Educational Administration Artifact Reflection

Artifact Title: Copy of Weekly Lesson Plans

Date of Experience Completed: October 14 through 18, 2013
Artifact Description:
My artifact is a copy of the lesson plan I created for the week of Monday,
October 14, 2013 through Friday, October 18, 2013. The Darlington
Community Schools requires that teachers submit weekly lesson plans the
Friday before implementation. The first three pages include grade levels,
subjects, objectives, materials, assessments, and standards. The lesson
plans are connected with 7th and 8th grade English/language arts and 8th
grade mathematics Common Core Academic Standards per school
requirements. The final two pages include step-by-step handwritten plans
for three groups during Response to Intervention time, one to two groups of
7 grade reading and language arts, two groups of 8 grade mathematics,
and two to three groups of 8 grade reading and language arts. As the
document shows, there are a variety of lessons for each section. It also
shows a variety of tools used during instruction. In this lesson plan,
worksheets, discussions, tests, and technology were used to assist in student
learning.
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Wisconsin Administrator Standard Alignment:

This weekly lesson plan best aligns with Wisconsin Administrator Standard
1.7 which states: The teacher plans instruction based upon knowledge of
subject matter, students, the community, and curriculum goals.
This weekly lesson plan best aligns with Standard 1.7 because it
demonstrates understanding of subject matter, curriculum development, and
student development and how this knowledge is used in planning instruction
to meet curriculum goals. Evidence of this is shown throughout the lesson
plan. Curriculum goals involve assessing student progress based on their
ability to meet Common Core Academic Standards (CCAS). CCAS are listed
for each of the lessons within the first three pages of the artifact. Evidence
of understanding student development is shown within the handwritten plans
on pages four and five of the artifact. Six different lessons (one for Response
to Intervention, one for seventh grade English, two for eighth grade math,
and two for eighth grade English) were created for only eight students (one
to four students per group). Each students stage of development was
different, which was used in planning individualized instruction. This weekly
lesson plan also aligns with Standard 1.7 because it demonstrates teacher
value in both long-term and short-term planning. Evidence of long-term
planning is shown on pages one through three of the artifact. The lesson
plan included the overall length of each unit, unit instructional goals, unit

tools, and unit assessment. Evidence of short-term planning is shown on

pages four and five of the artifact. Handwritten notes describe the weekly
breakdown of the units. The typed lessons are used as a guideline, but the
handwritten plans are used as a daily schedule. Alignment with Standard 1.7
is also demonstrated with the creation of lessons and activities that operate
at multiple levels to meet developmental and individual needs for diverse
learners and help each student progress. As stated earlier, these weekly
lesson plans were designed for only eight students. Each student differed in
their cognitive development. All students presented with various degrees of
learning disabilities or cognitive disabilities. Differentiated lesson plans were
created to meet the individual instructional needs of each learner. Evidence
of this is also demonstrated on page four of the artifact. There are two
separate groups of learners during RtI time. The first group was completing
lesson #15 (level D) while the second group was completing lesson #85
(level K). Students were grouped and taught at their instructional levels.

What I learned about administration/teaching/learning from this

experience:
As a teacher, I learned it is extremely important to know your students,
especially those receiving special education services. Without knowing the
individual students learning needs, I would not have been able to design
specialized lesson plans. I feel blessed to spend two to three years with each
middle school student in special education. It is beneficial to both me and
the students, because they have a greater chance at personalized learning. I
enjoy learning their strengths and weakness, and how they are used in
individualized educational design.
While implementing this lesson plan, I learned this generation is actively
interested in technology. There were a few technological components to the
lesson, including the Parts of Speech CD-ROM and SMARTboard math
lessons. The students were engaged and actively participating during the
parts of speech lessons. They enjoyed pushing buttons, dragging words, and
entering answers. A few times during the parts of speech lesson, a student
would mention they had already played a game that reminded them of this
activity. The students had played similar grammar games in previous classes
on SMARTboards, computers, and other technological devices. Additionally,
there were a couple times the students mentioned a program or device that I
had never heard of. I did not think I would get to this point so early in my
teaching career. The technology learning curve happens so quickly. We, as
professionals, need to stay informed and incorporate popular technology into
our classrooms.

What I learned about myself as a prospective administrator as a

result of this artifact:
As a prospective administrator, lesson planning teaches me flexibility. As a
teacher, events come up, plans change, and students are absent.
Sometimes we are forced to change our well laid-out daily plans to
accommodate these changes. Flexibility is also a necessary trait as an
administrator. I have heard administrators speak about having a 15 item to
do list set at 7:00 A.M. Their to do list turns into 25 items by lunch
without crossing anything off! Students misbehave, parents visit the office,
observations are scheduled, and emergency meetings are called. I get the
impression most days do not go as planned as an administrator. For these
reasons, administrators need to have the ability to be flexible with their
thoughts, actions, and time. Work flexibility is a character trait I feel I am
already blessed to have. I do not believe I would be as effective teaching
special education without being flexible. This is a character trait that I will
need to bring with me as I enter into a leadership role.