Action Plan
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School
Kennesaw State University *
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Course
3310
Subject
Philosophy
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by LieutenantFogSalamander37
Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.
Ms. Jeter's classroom is a safe and culturally diverse environment where all students are welcome to learn. Ms. Jeter's learning philosophy is that there is a rainbow of possibilities for learning for all students. Ms. Jeter’s main focus is to help create and foster a foundation of learning that her students can build upon and not just pass them along in the system without providing them the tools needed for learning. For her students with disabilities, Ms. Jeter’s goal is to let them know that they can do what any other child can do.
All it takes is someone to take time with them and work with them. The classroom is set up with the student’s desk in a semicircle format, so every student has access to the lesson on the Smart Board. Ms. Jeter's desk is on the left and the paraeducator’s desk is to the right on the student’s desk. In the back corner of the classroom, there is a circle desk that is used for enrichment and small group instruction.
Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.
The first expectation I would set for Ms. Jeter and the paraeducator is the need for mutual trust and respect between both educators. The second expectation I would set for Ms. Jeter and the paraeducator is that collaboration and planning together is the key to effective teaching. This will also help in developing a positive working relationship which can lead to a better learning environment for students. The third expectation I would set for Ms. Jeter and the paraeducator is to be on time, organized, and prepared to provide the quality education that the students deserve. The fourth expectation I would set for Ms. Jeter and the paraeducator is for them to have an open line of communication and support one another throughout the
day. The last and most important expectation I will set for Ms. Jeter and the paraeducator is to always put their students' education and learning first in everything they do.
Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.
The two collaboration models I will use when teaching with a paraeducator are alternative learning and one teach, one assist. When using alternative teaching Ms. Jester is teaching a lesson to the whole class while the paraeducator is teaching a modified version of the lesson to a smaller group
of students. The benefits of using alternative learning when dealing with students with disabilities are that it gives both educators an active role with direct instruction and provides additional support for students who struggle with certain aspects of the lesson. The paraeducator can also use this time to pre-teach the lesson and review some of the concepts that were taught in the lesson. Some disadvantages of the alternative learning method are that there may be more distractions and students may be embarrassed and ashamed to be removed from the larger class to the smaller group. The other collaboration method for coaching I will use is the one teach, one assist, which is usually used when a para educator is present in the classroom. Ms. Jeter will provide instruction to the class, while the paraeducator circulates the classroom providing additional support for all those in need. The benefits of one teach, one assist is no students are pulled out, but all students can receive support in what they are struggling with. The disadvantages of one teach, one assist are students may feel that Ms. Jeter has more authority over the paraeducator, and the paraeducator may feel more of an assistant than a co-teacher.
Roles and Responsibilities: Identify the roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.
The role of both educators is to provide a safe learning environment and instruction that will help students achieve their academic proficiency. Ms. Jeter's main focus is to make sure everything in the lesson plan is followed and provide instruction to the whole class. The paraeducator’s responsibility is to provide support to all students in need and to also be a support to Ms. Jeter.
Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.
For collaboration time, Ms. Jeter and the paraeducator will meet three times a week on Monday morning, Wednesday morning, and Friday afternoon. On Monday morning, Ms. Jeter and the paraeducator will review the lesson and objectives for the week and make modifications if needed. Ms. Jeter and the paraeducator agree on the assignments and curriculum being taught for the week and what their roles will be. On Wednesday, Ms. Jeter and the paraeducator will have a check-in meeting to make sure that everything is going as planned and if any notifications or changes need to be made to the lesson. On Friday afternoon, Ms. Jeter and the paraeducator will have a
review session to go over their students’ academic progress and check their summative assessments to see if they reach academic proficiency for this week's lesson. This also allows them to review each other's performance and
make suggestions for next week's lesson.
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