Crider ED607 Artifact Cover 5 MSED with EMIL Program (WOU)

EducatorName/Title: Tim Crider

EvaluatorName/Title: Dr. Rachel Harrington

School(s): North Bend School District

Artifact Title/Name: ED673 Final Mentee Project

Source: ED673

Artifact Evidence Aligned

What MSED Proficiency does this artifact illustrate? Proficiency
This artifact is a final project for ED673 in which I demonstrate proficiency by connecting with an adult learner 5. Diversity
identified through a needs survey, from which an action plan was developed to mentor the teacher through lesson Proficiency
planning, model lessons, co-teaching, observations, and reflections. A final reflection on the process is also included. MSEd
graduates will
know how to
connect with
all of their
students,
whether they
are children
or adults.

MSED Proficiencies
1. Leadership/ 2. Writing Proficiency 3. Reflective Practitioner 4. Research and Theory 5. Diversity Proficiency
Professionalism Proficiency Proficiency
Proficiencies
MS Ed graduates will MSEd graduates will be MSEd graduates will be MSEd graduates will be MSEd graduates will
be professionals and able to express reflective practitioners conversant in the know how to connect
leaders in their field. themselves competently literature and research with all of their students,
in writing of their discipline whether they are children
or adults.
6. Technology 7. Synthesis of Knowledge Proficiency
Proficiency
MSEd graduates will MSEd graduates will be able to synthesize the new
be familiar with knowledge they have gained from all the classes we offer
technology in our programs, and will know how to apply that
knowledge in meaningful ways to improve their practice,
improve student learning, and advance the field of
education.
Crider- ED 673 Mentee Project, Final Reflection

Narrative

The mentee in this project has shown a need and desire to work on understanding of, teaching, and

using the SMPs. A survey was given to the staff to assess the current staff understanding of the SMPs.

Teachers were told they could also put their names or initials on any of the comments on the survey if they

have a desire to work on the SMPs using the coaching model. The teacher selected had the least

understanding of the SMPs and a strong desire to participate in the coaching process. After reviewing the

survey results I spoke with the mentee directly. This mentee is teaching in a 3rd grade classroom. She has

many years teaching experience, but has not had any exposure to the SMPs. During this meeting we came up

with the three goals in the action plan chart below. These goals are prioritized with the first goal as are

starting point. It is a district mandate that we use the adopted curriculum for math instruction. Therefore,

the mentee felt that identifying the use of the SMPs during math instruction from the adopted curriculum

would be the best starting point. The assessment of the goal will take the form of the post lesson debrief

session where the teacher can reflect on their own progress and use of the SMPs. This will be followed by an

observation in which I can track the use of the SMPs. Finally, the post survey will show growth in the teacher

understanding of the SMPs and how to use them.

Action Plan Chart

Learning Goal Interventions Assessments

The teacher will identify Co-planning lessons Post lesson

opportunities to reference the Demonstration lesson/debrief debrief session
SMPs while teaching math Co-teach lesson/debrief Observation
lessons from adopted Observe/debrief Post survey
curriculum. Co-planning future lessons

The teacher will explicitly teach Gather sample lessons for teaching Post lesson
the SMPs. SMPs debrief
Co-plan explicit SMP lesson Observation
Co-teach SMP lesson Post survey

The teacher will provide SBAC
performance task practice
opportunities for students to
identify and discuss the SMPs
during math activities.
Individuals Survey Needs Assessment
Debrief
Co-plan next SMP lesson
Gather performance task types of Final
activities for use in the class observation of
Teach cooperative group-work group work
procedures to teacher
Co-plan lesson teaching students about
cooperative group work procedures and
providing opportunities for students to
participate in group discussions
identifying the SMPs
Debrief
Observe students in next group work
session
Debrief
Reflection

Work with this mentee has followed the action plan created based on mentee needs described in the

narrative above. The mentee teaches in a 3rd grade classroom, and is using the Go Math! curriculum offered

by Houghton-Mifflin. The district has the expectation that all teacher will utilize this curriculum with fidelity in

order to teach math. The first goal was, the teacher will identify opportunities to reference the SMPs while

teaching math lessons from adopted curriculum. In order to accomplish this goal, I initially offered

presentations at site staff meetings on the SMPs and where to find them in the curriculum. I then met with

the mentee to look at the lessons that will be taught in the coming week. First, we identified which SMP we

wanted to focus on in class. We decided to focus on SMP 6, attend to precision. While looking over the

lessons provided in Go Math!, we identified places in the lessons where it was necessary for students to

attend to precision, where we could model it and think aloud about it, and created some sentence frames for

students to use during partner talk to help them start to use the language of the SMPs.

Following the lesson planning, I offered to teach two consecutive days of math, modeling the focus on

SMP 6 while the teacher observed and took notes. I introduced the SMP prior to beginning the math lesson,

and explained why it is important by giving the example of using parentheses in order of operations. I

explained that we must always pay careful attention to the symbols we use in math and that we must always

label our work. I then taught the lesson in five stages: direct instruction/modeling, guided practice (we all do

together), guided practice (you all do together while I check), independent practice, and whole-group problem

solving. During the direct instruction, I stopped and practiced think aloud multiple times do demonstrate

how I was using SMP 6 while I was engaged in the math. I then asked a couple of students to use a sentence

frame to explain how I used SMP 6. The frame read, I see you using Attend to Precision _____. Another one

read, Attending to precision in this problem is important because _____. During the initial guided practice,

when we all do the work together, I then had A/B partners practice using the two sentence frames with each

other, and we shared out as a class. This way, students gained practice using the language of the SMPs.

Finally, after independent practice, and reviewing our work, I engaged the class in whole-group problem
solving, again, asking A/B partners to practice discussing the problems and discussing how they used SMP 6

when doing their work. This was done for two days, and after each lesson, a debrief session was held with the

mentee to reflect on the lesson, its outcomes, and next steps.

We then planned one more lesson where we could co-teach the lesson, following the same process.

We divided the lesson up into segments so we would know where part we were covering, and debriefed at

the end to reflect on the process. This led to the next learning goal for the mentee, the teacher will explicitly

teach the SMPs. Following the co-teaching session, we met one more day to plan on the following days math

lesson. The goal was for the teacher to identify where SMP 6 fit into the lesson and how to make students

aware of its use. This was mainly led by the mentee, and I only offered ideas when asked, as I wanted to

gradually release the mentee to do this work on their own. The following day, I observed the lesson, taking

notes on when and how the SMP was used, and we then reflected on the process and what the teacher should

do next. We both agreed that it would be best now to introduce another SMP the same way. After several

lessons of the new SMP, the teacher and students could then focus on both SMPs at once, learning to

recognize that they can both be in play at the same time. This process will continue, until all 8 SMPs are

covered and used during discourse frequently.

The third goal was, the teacher will provide SBAC performance task practice opportunities for students

to identify and discuss the SMPs during math activities. For this, we identified a performance task that was

offered within the curriculum to be used at the end of a chapter coming from a SBAC practice book. This way

the performance task aligned to instruction and the SBAC. The mentee had no idea that this resource existed

in Go Math!, so this was a great find for her.

The next step for us will be for me to teach the cooperative group work process with the class using a

previous chapters performance task SBAC practice. This will provide the students and the teacher with a

protocol and procedures for group work in the future. I will then co-teach using the performance task practice

aligned to the current chapter. Initially, we had planned on having this done at this point, but the timeline of

the project has been short with many day-to-day school operational issues interfering with our plans. The
process of planning, teaching, and debriefing is also time consuming, and the teacher has to maintain the

ability to keep up with grade level pacing of all subjects, so I have not been pressuring her to get this project

done. Overall, the feedback has been great. This mentee has been very receptive to the process and excited

every time we meet. She has stated how she now has an understanding of the SMPs and why they are

important, as well as now having an idea of how to incorporate them into daily lessons, thus teaching them in

unison with the content standards as they were meant to be taught. The final survey this mentee submitted is

below.

As stated, the timeline was too short to cover everything we intended on covering in the action plan

for this mentee, but not by much. Overall, this was an excellent opportunity to help a teacher gain
understanding and confidence in teaching the SMPs, and to help myself as an instructional coach gain

understanding and confidence engaging in adult learning and professional development.