Documente Academic
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September 21
Ms. Alpha told me that she will meet with me September 25. She said that we will go over
Danielson. She also said that the superintendent is expected to visit that day but we can meet at
9am.
September 25
Ms. Alpha did not meet with me on this day because she was preparing for the superintendent
visit. She met with the superintendent and Ms. Alpha shared with me that it was a very tense
meeting. She told me one thing from the meeting, that the superintendent commented that the
leaves were missing on the tree on the attendance bulletin board. He said that it looked very
bad since it was on the first floor. I told her that I will put up the rest of the leaves in the morning.
Reflection: The superintendent came to discuss data and instruction with Ms. Alpha. I thought
she would tell me something about math, but she did not. I was disappointed. I wanted helpful
feedback that would assist me in my planning and preparation for future professional
Ms. Alpha and I reviewed the October calendars and study group sessions. At one point, she
said that the mothers of students complained that there was not a “mom bring your child to
school day.” There was a “dad bring your child to school day” a week ago. She said, “They
complained about the most mundane things but when it came to their children’s education, no
Reflection: I loved the “idea of mom or dad bring your child to school.” I felt that this was
unfair especially if they did not live with their mom or dad. Many children in my school live
with a foster parent, aunt, uncle, or grandparents. This was an event that I would never put
At the end of the meeting, she told me to close her door. She said that due to low enrollment
(474 students) and a “$55,000 or so” budget cut, she had to excess two teachers.
Reflection: This had to be one of the most difficult part of the job. After 13 days into the school
year, she told two teachers they had to leave. Ms. Alpha looked drawn and tired. I thought
about if I wanted this kind of position and the stress that was attached to it. Budget cuts led
to the arts being cut. I wondered, did she have to excess those positions? Was there a way
around it? Could she have done something to prevent this from happening? I have worked
I found out from Ms. Beta (an assistant principal) that the superintendent always came to my
previous principal about the budget. However, unlike Ms. Alpha, the previous principal had
data to back up her unwillingness to excess any teacher. Ms. Beta said, “as long as the data
portfolios, fire-drill charts, lesson plans for the week, bulletin boards (with a task, rubric, standard,
comments on each piece of work), and the flow of the day chart (learning objectives that tell
what the students are learning at a specific time, in “kid-friendly” language). She also observed
how the students were grouped and the instruction that happened at the moment.
We walked into Teacher 1 room and sat in the back. The teacher taught a lesson on inferencing.
Ms. Beta sat for about 2 to 3 minutes, listened and then walked around. She looked through the
portfolios to determine if the goal, checklist, and dates were there. She looked at the teacher’s
Reflection: Ms. Beta was very thorough for our first visit. She recommended that the teacher
wrote the “how” in the learning objective explaining to the teacher that “I will determine the
theme” was not enough. The “how” was missing. The teacher should have added “by using
my prior knowledge and details from the text.” I told her about when my students made an
inference, sometimes they referred to their prior knowledge that was not connected to the
topic at all. I told her this misconception had to be addressed once it is recognized. I liked the
first visit. Ms. Beta knew exactly what she was looking for and was focused.
Next, we went to Teacher 2 and sat down. Ms. Beta went to look at the bulletin board and then
asked the teacher for the lesson plans. The teacher had a lesson plan in her hand.
The following conversation occurred:
Ms. Beta – “Do you have your lesson plan for the week?”
Teacher – “Yes.”
MB – “They’re supposed to be readily available.”
T – “I have to print it.”
The teacher walked over to a computer and had difficulty retrieving it. Ms. Beta said to her to
plan her week and come up with a system so her plans were readily available. This entire scenario
was done with discretion. It also took time away from instruction which Ms. Beta pointed out.
Reflection: I understood the reason why Ms. Beta wanted teachers to have plans for the week.
It showed continuity and planning on their part. However, she wanted it to be readily available.
Maybe, she could have left a note for the teacher to hand in her plans by the end of the day.
Even though their exchange was discrete, teacher 2 was very nervous and filled with anxiety at
the moment. For some teachers, this can affect the rest of the lesson.
Next, we visited teacher 3 – grades 3 and 4 together. When we entered, the students were all
doing System 44, an intervention program for struggling readers. We did not sit down in this
class. Ms. Beta went immediately to the lesson plans and she (the teacher) too, had the rest of
Ms. Beta also noticed the calendar. The date was correct but it said, “Yesterday was Tuesday,
Today is Wednesday, Tomorrow will be Thursday.” It was incorrect. She wanted to know when
calendar talk was done during the day. I said that there was no calendar talk during the math
block and that it was done in the morning. She said this routine had to be established and clearly
Reflection: By now, I noticed that lesson plans took priority. I understand the importance of
lesson plans. However, Ms. Beta did not notice that the teacher did not differentiate the lesson
that she was teaching. There were no tools on the table, e.g. white boards, markers, letters,
and words. There was no individual learning in the small groups. In addition, when she showed
me the calendar and asked me about the math routines, I thought she clearly knew the math
block – there was no time in it for calendar talk. This took me by surprise and I felt a little
anxious afterwards. The conversation about the calendar took place in the classroom. It was
distracting and uncomfortable for me and I know for the teacher, as well. Again, Ms. Beta
should have left a note for the teacher to update her calendar board.
Last, we visited Teacher 4 (one-year teaching experience) – grades 4 and 5 together. The
students were working on a geography sheet since the materials for their class had not arrived
yet. Ms. Beta walked over to the portfolios, looked in, and then brought some back to me. There
was nothing written on the cover or inside. I can tell this disappointed her especially when the
class has 4 para-professionals and twelve students. She took pictures of the flow of the day chart
which wasn’t updated. Ms. Beta then asked for the lesson plans, looked at it briefly, and left.
We returned to her office and debriefed. She said it was important that her feedback was not
judgmental or inferred. She said the students seemed to be engaged but there was no
differentiation. She pointed out a student who was in 4th grade but reading on a 2nd grade level.
Reflection: When Ms. Beta went in, she was focused on finding evidence for 1a and 1e in
Danielson. Planning coherent instruction is the heart of teaching and can be a crucial guide as
a teacher goes through his or her day. Thorough planning from the teachers is a must-have. I
also liked how she wrote the feedback. She kept it bulleted and to the point. I do believe that
Ms. Beta should meet with each grade 4 teacher. This is another way for a teacher to feel
October 3
Ms. Alpha invited me to sit with administrators as they went over the NYS data with the teachers
in grades 3 and 4. There were separate meetings for both grades. There was nothing drastically
different between them. They were both tense, uncomfortable, and contentious. Ms. Alpha’s
comments included statements like, “Never in my life, have I seen data like this,” “This was like
a dagger through the heart,” “We have always performed better than the other schools around
here, now I can’t say anything,” “The superintendent is going to be on us like white on rice and I
don’t want that,” “And we have effective teacher, not as many as before, and well forget highly
effective, no way,” “we are going to have visitors up the wazoo,” and “We’re going to be coming
in (to classrooms).” As a result of the data, the superintendent was going to dispatch an ELL
math program. Then she said, “I close the book and just teach. These children don’t have the
Reflection: I waited for an administrator to say something but no one spoke up. What was
going on? This teacher had 25 students in her class, 16 of whom have IEPs. She told a group
of administrators that all of her students did not have the prior knowledge. Why did they not
say anything? I have visited her class and she taught a one size fits all, lectured for 50-75
minutes – no centers, every student doing the same thing. Not one administrator pointed this
out to her.
I loved the superintendent response of pouring support into our school! I think we need the
support and the visits. We need administrators to visit classrooms daily and give feedback.
Maybe this is what we were missing the last three years since Ms. Alpha took over. She need
At the same time, this kind of coercive style of leadership can have damaging effects especially
with “teachers who seek the satisfaction of work well done”. And this was exactly what
happened. Soon after the meeting ended, a 4th grade teacher walked back with me to my office
and said she was doing everything she can and what they just said hurts (she had tears in her
eyes).
The message got lost and that was because of the way it was presented. The data went down
and there was no collaboration between the teacher teams and administration. There were
no suggestions given and no opportunities for team building. Instead, it was just the leaders
top down decision-making. The climate of the school is already very low, trust is barely there