tiffanybockelmann.weebly.com€¦ · Web viewMSUM PRACTICUM GUIDE. JOURNAL ENTRY . LOG. FORM ....

MSUM PRACTICUM GUIDEJOURNAL ENTRY LOG FORM

Name of Student and Practicum Type:___Tiffany Bockelmann, Administrative Practicum: Secondary School______________

(you may use this form or make one of your own)

Date and Time

Project Activity

Competencies or Standards Addressed

Reflection Hours

FEBRUARY MN Core Leadership, MN Principal

2-1 Wednesday PLC Meeting

B1. Demonstrating the ability to create a culture that fosters a community of learners;

C4. Demonstrating the ability to work with parents, teachers and other staff in all levels of schooling;

A2. Providing purpose and direction for individuals and groups;

A9. Demonstrating the ability to facilitate and motivate others;

A10. Demonstrating the ability to implement change or educational reform.

F4. Facilitating teamwork;

H3. Demonstrating the ability to develop, implement, and monitor procedures to align sequence, and articulate curriculum and validate curricular procedures;

H4. Demonstrating the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes;

I4. Demonstrating the ability to design appropriate assessment

Discussion was had regarding the concerns document for administration. We continued making our performance scales, bouncing questions off of each other. I offered guidance and coaching to reflect higher level thinking for students and teachers alike.

1

strategies for measuring learner outcomes;

2-2 Assessment Meeting

H6. Demonstrating an understanding

of alternative instructional designs,

curriculum, behavior management,

and assessment accommodations and

modifications;

Showed creation of test sessions, starting tests, stopping, and how to add users or deactivate them.

.5

2-52-62-8

Pearson Access Next – Pearson and MDE training videos

B2. Defining and using processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation;

B4. Demonstrating the ability to analyze need and allocate personnel and material resources;


H5. Appropriately using learning technologies;

I4. Demonstrating the ability to design appropriate assessment strategies for measuring learner outcomes;

J5. Demonstrating an understanding of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management;

H6. Demonstrating an understanding of alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications;

Learned about being a DAC:Test Scheduling, Test WES and pre editing, coordinating with MARSS, test security, ordering, technology preparations, making reporting groups. A very good introduction to the testing world. MDE’s weekly assessment updates really keep coordinators on track.

9

2-7 Coaching Peer Evaluator


I1. Demonstrate an understanding of

An evaluator had concerns with peer evaluation and the counselor rubric. Coached the

.5

research of learning and instructional strategies;

evaluator through thinking how to score, critical components, eliminating bias, and post conference coaching.

2-8 MCA Life Cycle Workshop

H6. Demonstrating an

understanding of alternative

instructional designs, curriculum,

behavior management, and

assessment accommodations and

modifications;

Learned about Assessment Life cycle – test item development, screenings, committees, ADL’s, Test Specs. I came away with a new appreciation for test development. Another main point was that the MCA tests were just meant to see how well (to what depth and breadth) we are implementing the standards, not to directly evaluate teachers. Helpful documents provided to align our curriculum to the standards.

7

2-9 TeachScape B7. Understanding and using

technology as a management tool.

Manage instructional videos, Assigning videos to evaluators and setting up accounts. Making directions and a plan to implement TeachScape through PLC’s. I have already gone through all the videos that describe and demonstrate levels of teaching. It is nice to finally have a system of tracking training and time evaluators/staff spend on learning about evaluation.

.5

2-12 Pearson – MTAS videos






modifications;

Watched MTAS videos on administration and scoring. I took the embedded quiz and passed with all questions correct. For not knowing anything about MTAS testing, It was a great introduction. I can see why SpEd teachers need so

1

much time to prepare for the tests!

2-13 Read 7 Mindsets

A1. Collaboratively accessing and

improving culture, and climate;

C2. Creating and monitoring a positive learning environment for all students;

This book is great for anyone to reflect on their life and choices. Believing in students and having high expectations are essential for student success.1. Students must embrace potential and realize that anything is possible no matter their current circumstances.2. Teachers must help students find and develop their passions and follow them. 3. “It takes a village” and “teamwork” are important for success for we can’t do it alone.4. Only we have control over our situations and lives.5. Creating a culture of positivity and growth through the mindsets of being grateful. 6. It is in giving that we receive.7. Act now. The sooner we get started the sooner we come to define success and become it.

3

2-14 9 Q Comp Update Meeting

D3. Demonstrating an

understanding of state, federal, and

case law governing general

education, special education, and

community education.






modifications;

L4. Reaching logical conclusions by

List of Questions:- Achievement Level Descriptors are public information, but should be used in PLC’s. Assessment coordinator should know about them, as well as tests specs. - Answered where our materials for tests are kept (the vault, and then in the district office). Teachers keep the secure materials between tests in locked file cabinets.

.5

making quality, timely decisions based on available information;

- Creating reporting groups for the OLPA does not carry over to the MCA.- There have not been many misadministration or invalidations of tests. One spilled coffee over the papers. - Obtained Crisis plan.- Admin’s role in SPED meetings are to secure resources for the student. Sometimes the principal does not agree with parent or case manager. More data may be needed, resources might not be available, checks with Reggie. - Student discipline and special education is difficult. Discussed expulsion case with Duluth, and a previous attempt locally. Both were not successful. - Witnessed a student discipline meeting. He was being called gay by other students. Office Heather stepped in.- Two girls had a PDA incident. 2 periods of detention issued and parent note to explain the circumstances. In conclusion, a whirlwind of activity can happen in a short amount of time! More sensitive discipline issues are cropping up. All must be taken seriously.

2-102-13

Read Special Education (IDEA) LAW, 504, FERPA, and Case Laws

D3. Demonstrating an

understanding of state, federal, and

case law governing general

education, special education, and

community education.

Students are under the protection of special education even when they are in the referral process. 504’s do not give students the same

5

Book protection as Special education students. Parents cannot see documents that have another student’s information on it. Laws are continually changing through cases.

2-14 Read Crisis Plan

M2. Demonstrating the ability to formulate safety and security plans to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures;

Our superintendent is the spokesperson. We do not have any teachers besides the AD on our crisis plan. Issues that still need to be addressed are training the staff in ALICE. Elementary students are to go to the church and high school to the community center if needed. - We need to have a reunification plan. - We need walkie-talkies on the playground. A plan should be in place in case of a railroad spill.- MN manual was helpful in

assessing school readiness and giving suggestions.

- US Secret Service provided protocols for identifying and tracking students at risk for violent behaviors.

- Protocols are in place for answering threatening phone calls.

- Scripts are in place for suicide or deaths.

- A list of bus drivers/those who are able should be kept

- Who is in charge after school hours or on weekends? Who trains those in charge after hours?

2

Work still needs to be done in this area. If keeping students safe is one of the primary duties of a principal, we cannot over plan!

Aggregating Q Comp Suggestions Survey Results

E2. Demonstrating the ability to

involve stakeholders in the

development of educational policy;

F7. Responding, reviewing and

summarizing information for groups;

I gave staff a survey to improve PLC’s, Peer Evaluation, Smart Goals, Mentoring, and to offer suggestions in general. The narratives were compiled for the Oversight Committee.Major Points:- PLC’s: Provide a

direction/prioritize topics and be more Teacher Led,

- Evaluation –Less Paperwork, More choice in times for evaluations

- Smart Goals – more examples and less channels for approval

- Mentoring – more mentoring, more and consistent meetings

- Other – More teacher led program, unite LSI and Q CompIn conclusion, there were some actionable items, and some that were complaining. Teachers do not want “busy work” and to be in charge of what they do.

3

2-13 Q Comp meeting with Mr. Erie

B4. Demonstrating the ability to develop and implement effective student discipline plans;

- Briefly Discussed Behavior Models including 7 Mindsets, CPS, Restorative Justice. Was directed to watch CPS Collaborative Problem Solving

1h 20 min

video. - Very informative and gives a new perspective on behavior: “Students would do better if they could” and we must find the executive functioning skills students are missing and teach them.





F2. Demonstrating facilitation skills;

I1. Demonstrate an understanding of research of learning and instructional strategies;

Coached teachers through final steps of creating their performance scales. The specialists continue to be apprehensive, thinking there is only one “right” way. Trying something new continues to also be a challenge as we cannot rely on teaching the way we were taught. Until they see the benefits of clear communication of learning targets and success criteria in their classrooms, the initial planning will be a struggle.

1

2-22 Wednesday PLC meeting






A Teacher recounted the C4I day, stating that the questions the panel asked him were the same that I have been asking in PLC’s. I reviewed the cycle of a PLC. I promoted the SOAR model and the design questions associated with identifying what is to be taught, instructional strategies, and organizing for learning.

1

2-22 EASY CBM (Math monitoring for K-8)

I3. Demonstrating the ability to utilize data for instructional decision making;

I4. Demonstrating the ability to design appropriate assessment strategies for measuring learner

The district needs a benchmark assessment for math. We eliminated STAR and no longer have an assessment for Math. Easy CBM was recommended

.5

outcomes; by EdSpring for K-8. This would give several assessments over the course of the year to better track math abilities. Title help can be better used and students better assigned to classes in the high school. Assessments are expensive, but necessary. We have been changing so quickly, we need to stick with something for assessment.

2-27 LSI Leadership Day

F4. Facilitating teamwork

I2. Describing and applying research and best practices on integrating curriculum and resources to help all learners achieve at high levels;

J2. Demonstrating an understanding of staff development to improve the performance of all staff members;

L3. Assisting others in forming opinions about problems and issues;

Learned about conditions for learning for staff and students. We met with other districts in grade alike teams and described the continuous improvement process. Our teams continued to discuss our progress and next steps, including scheduling training for next year. I met with the senior LSI representative to discuss mentoring and smart goals. Our district is on the right track. I continue to be an integral part of planning, implementing, and distributing knowledge and direction for our district.

7

2-232-242-283-23-3

Evaluations for February



A9. Demonstrating the ability to

facilitate and motivate others;


For 4 teachers I did pre-conferences, 4 full class observations, 4 write-ups, and 4 post conferences. One was particularly difficult, as it did not go well last year. The others were fine. I was able to clearly see a performance scale for 4th

grade math and show the example to the teacher. I

2 hrs pre4 hr obs4 hr writes2 hrs posts

J3. Demonstrating the ability to select and apply appropriate models for supervision and evaluation;

continue to learn more about effective teaching, coaching skills, and creating conditions for teachers to learn and grow.

56 hoursMARCH

3-1 Oversight Meeting


implement change or educational

reform.

B1. Demonstrating an understanding of organizational systems;

D1. Developing, adjusting, and implementing policy to meet local, state, and federal requirements and conditional provisions, standards, and regulatory applications;

L2. Demonstrating adaptability and

conceptual flexibility;

L4. Reaching logical conclusions by making quality, timely decisions based on available information;

L5. Identifying and giving priority to significant issues.

L7. Demonstrating understanding of

different leadership and decision-

making strategies, including but not

limited to collaborative models and

model appropriately their

implementation.

- Many teacher leader positions were up for re-election. I went over the few applications I received and discussed who would be filling which roles. As there was one more position to fill, the committee gave me suggestions on whom to go ask (he ended up accepting the position). I have had to ask/persuade people to fill positions in the past. - I presented the Suggestions Survey results in a spreadsheet summary form. The committee read through them together, discussed implications of some of the suggestions, and chose items that were actionable. We discussed if policy needed to be changed or if clarifications needed to be made, and who would carry out these actions. The ideas out of the survey aren’t always actionable, or beyond the capacity of Q Comp. A desire for less paperwork was strong, but the more we looked at it, actually the more paperwork or questions we came up with to make a comprehensive plan.

1 and .5 for prep

We had consolidated documents last year.

3-6 PLC Facilitator Meeting




B7. Understanding and using technology as a management tool.

F1. Formulating and carrying out plans for internal and external communications;





I met with all the PLC Facilitators. We discussed Achievement Level Descriptors from MDE and Test Specs, and walked through TeachScape (our evaluation training site). We planned May’s PLC’s – to review the monitoring for learning and the core instruction workshop information. We shared how each PLC is going and what they are doing currently, planning to do. PLC’s look different depending on the group’s needs, however they are all meeting the functions of a PLC at some point.

.5 plus .5 Prep

3-6 Staff Development Meeting


Approved of requests including sending 3 teachers to Florida - something that has never been done before. A staff development budget has never been formally set, even after the chairwoman asked the Superintendent. The Superintendent has the final approval of trips, so we can only approve and wait. We planned the next all day staff development day to include

1 hour

staff meetings and teacher work time for the end of the quarter. It is a delicate balance between training, and providing time for teachers to just get caught up on work or plan together in teams. Without a solid budget, it is hard to really approve or deny requests.

3-8 Q Comp Coordinator Networking Session

A4. Demonstrating an understanding

of issues affecting education



reform.

B1. Demonstrating an understanding of organizational systems;


B5. Developing and managing budgets and maintain accurate fiscal budgets;

C3. Creating and monitoring a positive working environment for all staff;


H2. Demonstrating the ability to provide planning and methods to anticipate trends and educational implications.


J5. Demonstrating an understanding

I met with Proctor, Ely, Lake Superior, and St. Louis County schools together with MDE. We discussed briefly the functions of implementation science and how Oversight committees function in different Q Comp plans. We discussed PLC’s and saw a preliminary PLC roadmap document, then Peer evaluations, and finally Smart Goals. Documents and rubrics were provided to help guide the conversation and describe what the minimum requirements are. I found that more schools review the documentation from their teacher leaders. PLC Facilitators are Evaluators in some districts. Some schools score peer evaluations and others do not. Statue 413 was stricken, but new statutes enabling Q comp funding to be used for career advancement incentives, or hiring bonuses in hard to fill positions. These meetings help me as a Coordinator to see if we are on track, get new ideas, and

7

of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management;

troubleshoot with a representative from MDE.

3-8 Wednesday PLC Meeting agenda



Made the agenda for the PLC while I was gone for the Coordinator’s meeting. Agenda included Celebrations, the sharing of another colleague’s articles about decision fatigue, and navigating through the Growth Tracker. I also keep on the agenda looking at student led practices using the SOAR document. The group will discuss their upcoming plans and ideas to keep moving toward student centered learning. My PLC moves at a very slow pace, but we do have a solid understanding of where we are going.

.5

3-9 Q Comp and Assessment Update Meeting with Mr. Erie



J5. Demonstrating an understanding of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory

- ACT Student Data Upload (SDU) file needed to be downloaded, populated, and uploaded. Many issues came up throughout this process, resulting in calling tech support and being walked through the process. The spreadsheet was given to the secretary to work on. - While we were waiting for the helpline we discussed the Crisis Plan. The Safety Committee meets to discuss issues related to the building

1.5

applications toward education, local rules, procedures, and directives governing human resource management;

and drills. A reunification process has not been established should the need arise. The superintendent takes care of most of the plan and the administrators are supporting roles.

3-10 HS Scheduling conversation/demonstration with Academic Counselor

B5. Demonstrating the ability to

develop a master instructional

schedule;

The counselor showed me Power Scheduler to see how students choose classes. Then, as sections are assigned to teachers, the program will populate classes and come up with a schedule matrix. There will still be errors that need to be resolved including putting two classes at the same time (conflict matrix). The Counselor prints out a spreadsheet to fix errors, and meets with the principal. They have a post it note matrix on his white board in his office to help with scheduling. Band and Choir may be moved to 1st hour next year which means the schedule will have to be started over from scratch. This also affects the elementary schedule as we share the band and choir teacher for some upper elementary classes.

.5

3-11 Teacher Leader and Oversight Survey Results

A1. Collaboratively accessing and




This was the second round of surveys I gave to the staff regarding teacher leaders (PLC Facilitators, Evaluators, Coordinator, and Mentors) and the Oversight Committee. The teachers score the leaders on a

2

of staff development to improve the performance of all staff members;


1-4 scale based on their job descriptions. I needed to sort the results, make one personalized spreadsheet for each teacher leader, and look for trends over the last years they have been leaders. The importance of a board member being present at the Oversight meetings is important, but she often does not attend. I prepare a statement for the Oversight committee regarding the results and growth for the teacher leaders. This year all teacher leaders are meeting their necessary scores, but this has not always been the case in past years.

3-10 IEP Meeting A4. Demonstrating an understanding


E3. Understanding the role and

coordination of social agencies and

human services;

B2. Demonstrating an understanding of student guidance systems and auxiliary services;

B6. Demonstrating the ability to meet the enrichment, remediation, and special education needs of all students;


I attended a 3 year re-evaluation for a middle school student. He has lived with his grandparents since 4th grade, and may now be in permanent custody with them soon. The SPED teacher went over the Woodcock Johnson and other tests with the parent first. They agreed to increase his service minutes, and move the math para closer to him. The teachers then came in and said what they saw in the classroom and as far as achievements and behaviors, and offered any more suggestions to help him be successful. His primary goal is to turn in work. The counselor sat in as the district representative. The continuity

1

of feedback from the SPED teacher and the rest of the teachers was reinforcing. The ADAPT Counselors came, as he will be switching counselors. They suggested to ask the student open ended questions as he does not like to talk. This would help him have to use more words.

3-13 Consolidation of Q Comp documents for MDE


E2. Demonstrating the ability to involve stakeholders in the development of educational policy;

E4. Demonstrating the ability to align constituencies in support of priorities and build coalitions for programmatic and financial support.

The MDE Specialist I work with initiated a document to summarize and consolidate our plan. She sent me a draft and I needed to review it, answer questions that were flagged, make corrections, or add to it. It is good to continually go through the plan to see that the language is clear, and that MDE has a firm understanding in case we get into sticky situations, they can support us.

1.5





H1. Demonstrating the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including early childhood, elementary, middle and junior high school, high school, special education, and adult levels;


For this PLC, I brought the group to my music room. We are working on actually implementing the strategies and plans we have been working on, so as the leader, I wanted to model/demonstrate things I’ve been doing. I showed them my learning map, learning progression/scales and targets, and how students helped me come up with a plan of action and what to learn. I talked about how I used to present instruments in a “show and tell” fashion and now it is student

1



H5. Appropriately using learning

technologies;



I3. Demonstrating the ability to utilize data for instructional decision making;


I6. Demonstrating the ability to

appropriately use technology to

support instruction

C3. Demonstrating the ability to work with children of all ages;


centered with pre assessments, engaging listening and matching activities with technology and groups, a purpose tied to choosing instruments for characters in a Disney movie, and a post assessment for students to compare to their previous understandings. I talked about what went well, what didn’t, and what I’d changed. I then gave them more time to discuss and plan together. I made a sign up space on our agenda so they can sign up for a day to share/demonstrate how it went with their lessons. Not all members eagerly signed up right away. They are at very different places in implementing some of the ideas we are learning about.

3-21 Safety Committee meeting

M1. Demonstrating the ability to

develop and implement policies and

procedures for safe and secure

See below 1

educational environments;


M3. Demonstrating the ability to identify areas of vulnerability associated with school buses, buildings and groups and formulate a plan to take corrective action;

This meeting as very interesting and covered a wide variety of topics:- District Injury Report – someone brought a dog to school and it bit a student.- IEA (Institute for Environmental Assessment) report: Teachers complained of sicknesses related to poor indoor air quality. Our air is exchanged about 5 times over per day. Reports came back that air quality is fine. IEA found radon in an old dirt tunnel by the pool. It was fixed with ventilation. Fragrance has been an issue in our school with people having sensitivities – they marked who had any fragrance emitters in their rooms. Many more items were mentioned including SDS Data sheets, noise levels, rugs and chairs from home.- The State Fire Marshall Report was given - mostly power cord violations.- The Superintendent would like to move our fitness center down from third floor to the board room by the front door. This way, a live person can welcome people into the building rather than being stopped by the double doors and buzzed in. - Busses and parent pick up/drop off is congested. Discussion involved moving the busses from the back of the building to the street, getting the Police Chief’s permission to make a one-way street, and cul-de-sac for parents on the property, and how it would affect community members’ parking by their houses. The Transportation director was not happy with this suggestion! - A few other items such as lighting in the auditorium, removing old wood from a storage area, and putting “School” signs on main street were mentioned - We need to do 3 more lockdowns, 2 fire drills, and a tornado drill. The expectations for hard or soft lockdown were reviewed and a hard lockdown was scheduled. Discussion was held on doing a lock down during recess/lunch or a transition time.Thoughts: This committee is supposed to meet 3 times per year. They met at the beginning of the year and until I mentioned it (as I wanted to attend) they didn’t have another meeting scheduled. The list of items to work on from the Crisis plan was not mentioned. The HS principal was not in attendance.Update: The HS principal is the one to call a lockdown for drills. But he does not specify hard or soft lockdown. Teachers were confused on which procedures to follow. The class using the pool didn’t hear the announcement

at all. The gym storage area doors do not lock, so that class had to go across the hall to another classroom.3-21 Read HS

Student Handbook


D2. Recognizing and applying standards of care involving civil and criminal liability for negligence, harassment, and intentional torts;






The handbook seems to comply with statutes. It was interesting to read MSHSL requirements. I did not realize there are two categories of student activities subject to different consequences. Student eligibility based on grades seems to be a topic of debate among teachers. I went to the MSHSL website and it indicates that the local School Board must set the grade requirements.

- The consequence matrix involves mostly detention and ISS or OSS. Restorative justice is only mentioned briefly in the narrative section. Apology letters are a common occurrence but not mentioned anywhere. Lunch detention, or detention on a Tuesday/Thursday or Saturday is also mentioned.

1

3-20 Met with Student Resource Officer

B2. Demonstrating an understanding of student guidance systems and auxiliary services;



M1. Demonstrating the ability to develop and implement policies and procedures for safe and secure educational environments;

M2. Demonstrating the ability to formulate safety and security plans

See below. 1.5

to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures;

M5. Demonstrating the ability to develop plans that connect every student with a school adult, eliminate bullying and profiling and implement recommended threat assessment procedures.

This was a great conversation. I asked several questions about her job duties, training, involvement, philosophies, advice, and takeaways. This is the first year our school has a Resource Officer. - She is contracted through the local force and can be called away for a community emergency. There is a summer training for resource officers, but our school signed her on too late. She will take the training this coming summer. - She has access to police records, like any other officer, so she knows when students or their families are involved in something outside of school. She can get up to date orders for protection and limited background information. She may sit in on IEP meetings depending on the student’s needs and if they have been involved with the law outside of school. - She is like an informal counselor. She talks to and listens to students. She can suggest discipline but the principal still has to be the one to assign it. She says it is important to keep the lines of communication very clear between admin, officer, and secretaries.- She can be present for locker searches but the administration still must be the ones to actually do it under probable cause – she would need a search warrant. She can suggest a lockdown if the need arises, but it’s usually the admin that will call it.- She can go pick up students if they are truant. She said school really is the safest place for some students. It is hardest when students are in foster care and are repeatedly brought back and taken away from parents. She believes this system is broken. Reunification with parents is important, but it can’t be a revolving door. She talked about the trauma and mental/emotional scars these children go through. She says when she has to arrest a parent, if they are compliant, they give the option of walking nicely to the squad car, driving a few blocks away then putting on the cuffs so kids don’t have to see it.- She can physically remove students from classrooms, which she does frequently with an admin or special ed teacher present. She says it is a difficult decision for all involved when to remove a student from school permanently. Balancing the need of the student to be educated, and be in a setting to learn the skills they need, but not taking all the attention away from the other students in the room is difficult.- She can immediately step in as an officer if students do anything classified as criminal such as assault, theft, vandalism, drugs, and trespassing (which she has done).

- She will sit with students when they are deemed suicidal or injured. She has ridden in the ambulance with students. The Range Mobile Crisis Unit is called and she will accompany the student to their destination, usually Range Mental Health. She says it is unfortunate that there is such a high demand for mental health resources in our area, especially with the high poverty and job insecurities. Facilities are full, and people are being sent further and further away for help. - Reflecting on her job, she says prevention is what the job is really about. She spends time finding out why the student might be acting the way they are and what emotional/social skills they might need. She says it really is about building relationships with all students to show that officers are good and to hopefully make things easier when dealing with adverse behavior later. Repeat offenders are still especially difficult as they take up so much time and resources; no one has any good solutions but we try not to give up.-She mentioned that there needs to be more parent education for not only their own mental health needs, but what goes on with students and their technology use. Students are also being exposed to and dealing with “adult” issues (sex, drugs, abuse, working for themselves, criminal behavior) younger than ever before.- Sometimes she will be the one to call social services when a teacher (or she) has a concern. She will protect the relationship between the parent and teacher, preferring the parent be upset with her than the teacher as the teacher still needs to have a positive relationship with the student as well.3-20 PLC Facilitator

MeetingF8. Communicating appropriately

speaking, listening, and writing for

different audiences such as students,

teachers, parents, community, and

other stakeholders;




For this meeting, I presented the Danielson/ New Marzano crosswalk document to help teachers realize how what LSI (Marzano) is teaching us fits into the Danielson framework. We will transition down the road (not next year), but I asked that we don’t field too many questions right now about it because we just don’t know the details yet. Teachers are to focus on just learning the system, language, and trying it in the classroom. We are in the Exploration Phase of Implementation Science.- I went over the expectations for SMART Goals that are due at the end of April and provided an example of a data spreadsheet. I always get questions on what to include,

.5 and .5 prep

and we have a number of new teachers this year.We then shared what is going on in our PLC’s and how we are making progress toward district goals.

3-20 Evaluation Team Meeting





L2. Demonstrating adaptability and conceptual flexibility;

L3. Assisting others in forming opinions about problems and issues;

L7. Demonstrating understanding of

different leadership and decision-

making strategies, including but not

limited to collaborative models and

model appropriately their

implementation.


C6. Demonstrating understanding of the developmental needs of children of all ages.

I sent out a video to be scored by all evaluators, mentors, and admin. We met to share the scores and come to a consensus, review the rubric and clarify language. I chose a video of a lower performing teacher this time. It was interesting to still see a few scores in the higher range. We also shared what feedback we would give this teacher. All agreed that the teacher had no questioning and was entirely teacher directed. Students were going through the motions.

1 meeting 1 hour prep

3-163-173-203-223-23

Evaluations For March




See below 2 hours pre conferences4 hours observing4 hours write ups




2 hours posts

I held pre conferences, observations, write ups, and held post conferences for four teachers. Two of them were particularly challenging this time for opposite reasons. I had to mentally prepare for these conversations. 1. A teacher who as 11 years experience, and joined our staff half way through the year felt she did a great job, but was a bit shocked at a lower score in one area, as I expected. Even though we go through the criteria ahead of time on the rubric, until it is applied and reflected upon, it is difficult to see how it plays out. For this case, I knew she had missed some training at the beginning of the year that our district is implementing. I showed her the coaching process so she knew where I was coming from. A. Determining level of competency (conscious or unconscious competency) and B. Coaching strategies (Coaching, Instructional, or Facilitation). I was able to give examples/evidence of how she was not clear with the students. We talked about being “fully dressed” (she felt too much weight was given to one part of the Danielson Component), and eliminating bias as an evaluator (she said her mentor would have marked her lower, but because she’s been teaching longer she didn’t). She did realize that if we didn’t have this conversation, she wouldn’t have known about the expectations. 2. The second teacher has very strong opinions, is 9 years from retirement, and struggles with student apathy. Though he did well, he placed blame entirely on parents, standards, the educational system, and student apathy for why he cannot bring students further. His goals are to not lecture at all, and promote students to be self-directed learners. Knowing his goals from the pre-conference and other conversations, I was prepared to use cognitive coaching and to answer questions with a question to help him examine his own thinking. I asked questions such as: What would happen if you tried that? How do you know? Do your students know that? He came to several conclusions: student behavior is driven by engagement; pre assessments are crucial to understand what they already know; student reflection on learning (closure, summary) is important; ask the students what they are interested in or want to learn; bring in more real world applications. Update: The following week he stopped me in the hall and told me how much I challenged his thinking that day and has made him much more reflective.3-23 Wednesday

PLC Meeting


A4. Demonstrating an understanding




The Art teacher gave a demonstration of a unit she worked on adjusting to be more student centered. She provides more choice for students, allows students to talk/plan with each other. One class decided to



reform.

C4. Promoting sensitivity of diversity throughout the school community;





B6. Demonstrating the ability to meet

the enrichment, remediation, and

special education needs of all

students;


designate a theme for all their projects. - One teacher in particular likes to try to hijack our meetings by talking about how bad our students and parents are, or how inept administration is. We discussed how sometimes the “hard” students need more control or choices in their learning. The debate became how many choices do we give students? This teacher argued that at some point students must comply with rules (like in jobs). His philosophy is comply or consequence. I turned the discussion to balance in teacher driven vs. student driven. Teachers also spent time planning their lessons/units.

3-24 Conversation with Mr. Erie


B3. Planning and scheduling personal and organizational work, establishing procedures to regulate activities and projects, and delegating and empowering others at appropriate levels;

F5. Demonstrating an understanding

of conflict resolution and problem

solving strategies;

M2. Demonstrating the ability to formulate safety and security plans to implement security procedures

See below. 1

including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures

We were able discuss several items: -When discussing job responsibilities and working with secretaries, he mentioned the program called Breakthrough Coach. In this program, the administrator is viewed as a manager, not “on the baseball field” but in the dugout providing coaching and training, but doesn’t get to make a hit (teach the students). He said the primary responsibility of the secretaries for him is to get him to meetings on time, and organize paperwork. He meets with them in the morning before school to set the plan for the day, and after school to go through anything that needs to be signed.- We discussed the student handbook, particularly discipline issues. I asked what the “magic” is to dealing with student discipline and he said relationships. When he was new to the school, he had no relationships with students so discipline was more difficult and he met pitfalls: threatening to call parents when they were actually in jail, unaware of IEP’s. He didn’t know what approach worked for which student. Through sporting events, music, and other activities he can support and get to know students. He said he has learned not to take anything personal when students get upset with him or swear. He realizes this is the way that students are trying to intimidate or throw tantrums to get what they want. He now understands the situations some students are in and is better at knowing when to be firm or raise his voice and when it will not work.- We discussed creating a staff digital handbook, especially for new teachers. I mentioned that we are looking to upgrade the mentoring program, so this would be a good time to look into it.- We looked at the paraprofessional evaluation rubric. He has not gotten around to evaluating them yet. He does have a say in the placements of paras and does so based on their personal strengths – academics, tolerance for student behaviors, and cooperating with teachers.- We discussed how having a student resource officer has changed how he handles discipline. He said that having a female officer definitely helped in the “teenage girl drama”, and that the girls are more likely to go to her to talk. He said it is much easier for her to sit down and talk about “inappropriate pictures” on emails or phones and delete the pictures together. He also mentioned that communication between him, the secretaries, and the officer is crucial.3-29 Oversight

MeetingA1. Collaboratively accessing and


A2. Providing purpose and direction for individuals and groups;A3. Modeling shared leadership and decision-making strategies;A6. Setting of priorities in the context of stakeholder needsA9. Demonstrating the ability to facilitate and motivate others;

See below. 1 and .5 prep

A10. Demonstrating the ability to implement change or educational reformB4. Demonstrating the ability to analyze need and allocate personnel and material resources;B5. Developing and managing budgets and maintain accurate fiscal budgets;D1. Developing, adjusting, and implementing policy to meet local, state, and federal requirements and conditional provisions, standards, and regulatory applications;E2. Demonstrating the ability to involve stakeholders in the development of educational policy;

F2. Demonstrating facilitation skills;F7. Responding, reviewing and summarizing information for groups;



of management responsibilities to

act in accordance with federal and

state constitutional provisions,

statutory and case law, regulatory

applications toward education, local

rules, procedures, and directives

governing human resource

management;

L2. Demonstrating adaptability and

conceptual flexibility;L5. Identifying and giving priority to significant issues.L7. Demonstrating understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation.

I prepared the agenda based on Q Comp timelines, suggested revisions, and other issues. Major decisions

included:- Evaluators wanted Oversight to choose the components teachers would be evaluated on. The committee and I concluded that teacher autonomy was more important than convenience for the evaluators. A board member mentioned changes to the evaluation rubric, but we decided that changes would wait until we eventually moved to the Marzano model. Right now we would remain constant to allow more focus on the learning through LSI. - I initiated the restructuring of the mentoring program. I met with our LSI lead coach and summarized suggestions from her as well including consistent meetings, using the Growth Tracker, and increasing stipends. The committee would like to schedule a separate meeting to just talk about and restructure the program.- As we have two leadership teams, Q Comp and LSI, I suggested that we combine teams to have fewer meetings and to get the people with the theory and the people with the policy in the same room. It would be easier to see how the programs are the same (Q Comp provides the structure for the “how’s” of LSI). It was decided that having many people to help spread the message is a good thing, so joint meetings would be better. One committee is appointed, the other is voted and compensated as well.- The structure of HS PLC’s was also brought up. We tried mixed approaches last year to accommodate teacher needs and it resulted in many inconsistencies. Currently they meet as departments to discuss instruction. Some teachers would like to meet as grade levels to discuss mutual students. I (and others) discussed how consistency in the schedule is key, pulling out groups of teachers results in missed conversations/plans. There are a million reasons to meet for an hour, but we need to agree on the purpose for PLC’s and protect it. The principal said he would address it via Child Study meetings and holding grade level meetings on staff development days. There just aren’t enough hours in the day for high school teachers to meet so we need to seek other means.3-29 Wednesday

PLC Meeting




H1. Demonstrating the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including early childhood, elementary, middle and junior high school, high school, special education, and adult levels;



understanding of urgency of global

competitiveness.

During this PLC, no one signed up to share their teaching. The PhyEd department has been most challenging and slower to adopt the student centered mentality, requesting more examples of real teaching.I could have had them take an hour to research videos or articles on their own, but they are already unwilling to commit to extra time outside the PLC. I also took the opportunity for other departments to see some of these ideas in practice. So I found a video of Mosston’s continuum, coaching examples from the Astra Soccer Academy, iphys-ed.com, and

1 hour .5 for prep


Canada’s Ophea organization. I touched on how we just looked at resources from the UK, Ireland, Australia, and Canada so this idea is not just an LSI, Danielson, or Marzano “thing” that will pass. - From the Mosston’s teaching video I brought them back to the frame discussing reasons coaches are reluctant to cross the “discovery threshold” including loss of perceived power and control and efficiency. - We ended with an appreciation circle which was new to the group.

3-29 Q Comp and Assessment update with HS Principal





L1. Identifying the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions;


We looked through MDE’s Assessment Update email and the Technology update mentioning problems with proctor caching.- A student was having a hard time in the ISS Room. She stated she only wanted to come to school today because she thought she didn’t have ISS. Now she is going to “freak out”. The resource officer was called and it was determined that she should go home as she requested. The student paced around the office area swearing. The principal called the mom, but the student said her mom lost her cell phone. He called the dad, but the student said the dad left her and wouldn’t

.5

answer anyway. He stated she can’t just leave the school on her own and needed to wait for a parent. The resource officer stayed with her and got her to sit back down in the ISS room. - This student is a repeat offender, violent, and failing. Obviously her home life isn’t the greatest either.

3-31 LSI Leadership Team Meeting

A1. Collaboratively accessing and improving culture, and climate;

A3. Modeling shared leadership and

decision-making strategies;

A5. Through a visioning process,

formulating strategic plans and goals

with staff and community;



reform.


The team shared how they are doing in communicating the expectations and initiatives of LSI and any problems they are encountering. It seems the concerns have died down and the pace of change has slowed a bit.- The Standards Tracker is a tool LSI would like us to use, but is useless until we can import student names. We also discussed different benchmark assessments.

.5

4-1 Update Q Comp Plan for MDE, Round 2


E2. Demonstrating the ability to

involve stakeholders in the

development of educational policy;

F1. Formulating and carrying out plans for internal and external communications;

F7. Responding, reviewing and summarizing information for groups;

I received the updated consolidated Q Comp plan from my cooperating MDE consultant. I spent time reviewing it and adding details that were missed. She also suggested ways to reword some of the sections and I determined if it was accurate and to include it in the new version of the plan. It seems I am continually examining this plan for clarity and changes. When it seems

3

clear to Oversight, it might not be clear to MDE, or even a teacher. Wording of documents is crucial. Sometimes the questions that come back from MDE are ones we answered in Oversight regarding the thought process behind a statement, or why did chose to include something or not.Total Hours 101

tiffanybockelmann.weebly.com€¦ · Web viewMSUM PRACTICUM GUIDE. JOURNAL ENTRY . LOG. FORM ....

Documents

Transcript of tiffanybockelmann.weebly.com€¦ · Web viewMSUM PRACTICUM GUIDE. JOURNAL ENTRY . LOG. FORM ....