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School

Grand Canyon University *

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Course

590

Subject

Sociology

Date

Apr 3, 2024

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docx

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Uploaded by CommodoreOkapiMaster909

I had the pleasure of interviewing my mentor teacher, Melissa Reagan, about the different aspects of the school and the cooperating classroom. As I have now worked under her for the past two years, I know that the best method for communicating with her is via text message, email, or in person before/after school. The school philosophy, or “vision,” as El Mirage Elementary School defines it, is “To empower our students, staff, and community to build strong, healthy minds and bodies” (Dysart Unified School District, 2022). El Mirage Elementary School follows the policies outlined by the Dysart Unified School District in a five-part manual (i.e., district governance, administration, business operations, human resources, and students). Policies include those encompassing equal opportunity and non-discrimination (both for students and staff), parent/legal guardian rights, employee conduct policies and responsibilities, and policies related to student attendance, curriculum, rights/responsibilities, and health and safety (Dysart Unified School District, 2022). The school calendar for the time I will be completing my student teaching includes one week off in March for the spring holiday, which I will need to makeup, as well as MLK Day and Presidents Day. In addition, my mentor's daily work schedule ranges from 8:30 am to 5-6 pm, depending on IEPs or other scheduled meetings that may transpire. Upon corresponding with my mentor, we concluded that the professional dispositions of the school include being timely to work, upholding the educator's code of ethics, dressing appropriately (business casual), and behaving in a manner that is both appropriate and promotes student and staff flourishing. Educators should act in a manner that portrays a positive image and attitude towards the school and district, and any deviance should be dealt with accordingly. For special education in our school district, grading tends to vary, and there is a vast gray area over how grades should be calculated. My mentor teacher grades based on the students' abilities to meet their goals. For example, if a student makes significant progress toward a goal, she will give them an A. In contrast, if the goal is not met or needs work, she would give them a C. Individual assignments are graded based on the student's participation and attempt at doing the assignment first, then correctness comes after. Monthly progress reports are sent out to families of students, with the teacher sending out weekly progress reports to students who may have behavioral or addendum goals that need more frequent monitoring. The mentor teacher keeps a daily record of the minutes provided for teaching each content area to each student and will document goal progress by formative assessments or using classwork to inform decision- making. For students with disciplinary plans (BIPs), the paraeducators will keep a daily log of the student's behaviors during each designated time slot (e.g., 10:30-11:00, etc.) and report these back to the teacher at the end of the day, then formally turn these over to the behavior team at the end of the week. In the Dysart Unified School District, the only resource provided to teachers working in the special education setting is the TouchMath curriculum and Unique Learning. The special educator must align the monthly Unique Learning curriculum to state and content standards, ensuring each lesson is modified to meet each student's learning needs and objectives. Educators meet weekly (Mondays after school) in site PLCs to lesson plan for the week and discuss any changes or modifications that need to be made to the curriculum.

Student expectations in the school include following the guidelines outlined in the student handbook, including, but not limited to, appropriate dress attire, student conduct, attendance, and grades. In my mentor's classroom, students are expected to have listening eyes and ears, be respectful, responsible, and safe, and have appropriate attitudes to “fill up each other's bucket” (meaning working to uplift students and not put them down). Student routines are outlined on the whiteboard for quick reference, with any individual modifications noted, such as when students are pulled for additional resources such as Speech, OT, or PT. Regarding classroom management, students who are found to be a safety concern to the staff or peers will be given de-escalation techniques first. Still, if the behavior becomes to the point of causing harm to themselves or others, then the student may be removed to a “cool-down” room or the classroom evacuated, determined on a case-by-case basis. For lesser offenses of students being disruptive, students are informed to “ignore bad behavior” while either the paraeducators or lead teacher addresses the student(s). I will use these findings in my student teaching and future professional practice to ensure I am not only keeping myself informed and up to date on the district and school policies and expectations but also ensuring those whom I work with are upholding these standards and leading with dignity and ethical intentions to uplift and teach our students to become successful both in school and society. Knowing the resources provided to special educators within the district and classroom management plans, I will use this knowledge to ensure I am creating a learning environment that upholds district and school policies, as well as fosters a safe and productive learning environment for students of all needs. Reference Dysart Unified School District. (2022). El Mirage Elementary School . Dysart. Retrieved January 6, 2024, from https://www.dysart.org/mainsite/schools/el-mirage-elementary

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