Clinical Field Experience B Aligning Lessons
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Grand Canyon University *
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520
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Mathematics
Date
Jun 14, 2024
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docx
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Clinical Field Experience B: Aligning Lessons
Danielle Hudnall Grand Canyon University EAD-520 Nesa Sasser
May 15, 2024
Interviews: The first teacher that I interviewed is a 3
rd
grade ELA/ social studies teacher in Florida and has been teaching for 10 years. This teacher has two rotations of students and serves 36 students between the two classes. The second teacher that I interviewed is a 3
rd
grade math teacher who is also in Florida. This teacher is in her first year back in the classroom after stepping away for 15 years. The second teacher has three rotations of students and sees 52 students between the three classes. Instructional Challenges/ lesson Plans:
When I asked both teachers about the demands of the curriculum and challenges that they face both teachers had similar answers. The problems that both teachers had was finding additional resources that they could use to help meet the needs of their students in addition to what is provided in the curriculum. In addition to the issue of finding supplemental resources Mrs. P stated that there is an issue of pacing. When it comes to the math curriculum it is one day spent on each topic that is covered for a unit, if a student does not understand the topic the class has to move on and there is not time to help students with any misconceptions or to clarify the content because the next day you are moving onto something new. Differentiation of Instruction/ Technology use:
For Miss. N in her ELA classroom there is time for small group tiered instruction built into their daily schedule for students who need learning gaps filled. In addition to these intervention groups there is also small group time where students who need enrichment get to be pulled into a
group where they can continue to grow the skills that they already have. During these small group/ intervention times students who are not in groups are assigned to individualized learning apps such as iReady, Lexia, and Imagine learning for the ELL students. In Mrs.P’s math
classroom she has to get a little more creative with differentiation because this year there was not
a set time for interventions/ small groups set aside. Mrs. P Will look through the independent work for each lesson and pick out problems that are at various groups levels for them to work on and let each group know what their assigned problems are through a daily PowerPoint that is displayed for students throughout independent time. For students who need enrichment she will supply them with activities that help students continue to grow, while students who need extra assistance are pulled to her table for mini lessons during independent time. With the implementation of Promethium boards in classrooms this year it has helped teachers increase their technology use throughout all lessons. Relation to Vison/ Mission and School Improvement Plan (SIP):
When it comes to relating lessons to the mission/ vision and SIP plan both teachers had very similar answers. Both teachers stated that the lesson plans that they use are provided by the district and they do not have much room to vary from what is provided to them. If a district staff member were to walk through the classroom, which happens often for these teachers, and they were to be deviating from what is on the lesson plan there would be a note made and a conversation had as to why this is happening. With that being said, both teachers also pointed out
that they are there to ensure that all students in their classrooms are successful which is part of our school mission/ vision. Support/ Guidance:
Since the school that these teachers work in is a low preforming Title 1 school there are more
supports for both of these teachers than say a smaller private school. Mrs. N stated that she has s huge support in her ELA coach who is always there to help with any question that may arise during any lesson/ topic. In addition to the school level ELA support there is also a district level
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support and Google share page with everything ELA related that Mrs. N has access to all school year. For Mrs. P, she felt a little differently about the support she receives. The school math coach is not as hands on and involved as the ELA coach which in turn means that she must rely on her team for a lot of her questions or support that she needs. As with ELA there is a district math page, however it does not include as much information as the ELA site. Lesson/ Material Review:
The first lesson that I looked at was the 3
rd
grade reading lesson plan on text features. The second plan was the 3
rd
grade fractions lesson plan. The reading lesson plan was broken down to show the various portions of the lesson, how long each portion should take, and then the materials the teachers/ students would need for this lesson. The lesson plan was broken down into a model section, a group/ partner work portion, and then an independent tack that students had to complete as their check for understanding at the end of the lesson. The layout of the plan/ effectiveness in the classroom was evident in the students understanding of the content. The 3
rd
grade math plan started out with students exploring an image to discuss as a group what they noticed/ what they wondered. After this discussion there was then a time for exploration where students completed an activity to try and understand the content that was being covered. This portion of the lesson was to have students try to feel successful and work through the productive struggle. Once the activity wrapped up students then went into the part of the lesson where they received direct instruction on the topic to help clear up any misconceptions that might have arisen during the exploration. At the end of the group discussion there were independent work questions for students to do and then an exit ticket that had to be submitted as a check for understanding.
Reflection: Both of these interviews were very informative and interesting. I learned a lot by looking at two different subject areas and how just the experiences between two different subject teachers can be very different. As a future school leader, these interviews have shown me that no matter how much experience a teacher has, there is always going to be a need for support for educators. Not only is it going to be important to ensure that staff have the supports that they need, but the teachers are going to need to feel as though they are being supported. “Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being,” (PSEL Standards for Educational Leaders, 2015). I will ensure that all teachers are provided with the support that they need to feel successful as well as help them make decisions that lead to all students being successful in the classroom. In addition, I think that
I find a way to get the school mission and vision worked into lesson plans even if teachers are having to follow district provided plans. No matter what at the end of the day it our school’s job is to make sure that we are supporting our students in guiding them using the mission and vision that they and their families know, while still adhering to what the district provides.
References PSEL Standards for Educational Leaders. (2015). https://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-
Educational-Leaders_2015.pdf
.
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