the best influence I can be. After completing this

interview, I wouldn’t change much other than the fluidity of the conversation and getting more information about the interns that she hosts every semester. Getting more information from this conversation would give me insight into what the teacher expects from her interns, what kind of responsibilities the intern takes on and why. I think learning more about that and having a more fluid conversation would’ve given me more opportunity to ask more questions and gain extra knowledge from this experience. C. Action A mind frame of Hattie’s that stands out to me is the rewarding act of creating a space of trust and respect in the classroom that allows students the confidence and ability to think and discuss aloud together. An important factor that plays a part of this is building relationships. A successful teacher is one that can build relationships with students, colleagues, and parents. When they have a teacher, they can trust they will be able to learn from mistakes and gain confidence in their studies. I have the strength of being able to make people feel comfortable in tough environments, taking great pride in my ability to set a positive and inspiring environment. I’d have to say my weakness that relates to this Hattie’s mindset is the time it takes for me to warm up and express myself fully when starting to build new relationships. My time in school for interior design, running an art business and being a bartender has definitely opened me up more, but I’d like to continue improving this part of myself. My SMART goal is to volunteer with Lyndon House Arts Center in the Art Education Program one week every month and up to two weeks during the summer months. Volunteers in the program provide organizational, administrative, and on-site support for Summer Art Camp programs, after-school programs, special events, and other activities. Duties include preparation of program materials, research, correspondence, filing, cleaning, organizing supplies and materials. Also, assisting lead teachers and group leaders with class prep and in the classroom with children. This will help me better understand my role as a future art teacher and give me ample opportunities to learn from professionals with hands-on experience. I will start the volunteer program April 12th, 2023 and will finish the program by September 1st, 2023. Along with this goal I have purchased the book Teaching and Learning in Art Education: Cultivating Students Potential from Pre-K through High School (Sickler-Voigt; Debrah C. 2019) to further educate myself on my future as an art teacher and development of my professional skills. References Almarode, J. (2018, March 19). Change your thinking, change your classroom. Retrieved from: https://corwin-connect.com/2018/03/change-your-thinking-change-your-classroom/ Education Week. (2018, April 20). John Hattie: What does it mean to be a successful teacher? Retrieved from: https://www.youtube.com/watch?v=NT1T8o9P87o Hattie’s Influences on Student Achievement. Retrieved from: https://visible-learning.org/glossary/ Thinking Pathways. (n.d.). 10 Mind-frames for Visible Learning. Retrieved from: https://thinkingpathwayz.weebly.com/10-mindframes-visible-learning.html

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