The Interdisciplinary Unit on change that I planned and taught during my solo weeks shows my strengths as a teacher all around. Below you will find how I have addressed each of the Principles in accordance to the unit that I taught.

Has knowledge and skills in content area to enable students to meet or exceed standards

In the planning of this unit, I spent countless hours researching change and what the different ways were to teach it in a Kindergarten classroom. I used my time in EDEL 187 to compile an Interdisciplinary Unit on change to jumpstart my thinking on the idea, so when it came time to plan and execute an IDU on the same subject, I would be an expert. I learned about the three R’s(Reduce, Reuse, Recycle), how they affected our environment and how I could tie these concepts into a unit on change. I also read many children’s book, hoping to find adequate examples of character change, to use in my unit as well. By the time I was ready to teach my unit, I was quite an expert on change, what it was, how things change, how to tie it to the science of reducing, reusing, and recycling, and character change within story books.

Understands how individuals learn and grow, providing them opportunities that support intellectual, physical, social, and emotional development

Understands how individuals differ from the group and creates equitable instructional opportunities for all needs of students

Throughout my four years at UVM, I have grown to understand how individuals learn and grow, but I have also learned how I can foster a student’s creativity to help them grow and learn. I have learned that by differentiating my lessons to meet the needs of all my students, I am providing a safe and comfortable environment for the students to flourish in. In this unit, I created lessons for specific students, knowing their strengths, in order to ensure that they were benefitting from this unit. During the first week of the unit, I taught many lessons on the three R’s to give students background information, so when it came time to do my complex instruction rotation, the students would be experts. A lot of the lessons that I taught during this first week, were hands-on lessons that provided visual as well as auditory and written feedback to the students so that each type of learner could see it in a way that suited them. I also planned certain lessons for specific students if I knew where they were struggling and could use a bit of extra practice.

By understanding the needs of individual students, I was able to teach to those needs and make sure that all students were getting the same opportunities as each other. For example, a few students had trouble focusing on a computer screen and the concepts presented in the first lesson I taught on reducing. This lesson was in the computer lab and we were using software to calculate our EcoFootprint, LC, LC, and MK, had trouble focusing their attention on the screen and extracting the information that they were learning. I saw that this was evident in their worksheets, and decided to teach another lesson on reducing to ensure that they understood the concept. During the second week of soloing, I taught a lesson on reducing (see attached lesson plan) in which these students showed marked improvement in their understanding of the concept of reducing.

Understands a variety of instructional strategies to provide opportunities for all students

Throughout the planning and teaching of this unit, I kept in mind the need for teaching lessons in a variety of ways so that each student was given the opportunity to shine. During the first week, I used a hands-on sorting activity, technology, worksheets, a game, an art project and many stories to teach the students about reducing, reusing, and recycling. During the second week, which was the time that my CI rotation took place; I used another set of skills that promoted the strengths of my low status students. These skills included building, drama, and drawing. Each lesson that I panned took into account the learning of all the students and made sure that each different ability and learner had an avenue that they felt comfortable pursuing.

Creates classroom climate that encourages respect for self and others, positive social interaction, and personal health and safety

From day one in the classroom, I have taken the time to get to know my students. When it came time to take over for my solo weeks, I had established a good relationship with each student. At first I was nervous whether or not I had done a good job of doing so, then realized one morning that I had asked each student a personal question about their night or their week as they walked in the door. It was at that moment I knew that I had taken that extra time to really know my students. I believe that knowing your students is a big part of creating a positive classroom climate. In my classroom, we also view each other as friends; my mentor teacher and I always refer to the students as our friends and when something goes wrong, we address the students talking about how we treat our friends. We often refer back to our rules, which promotes a safe, positive, and happy learning environment where all students are equals.

Implements, adapts, revises, and when necessary, create curriculum based on standards, knowledge of subject matter, and students needs and interests

On a few occasions during my solo weeks, I had to go back into my lesson plans and change the lessons that I was teaching because the previous lesson had not gone to plan,or I had decided on a different aspect to teach. Many times when I was changing these lessons it was because I found that all of the students did not understand the lessons. I chose to go back and re-teach two lessons, one on reducing and the other on landfills, because I noticed that three low status students were not quite grasping the idea. I also knew that it wouldn’t hurt the other students to learn another way of looking at the two concepts, so these two new lessons benefitted not only those three students, but the full class.

Uses multiple assessment strategies to evaluate student growth and modifies instruction to ensure continuous development of every student

Assess student progress in relation to standards and modifies curricula and instruction, as necessary, to improve student learning

Using multiple assessments in a Kindergarten classroom was something that I struggled with from day one. For a few lessons in the unit, I implemented rubrics that the students would understand, but even then, most students scored high because the difference between categories was, either you did it, or you didn’t. For my assessments, I used a lot of checklists to assess the students learning, but in each activity, I looked for something different.

One other assessment I used was the ‘Sentence Checklist.’ This was a checklist given to the students to assess their writing. It was given to them at the beginning of their writing to know what was expected of them during the writing of the Responses to Literature. (you will find an attached copy in either the Pete and Pickles lesson or the Shy Charles lesson.) At the beginning of the unit, I taught a lesson on using the sentence checklist after teaching a long line of lessons about ‘fancying up their writing’ to making their sentences accurate.

Another unique assessment tool that I used, which was given to me by another intern, was a self-assessment of how they felt after working in groups. This wasn’t as much an assessment for them as it was for me. After the skill builders each day, students would grade how they felt about their involvement. If students scored themselves lower than “OK” I would pull them aside and see what needed to be done differently in order for them to grade themselves higher. This was a great assessment tool to inform my teaching for the next day.

For example, if a student graded himself or herself poorly because his group was not including him, I would be sure to talk about including everyone in the group at the discussion before the next skill builder. These student insights helped to inform my teaching throughout the skill builder and CI rotation.

Integrates students with disabilities into appropriate learning situations

As stated in my evidence letter in my colleagueship entry, I worked with ZS’s aid to create a lesson for the whole class. We worked with ZS on sequencing and the steps to putting a bird feeder together. After working with this student one-on-one, I had her teach the whole class, step by step, how to make their own bird feeders. We used recycled materials, to fit in with our unit, and with ZS’s help, all of the students made beautiful birdfeeders.

During this unit, I also worked with ZS’s aid to plan the planting of a garden. I had students from the class help ZS and MB plant this garden and record their observations. ZS became the chief gardener and the other students helped her to maintain the garden and record what was going on in it each day.

Integrates current technologies in instruction, assessment, and professional productivity

During this unit, I used technology a few times to enhance the learning of my students. The first week of soloing, we went into the lab as a class to create our EcoFootprint using a kids website. We all gathered around the smart board and I had students using the smart board to select our answers and move to the next page. After finding out our EcoFootprint, we watched videos from the Chittenden Solid Waste District website, which showed the students how humans were destroying the environment and ways that students had created videos to promote recycling.

Understands conditions and actions, which would tend to discriminate against students, takes proactive steps to address discrimination

While planning my complex instruction rotation, I planned lessons that specifically targeted the strengths of LC, LC, SS, and SK, who were my low status students. During the actually rotation, which took place during the second week of my unit, I assigned these students competency, in hopes of mediating their status.

Throughout the whole semester, and especially during my unit, I, along with MB, taught the students more signs to facilitate the communication between ZS and her classmates.

Works as a team member and establishes collaborative relationships with school colleagues, parents, and agencies, and other in the community to support student learning and well-being, and to implement the school’s goals and articulated curriculum.

During the planning of my unit, I collaborated with the other intern to play a game with the full team in preparation for the pre-assessment we were giving them. We also collaborated with each other and the local grocery store to decorate bags for shoppers to promote the three R’s for Earth Day.

As I stated above, I also collaborated with MB, ZS’s aid to provide small group and whole group instruction that included ZS. I also collaborated with the team Para-educator to set-up a  variety of lessons, which included setting up a garden for the students to use during their explore time, reading stories and teaching mini-lessons on change and the three R’s, and math workshops for the students.

Recognizes multiple influences on students inside and outside school and access appropriate systems of support for students

At the beginning of this unit, I made sure to ease students into the learning because I understood many of the issues that were influencing the students both in and out of school. First and foremost was the fact that I was the only teacher in the room now. I wanted to give the students a bit of time to adjust, before hitting them with a lot of academic information.

Also because I know my students outside of school, I knew that there were many issues affecting their thoughts at this point. For example, one students mother is battling cancer, another is going through a divorce, yet another is adjusting to a trial separation, and finally another student is getting a new baby brother or sister. All of these outside influences, coupled with the changes at school, sometimes don’t bode well for students.

Other outside influences that affect the district are things such as budgets and socio-economic status. These influences begin to affect students as young as Kindergarten, and I as a teacher need to be ready to deal with those conflicts and problems. After attending an in-service training about SES in the district, I realized that there are many underlying issues that teachers would rather not talk about. In my opinion, if it is an issue that could be hindering one of my students from doing his or her best work, I want to know about it, and be actively trying to find a solution to the problem.

Understands laws related to student and educator rights and responsibilities, and applies current state and federal laws and regulations as they pertain to all children, including those who are at risk and those with disabilities, and treats students and colleagues fairly and equitably

Coming from the family that is well versed in special education law, and being passionate about teaching students with disabilities, I understand the rights of all students and know how to advocate for those students whose needs aren’t being met. During my solo weeks, it become more and more clear that LC needs to be evaluated for more services. Although he is very smart, often adding to our discussion of reducing, reusing, and recycling, something is just not clicking with him. His ability to learn the information is right on, but when it comes to writing it down, or reading a passage, he freezes and gives up.

For example, during the work time in the reducing lesson (see attached) LC was able to articulate to me exactly what he had learned, what he wanted to write, and drew a beautiful picture that related directly to the words he was saying. When I sat down with him to write the words, he froze. He was complaining about not being able to do it. I knew that he was capable, but I believe that he needs to be evaluated because something just isn’t clicking in his head yet.

I understand IDEA and Act 117, along with the Rehabilitation Act, and know that ZS is being provided with the services that she is entitled to under IDEA. Through Act 117, the state is being provided with a lot of information about ZS due to her weekly status meetings.

Grows professionally, through a variety of approaches, in improve professional practice and student learning

During my solo weeks, I felt like I grew ten-fold as a teacher. Because as I was doing it all, I saw just how much work goes into a full time teaching job. I found my voice as a teacher, and found the places that I need to work on. At the conclusion of my solo weeks, I wrote a self-reflection about how I had done with my assessments during my solo weeks and gained valuable insights into my teaching and how I can improve next time (see attached).

Through the teaching of this unit, I realized just how much a teacher can improve on lessons from year to year. There are so many little things that I would do differently next time that would make such a great impact on my students. After watching video clips and talking with my site supervisor, I realize that there are many ways I can make my teaching better, and look forward to doing so in the years to come.

Maintains useful records of student work and performance and knowledgeably, responsibly, and effectively communicates student progress in relation to standards in a manner easily understood

As you will see, I have attached a copy of the gradebook that I kept during my solo weeks. I also have attached copies of student pre- and post-assessments for my CI rotation. During my solo weeks, the gradebook that I kept was simpler than the one I kept for the full semester; although I did keep detailed notes on what I was assessing for each lesson. Going back into this gradebook, I was able to see which students were struggling with what, and saw overall what I needed to re-address with the class.