Mollie Bounds

End-of-Practicum Self-Evaluation
What have you learned about yourself as a person and as a gifted specialist that will be
most beneficial to you as you continue your teaching career?
I think I have learned the most about myself as a teacher while teaching gifted and then even
more working in central office. As a classroom teacherI never really fit the mold. I was
constantly bending rules and doing my own thing just trying to be satisfied with the
environment that I was creating in my classroom with the engagement that I was feeling from
my students. I could never reach this nirvana state in which I felt like it was WORKING.
The seeds were planted thenthe discontent. The seed that our education system just isnt
structured for the human brain and the way it learns. I ran myself ragged trying to work within a
system that didnt value creativity, relevancy, student voice, and process. It wasnt until I made
the shift to teaching gifted that I was able to be more myself by having the time to bond better
with students, on an intellectual and emotional level, and from the strength of this bond added to
the honesty in the room we are able to take their learning to the next level. Also, during my time
teaching gifted I became painfully aware of the other four hours that the students were
experiencing in the general education classroom and knew that this must be addressed. I
learned that a lot can be accomplished by having a conversation with the students on how they
can take charge of their own learning in the classroom and differentiate themselves. I would
often have projects running that they had access to while away from the gifted classroom. All of
these findings helped me make the very difficult decision to move to central office in a position
that not only works with gifted, but also works with educators to increase creativity and critical
thinking in the general education classroom. Everything that I have been through has helped
me solidify this vision of what education needs to look like and I thought this position would help
me help others. Lose the walls, the grades, the grade levelsput in problems to solve, explicit
creativity lessons, give students a voice to be heard, meet them where they are, give them the
support to invent and dent.
Inertia. The inertia in a classroom is hard-felt and immediate. Once you are out it feels that it
will take the strength of a giant to make a difference. Some days I am disheartened by the data
pushing and reliance on this massive gridded monster called school. I am still searching for
where I can make the biggest and deepest impact. As I move through this decision I ache for
the immediate impact and relationship that I had with students. If it is one thing that I have
learned about myself is that I need to FEEL the impactI need to SEE it and KNOW it and
there is no better place than in the classroom.
How have the relationships you have established within your school (e.g., with students,
collaborative/cluster teacher, other teachers, counselors, staff, administrators) and
outside of school (e.g., with parents, other gifted specialists, university personnel)
helped you to become an effective gifted specialist?
Wow, well all of these people are totally responsible for me being an effective gifted specialist.
Some do so in surprising ways. While I was a gifted specialist in an elementary school it was
surprising what impact the principal had on me. Now, this principal is NOT a believer of the
gifted program. I was even put in the work room my first year (where the teacher bathrooms
were). That was a challenge for me. Challenge accepted. I worked to make that program

rigorous, visible, collaborative, and supportive. In a way, she spurred me to be a much more
effective teacher because I felt like I needed to show her how beneficial and great this program
could be. I think the key was actually very simpleit was communication. I think gifted
specialists have a tendency to close off what they do from the rest of the school this creates a
situation in which there is a lack of understanding. I made sure to communicate to parents,
teachers, and the principal what we were working on in each grade.
Another great influence is the other gifted teachers in the system. We set up a monthly meeting
in which we meet a day to collaborate, share, and plan. The variety of backgrounds with
gifted and expertise is phenomenal! I stole everything my first year. I was able to take from
everyone and put together a program that fit my personality and my students personalities. I
absolutely would not have been as successful without them.
Yet, the biggest influence has been the students. Finally being in a position in which so many
structures and parameters were removed for them and for methere was a place for all of us to
be ourselves. When students feel like they can be themselves and they ARE themselves the
curriculum builds with their intent in it, thus it is engaging and valuable to them and to me.
Another influence has been my daughter. Having to watch her grow up in this system and to
watch her bang agains the walls of it her whole life has caused me, as a mother, to provide an
environment outside of school that fosters honesty, creativity, problem-solving, and to see the
world. ThisI have brought into my classroom.
What important lessons have you learned about implementing differentiated instruction,
the development and preparation of a concept-based curriculum unit, your knowledge of
gifted/talented students, and the inclusion of creative and critical thinking skills?
Ive learned that true differentiation is really hard and absolutely necessary. It must be planned
purposefully. In order for a student to be engaged in learning they really need to have enough
components that match their learning style, level, and interests. I think it is a lot to ask of a
general education teacher to differentiate for so many levels and that is why cluster grouping is
so important. In the gifted classroom it is even more important to differentiate to their interests
because of the depth of learning that happens and how little time we have with them. Ive also
learned that the gifted specialist needs to be a resource for teachers in their building to help
them build an understanding of differentiation in content, process, and product and how to
implement it.
The biggest thing I learned from developing and preparing a concept-based unit is that it mimics
the way that we (humans) process information. Depending on peoples point of views and
experiences is how they perceive and categorize information. I believe it is vital to explicitly
teach students that facts, knowledge, processes, and skills can cross over and take on different
meanings and applications with different concepts and environments. This TRANSFER of
knowledge, facts, processes, and skills to multiple areas is the foundation of creative and critical
thinking. This type of thinking is what moves us forward.
Gifted and Talented students are neglected in most classrooms. The biggest lesson I have
learned is that I need to advocate for them. All kids deserve to FEEL like they are learning and
that what they are learning is relevant and important.

How have you fostered the creation and advancement of an engaging and effective
learning environment for high-ability students?
I have worked with the gifted specialists in the system to foster collaboration between them and
the classroom teachers at their school. We are also working with Google Classroom to provide
a place for gifted students to have ongoing projects that they can work on in the general
education classroom. This platform can also be used for the classroom teachers and gifted
specialist to collaborate on materials appropriate for advanced students.
I have facilitated a PD along side the math specialist for Madison City Schools to 3 of the
elementary schools on how to use the Challenging Math Activities created by the state.
I have been working side-by-side with the math specialist for Madison City Schools to help
provide materials for advanced math students and also to help develop and structure PD to help
teachers create performance tasks that are challenging (DOK level 4) to engage the advanced
students but also to provide scaffolding questions within the same task for strugglers.
I have facilitated professional development called Infusing Creativity and Critical Thinking to
Madison City Schools teachers. It was a class that was offered on their District PD day in which
they could choose to attend any session they felt was applicable. I had teachers in the room
from K to 12th grade. I introduced and provided materials on the Six Thinking Hats, Decision
Matrix, and Brainstorming rules and techniques.
I have facilitated another professional development called Engagement and Differentiation for
Advanced Learners to the entire faculty of one of our elementary schools with Laura Minor and
Debbie Medeiros. The PD really focused on engagement though activities that captivated
advanced students and naturally differentiated itself to other levels and other types of thinkers.
A lot of these activities were from Birtie Kingores resources such as the Thinking Triangle and
the Frayer Model.
I have also met with many teachers one on one to work on classroom management techniques
for compacting, interest centers, and advanced curricula for high-end learners.
In what ways has Samfords gifted education program helped you develop a sense of
efficacy as a gifted specialist during the past year?
The most influential component of Samfords gifted education program is that EVERY
assignment and project was adaptable and useable in the classroom immediately. I was able to
put into action all of my research and work, see who it worked, critique and alter, it and get it
ready to use again. It was never just theory.
What aspects of the gifted education program at Samford did you find to be personally
challenging?
The most challenging for me has actually been the practicum. I believe that this is mainly due to
the fact that I am no longer in the gifted classroom so many of the experiences and evidence
had to be done outside of the classroom (after work) and/or tweaked to fit my new job in central
office.

Another challenging aspect was the creating of a concept-based unit. While it was exciting,
rewarding, and helped me understand myself more as a teacherit was very challenging do to
the newness of the philosophy and the rigor of the assignment.
Lastly, I just had a hard time adjusting to an online hybrid environment at first, but I am VERY
glad that there were times to meet face-to-face.
What experiences during your participation in the gifted education program did you find
to be most personally rewarding?
Though the Concept-Based-Unit was my most challengingit was also my most rewarding.
Being able to teach it (and tear it apart) was amazing. I saw the end product that my students
created and they were amazing. The best part was seeing their growth and their perceptions
about their own personal creativity change. They became believers.
Another aspect I really enjoyed were the affective lessons and training. I believe those
conversations opened up the floor for the honesty and bond that was created. They knew they
were in a safe place to be themselves and to improve themselves. It was very rewarding to see
their faces and hear their words every dayconfirming that my classroom was home.
Of course, my favorite times were when we really delved into creative and critical thinking
which is the crux of it allisnt it? I wonder why that class isnt a full semester.