EDUC 701 Problem Proposal Assignment Revised
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Liberty University *
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EDUC 701
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English
Date
Apr 3, 2024
Type
docx
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5
Uploaded by ChancellorManatee4239
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Problem Proposal Problem Proposal Assignment
Keneishia S. Jefferson
School of Doctoral Curriculum and Instruction, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Email: kjefferson28@liberty.edu
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Problem Proposal Abstract
As an educator it is vital to introduce scholars to a student-centered learning environment. Reflecting on the word chaos suggests a state of confusion, as well as a space where there is no order or structure. The problem that is being introduced is a chaotic classroom where there was no structure which led to scholars not learning to their full potential. Now, let’s look at the presented problem more in depth.
Keywords: scholars, learning environment, problem
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Problem Proposal Problem Proposal Assignment. Again, the problem is a chaotic fourth grade classroom where the scholars were not learning. Being in a supportive role allows one the opportunity to observe, provide feedback, make reasonable adjustments, as well as measurable suggestions. The community consists of the following: fourth-grade scholars, a fourth-grade teacher (Ms. Nichols), building principal (Ms. Teague), assistant principal (Mrs. Gilmore), and instructional coach (Mrs. Jackson). The agency setting is the classroom. The problem that arose is Ms. Nichols received an observation by Ms. Teague. During the observation administration was through on the notes taken and what she witnessed in the classroom based on TESS (Teacher Excellence and Support System). Domain 1:
Planning and Preparation- 1a demonstrating knowledge of content and pedagogy, unit plans and practice display little knowledge of materials (unsatisfactory); 1b-demonstrating knowledge of students, demonstrates little of no knowledge of students’ backgrounds and does not seek such understanding (unsatisfactory); and 1d-demonstarting knowledge of resources, demonstrates little or no familiarity with resources to enhance their own knowledge, to use in teaching, or for students who need them (unsatisfactory). After the observation Ms. Teague called a meeting with Mrs. Gilmore, Mrs. Jackson to discuss her observation and derive a support plan for Ms. Nichols. After the three came up with the support plan, they meet with Ms. Nichols to share the plan. Now that everyone was on the same page it was time to give Ms. Nichols the support she needed while keeping the end goal in mind, scholars learning!
To provide some background on the support plan it went like this, Mrs. Jackson would meet with Ms. Nichols during her planning time to help with lesson plans, reference the curriculum and pulling the necessary material to aid in instruction, help with needed copies
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Problem Proposal referenced from curriculum, and to model instruction for Ms. Nichols to observe, record, reflect and ask clarifying questions. Other supportive tasks were for Mrs. Jackson to record Ms. Nichols
and vice versa, together there would be some constructive feedback, observations, and self-
reflection. Mrs. Jackson had a weekly check-in with Mrs. Gilmore to provide an update on what was done as it relates to the support plan, what was done, where Ms. Nichols was as it relates to progress on instruction, etc.
During their time together Mrs. Jackson learned that Ms. Nichols was a novice teacher who struggled with asking for help and support, because she did not want others to think she was
incompetent. There was a sense of relief for Ms. Nichols, feeling that she was receiving something she never had – support! Together some additional things were done to help with classroom management, with the help of the scholars creating and assigning classroom jobs, making sure that scholars are given a brain break several times during the Literacy block, and fostering a classroom free of clutter for both Ms. Nichols and her scholars. It was clear that Ms. Nichols did not do, because she did not know, clearly lacking knowledge. One thing that was agreed upon is teacher actions, lead to student actions. As a team, Mrs. Jackson, Ms. Gilmore, and Ms. Teague agreed that they would be there to support Ms. Nichols to ensure your professional growth and success. Ms. Nicholas agreed that
she would do her part to actively listen to the constructive criticism provided, taking it to improve in the areas of growth needed. She also agreed that if there was a time where she was unsure of anything, she would ask for help and/or clarification.
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Problem Proposal References
None