Example for project

Teacher: Course/Subject: Grade: Type of Classroom:

School: Classroom Location:

Length of Class: #of Students in Class:

Interviewer’s Name/Role: Date: October 6, 2015

Section I: Environmental Analysis

1. Classroom Environment:

Students are seated at individual desks spread throughout the room with the main focal point being the whiteboard at the front of the classroom. The majority of instruction is delivered at or near the front of the room. One noticeable distraction is a large bay window at the back of the classroom. The other main distractor in the classroom is other students. Each student in the class has an IEP and has been identified with some sort of learning disability or emotional disorder. The students tend to have several unnecessary interactions during instruction.

2. Classroom Management:

Classroom rooms are relatively uniform throughout the entire school. Rules include students raising their hand, keeping their hands to themselves, using appropriate language, asking permission before getting out of their seat, and respecting peers and teachers. If rules are broken students are redirected which results in not being able to earn all of their points for that class period. If students do not meet their point threshold for the day they could receive a late bus which is similar to detention. If the pattern continues for the week, the student will be “on notice” for the following week. Being on notice means that a student does not participate in adventure day activities and can earn a late bus for not meeting their point threshold. If behaviors are severe such as being continually disruptive, being physical with a peer or staff, or using inappropriate language, students will be sent to individual programming. IP is a room where the student is secluded and must complete academic work in independently. When a student is in IP they are not earning their points for the day. If they fail a period in IP they automatically have a late bus.

3. Instructional Delivery:

The primary instructional delivery method is whole group instruction. Each class period begins with a brief preview of the agenda for the day, classroom expectations, and either a review or an opening activity. The whole group instruction includes direct instruction from the teacher followed by guided work, then independent or partner work. The instructional time is typically split between writing and reading. If students finish both writing and reading activities they have the opportunity to complete make up work. If all work is complete they can earn free time if they have had good behavior. Based on class size the student teacher ratio does not exceed 6:1. This makes one on one instruction far more likely and allows the students to seek help whenever necessary. Time on task is measured for each student and is based on attentiveness, amount of time working, and the number of prompts needed.

4. Course Requirements:

Each class students are required to complete an activating strategy, a guided activity, and an informal assessment. Students are also held accountable to earning points for behavior and participation. All of the materials that are required are supplied by the teacher. Materials typically include novels and novellas, chapter books, and reading and writing textbooks. Students are expected to have a minimum of 2 contributions to class discussions. In a small classroom it is very easy for students to contribute to the class. In order to be successful, students must follow all rules, all directions, complete all work, show good effort, volunteer to participate, and avoid having to be redirected.

5. Class Assignments:

Class assignments include journal entries, classwork, participation, quizzes, projects, homework and ticket out the door responses. Journal entries or activating activities are given at the start of each class as a way to get the students thinking about science. These journals are typically graded on completion and not on content. Classwork is also given each day and can include note sheets, guided worksheets, independent worksheets, think-pair-share sheets, graphic organizers, and other various materials. Students are graded on a weekly basis for participation in the classroom. They have an opportunity to earn 5 participation points each day. Projects are completed once per marking period. They generally require some sort of research accompanied by a written report and visual aid. Ticket out the door responses are given a few times a week at the end of a lesson to informally check for understanding. Homework is given occasionally to reinforce what was learned in class. The homework typically focuses on vocabulary.

6. Instructional Materials:

Instructional materials include text books, supplemental materials, and modifications to materials in order to differentiate instruction. The textbooks used are Bridges of Literature and Writer’s Choice. Students also have access to a wide variety of novels and chapter books. Supplemental materials include graphic organizers, leveled readers, and level appropriate instructional materials. Modifications are available in the form of extended test time, audio books to read along with, and breaking projects and assignments into smaller parts.

7. Grading System:

The grading scale is 92-100:A, 83-91:B, 74-82C. 65-73:D, 0-64:F. Grades are based on tests, journals, independent work, projects, and homework. Tests are generally Aimsweb Reading Comprehensions, PSSA Writing Prompts, and Aimsweb Spelling.

8. Teacher Behaviors:

The teacher is up walking around checking for understanding and students being on task. The teacher utilizes scaffolding and guided instruction to foster growth. The curriculum is specific but non-restrictive. There is a set list of topics to be covered but it is at the teacher’s discretion which topics are covered extensively. The teacher also has the freedom to decide which activities to conduct and can add in learning resources and activities for enrichment.