Professional Documents
Culture Documents
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Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ There are two teachers in addition to myself in my Kindergarten classroom at all times. There
is the host or supervising teacher, a paraprofessional, and myself as a student teacher. Each
Kindergarten classroom has a certified teacher and a paraprofessional. Additionally, this
particular class is an inclusion class there is two students with IEPs, two students with
behavioral contracts, and there are different RTIs in place for all of the students. Those that are
able to work independently after being introduced to a concept are in tier one, those that needs
additional help has been placed in tier two. Students that need additional help are pulled out to
address their specific needs with special education specialists. ]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[ The Kindergarten team works together and divide tasks for each subject lesson planning and
other weekly planning and documentations that is required of them. For example, one teacher is
responsible for writing and distributing math lesson plans for the entire grade level, and each
teacher has the ability to independently decide what they would like to do in small group stations
in reference to the focus of instruction(s) for that week. Therefore, there is a pacing plan. In fact,
the teachers collaboratively decide if they would like to continue to review material rather than
moving forward at a pace that they may believe is too rapid for the students understanding and
development. ]
one full rotation focusing on the skill for that week. The actual instructional time lasts for about
twenty minutes each day. ]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ There are four small groups that work collaboratively in math stations. Each group has been
organized by the students abilities. In each group there is a higher level student and at least one
lower level student, and the other two are students that are at an average level. The overall
intention for this method is for the higher level student to have the ability to work with the lower
level student and/or vice versa, displaying peer leadership and collaborative learning. I have
found that it has become a natural behavior for the higher level students to provide assistance
even when the teacher desires for the other students to work independently. Also, I have
witnessed it being almost distracting and/ or overwhelming for higher level students when the
lower level students heavily on their assistance. ]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[ Go Math ]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[ Counting cubes, spinners, overhead projector. ]
Number of
Students
2
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
Number of
Students
5
Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems