Interview With A Teacher

In conducting this interview with the teacher, I decided to focus on the questions that related to students with special needs since that is my major.  I interviewed a 1^st grade teacher from WSR Elementary School.  This following is what I learned from the interview.

            The main question I asked regarded how the teacher assesses her students with special needs.  She mentioned that her assessments were based off of the tiers within the response-to-intervention (RTI) model.  She uses a rubric, which gives scores from one (1), being the lowest, to four (4), being the highest, that reflects where the student falls under the levels, or tiers, found under the RTI model.

            For example, if the teacher wanted to test students for number recognition she would ask her students to count.  How far she asks her students to count to receive a score of four (4) depended on what tier the student belonged.  For students under Tier 1, they are expected to count from one (1) to one hundred (100).  For students under Tier 2, where students struggle a bit more than the general population, would asked to count from one (1) to sixty (60).  Then finally, we have Tier 3, which requires the students to be under intensive intervention.  For this level, the teacher would require the student to count from one (1) to thirty (30). 

The reason why the requirements for the students are done this way is because the goal was to measure the student’s ability to recognize numbers.  How many numbers the students are expected to know is based on their current abilities and capabilities academically.  There are certain tasks that certain students struggle with because of their disabilities.  However, by compromising on the amount of numbers needed to be learned by the student, the teacher will still be able to test her student’s ability to recognize numbers, though require of them work they are capable of handling.

This showed me how assessments can be created to fit the capabilities of the student, while still being able to assess specific expectations.

We then discussed the struggles of assessing all her students while keeping in mind where they stand in the RTI model.  The key really is to “Know your kids,” as the teacher shared with me.  That way modifications and accommodations can be made to benefit each student and your assessments would be reliable because you know the most important factor of your results; the factor being your student.

Teachback Self-Assessment

Antonio Tiples

Self-Assessment: Chp. 6 Validity

Classroom Assessment: What Teachers Need to Know

ED 450: Assessment and Evaluation – Ms. Soledad Camacho

October 05, 2012

1)      What did you want the class to learn from your teachback?

I wanted to make sure the class understood how the concept of validity does not necessarily apply to the test, but rather, through the “score-based inferences.”  What this means is that the test itself is important, but what it is you infer from the results of a test should be the main focal point.  This was the main point I wanted the class to understand.

2)      How did you assess what they learned?

I assessed learning through monitoring the discussions held by the students.  Questions were encouraged and asked for clarification and further insight. Based on the topics discussed by the students told me that they were directly involved with the subject and showed their interest towards the content. 

3)      I am proudest of these components of my teachback presentation:

·         The discussion that took place during my presentation wherein the students shared their experiences and gave further insight about the concepts taught in the class.  Since, some of the students are currently working as teachers, learning about the actual events in the classroom enhanced the lesson

4)      I can improve my teaching in the following ways:

a.       Provide more hands-on activities

b.      Encourage the vocalization of the other students’ opinions

c.       Speak slower, and clearer

5)      Ideas to contemplate?

What was brought to my attention during my presentation was the issue regarding how assessments created for students with special needs can bring about a valid score-based inference.  Obviously, the results garnered from the said assessments will lead special educators to a result; however, what needs to be investigated is whether the results can lead to an appropriate course of action.

6)      Why was it important to study this chapter?

This chapter was important to study to show educators the processes that take place to assure the standardized tests and other forms of assessments yield results that teachers can use to make appropriate inferences about their students.  The chapter also emphasizes that the focus of validity should not be on the test itself, although the contents of the test are important, what is more important is the inferences received from the results of the test.  

Powerpoint Presentation link: http://www.slideshare.net/antoniotiples329/chapter-6-validity-14644027

The SMART Board

How to Use SMART Boards

By Stefanie Reubell, eHow 

Contributor

 

A SMART Board

SMART Boards, developed by SMART Technologies, are a specific type of interactive whiteboard designed to give students and teachers a more hands-on approach to learning. SMART Boards are used through the means of an overhead projector linked to a computer--typically the teacher's--on which lessons, notes and additional program helps are stored. SMART Boards display anything the linked computer displays, from Word documents to videos.

Instructions

1. • 1
     Orient the SMART Board screen by pressing the icon in the bottom right corner of the screen. Click "Orient," choose the highest calibration, and then continue following the instructions. Now the SMART Board is ready for you to write on it.
     
   • 2
     Explore your capabilities. You can write directly on the whiteboard with your finger. You can control any program on the linked computer from the SMART Board with a touch of your finger or a point of the pen. Access the Internet to show students something brief but important. This is especially helpful when embedding your links directly into your text on the screen, because students can take notes, jump over to see examples on Web sites you've chosen and then continue taking notes. Save your notes just like handwritten ones and print them later for students to use.
     
   • 3
     Explore your tools. The "Floating Tools" feature is customizable. Use the highlighting tool to color and feature important text prominently. Use the pointer tool to help students follow along during a lecture or draw attention to a component in a picture. Collaborate with other classrooms using the Internet.
     
   • 4
     Download programs, ideas, videos and lessons. The SMART Board gallery is full of pre-loaded, useful tools, but many more can be downloaded or used directly online. A mind-mapping program that would work well with a SMART Board is Inspiration/Kidspiration (free trial here: http://kidspiration.com/). However, there are many free Web sites full of methods other teachers have used to get the most out of their SMART Boards. For example, check out http://eduscapes.com/sessions/smartboard/#2 and http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+Activities/Notebook+Activities/Browse+Notebook/United+States/.
     
   • 5
     Teach students how to use the SMART Board. Teaching others enable you to learn the SMART technology more readily, as well as giving students new tools for enhancing their own learning. Students often enjoy writing digitally on the SMART Board. When students interact with material rather than simply sitting and absorbing, they're more likely to remember what they've learned. Students can present group work, share interesting facts or Web sites, give digital portfolio presentations and more.
     

Read more: How to Use SMART Boards | eHow.com http://www.ehow.com/how_5118340_use-smart-boards.html#ixzz24nLO1WSO

Professional Portfolio

What goes into a professional portfolio?

A professional portfolio is not the same as a personal portfolio. Your personal portfolio is a good starting point, but be sure to include only relevant and appropriate items in a professional portfolio. The type of company and the job you are interviewing for will help determine what is relevant. If you’re not sure whether something is too personal for a professional portfolio, leave it out.
The materials in your portfolio depend on the kind of work you’re looking for; a graphic artist will have a very different portfolio than a journalist. However, anything in your portfolio should show only your very best work. Check for typos or misspellings as carefully as you would on your resume.
How you organize your portfolio is also important. You can arrange the contents in chronological order, by project, type of experience or any other way that you choose. Make sure the order makes sense to the reader. A random jumble of clippings won’t impress an interviewer – no matter how wonderful the content.
Folder-type portfolios are easy to carry and can be left with an interviewer, if requested. You can also use a good-quality three-ring binder or a zippered portfolio, depending on your budget. Just like your resume, cover letter and personal appearance, your portfolio is a representation of you. Make sure it is neat, clean and well-organized.

Some tips to remember

• Make sure your portfolio is well-organized and has a consistent appearance.
• You may want to add a caption or short note explaining the relevance of each component of your portfolio.
• Only put copies – not originals – in your portfolio, in case an interviewer wants to keep it.
• Don’t put in anything too personal. Consider your portfolio public knowledge, since you don’t know who may see it.
• Keep your portfolio current, just like a resume.

You may decide that a professional portfolio doesn’t suit the kind of job you’re looking for. That’s fine. Collecting the materials for a portfolio is a valuable tool in itself; it helps you focus on your accomplishments so you can better answer some of the questions interviewers are likely to ask. The better prepared for an interview you are, the greater your chances of making a good impression and landing the job of your dreams!

http://careernetwork.msu.edu/finding-an-internship/portfolios/professional-portfolio

Personality Quiz Results

Extraverted iNtuitive Feeling Judging
by Joe Butt

Profile: ENFJ
Revision: 3.0
Date of Revision: 23 Feb 2005

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ENFJs are the benevolent 'pedagogues' of humanity. They have tremendous charisma by which many are drawn into their nurturant tutelage and/or grand schemes. Many ENFJs have tremendous power to manipulate others with their phenomenal interpersonal skills and unique salesmanship. But it's usually not meant as manipulation -- ENFJs generally believe in their dreams, and see themselves as helpers and enablers, which they usually are.

ENFJs are global learners. They see the big picture. The ENFJs focus is expansive. Some can juggle an amazing number of responsibilities or projects simultaneously. Many ENFJs have tremendous entrepreneurial ability.

ENFJs are, by definition, Js, with whom we associate organization and decisiveness. But they don't resemble the SJs or even the NTJs in organization of the environment nor occasional recalcitrance. ENFJs are organized in the arena of interpersonal affairs. Their offices may or may not be cluttered, but their conclusions (reached through feelings) about people and motives are drawn much more quickly and are more resilient than those of their NFP counterparts.

ENFJs know and appreciate people. Like most NFs, (and Feelers in general), they are apt to neglect themselves and their own needs for the needs of others. They have thinner psychological boundaries than most, and are at risk for being hurt or even abused by less sensitive people. ENFJs often take on more of the burdens of others than they can bear.

TRADEMARK: "The first shall be last"

This refers to the open-door policy of ENFJs. One ENFJ colleague always welcomes me into his office regardless of his own circumstances. If another person comes to the door, he allows them to interrupt our conversation with their need. While discussing that need, the phone rings and he stops to answer it. Others drop in with a 'quick question.' I finally get up, go to my office and use the call waiting feature on the telephone. When he hangs up, I have his undivided attention!

Functional Analysis:

Extraverted Feeling

Extraverted Feeling rules the ENFJ's psyche. In the sway of this rational function, these folks are predisposed to closure in matters pertaining to people, and especially on behalf of their beloved. As extraverts, their contacts are wide ranging. Face-to-face relationships are intense, personable and warm, though they may be so infrequently achieved that intimate friendships are rare.

Introverted iNtuition

Like their INFJ cousins, ENFJs are blessed through introverted intuition with clarity of perception in the inner, unconscious world. Dominant Feeling prefers to find the silver lining in even the most beggarly perceptions of those in their expanding circle of friends and, of course, in themselves. In less balanced individuals, such mitigation of the unseemly eventually undermines the ENFJ's integrity and frequently their good name. In healthier individuals, deft use of this awareness of the inner needs and desires of others enables this astute type to win friends, influence people, and avoid compromising entanglements.

The dynamic nature of their intuition moves ENFJs from one project to another with the assurance that the next one will be perfect, or much more nearly so than the last. ENFJs are continually looking for newer and better solutions to benefit their extensive family, staff, or organization.

Extraverted Sensing

Sensing is extraverted. ENFJs can manage details, particularly those necessary to implement the prevailing vision. These data have, however, a magical flexible quality. Something to be bought can be had for a song; the same something is invaluable when it's time to sell. (We are not certain, but we suspect that such is the influence of the primary function.) This wavering of sensory perception is made possible by the weaker and less mature status with which the tertiary is endowed.

Introverted Thinking

Introverted Thinking is least apparent and most enigmatic in this type. In fact, it often appears only when summoned by Feeling. At times only in jest, but in earnest if need be, Thinking entertains as logical only those conclusions which support Feeling's values. Other scenarios can be shown invalid or at best significantly inferior. Such "Thinking in the service of Feeling" has the appearance of logic, but somehow it never quite adds up.

Introverted Thinking is frequently the focus of the spiritual quest of ENFJs. David's lengthiest psalm, 119, pays it homage. "Law," "precept," "commandment," "statute:" these essences of inner thinking are the mysteries of Deity for which this great Feeler's soul searched.

Response to Jung Typology Test

After completing the Jung Typology Test, I was classified as being extrinsic, intuitive, feeling, and judging, or an ENFJ. The results also offered an elaboration of what exactly this means as it applies to me. The first description that struck me was being told that “ENFJs are the benevolent ‘pedagogues’ of humanity.” Right then and there, that very first sentence, I was already in agreement, especially since I am trying to get my degree in teaching students with special needs.

Then the description goes on to say that people with my personality type “have tremendous power to manipulate others with their phenomenal interpersonal skills and unique salesmanship.” With this statement, I wasn’t very surprised, but rather, I felt flattered. More so on the phrase “power to manipulate others” because with the group of friends I have surrounded myself with; a battle of words, wits, and schemes is pretty much our game, although we all do respect each other.

 However, the description does go on to say, “But it’s usually not meant as manipulation – ENFJs generally believe in their dreams, and see themselves as helpers and enablers.” That sentence right there struck me the most because a helper and an enabler is pretty much the kind of person I see myself as. I say this because that’s generally what being a special education instructor is all about. I believe that the most fulfilling lives are those that have lived to help others. However, the only way to be able to do that is to have a firm understanding in the individual we set ourselves to be. I feel that I know who I am and am very comfortable with myself. Because of that, I want to be able to help others reach this level of confidence in oneself because it is empowering, and when used appropriately, one’s dreams stop becoming only a dream, but something that will come in a matter of time.