Teacher Observation Assignment: Cooperating Teacher Interview 1

Teacher Observation Assignment: Cooperating Teacher Interview

EDU 203 Introduction to Special Education

Sarah Barnes

College of Southern Nevada

April 25, 2018

Teacher Observation Assignment: Cooperating Teacher Interview 2

Teacher Observation Assignment: Cooperating Teacher Interview

1. What was the primary reason you became a teacher?

I wanted to give back to the community in which I was raised. Becoming a teacher and
accepting a position at West Prep is my way of Paying It Forward.

2. What are the main challenges you face as a teacher?

Finding a balance with all of the different learning levels, abilities, and situations within my
classroom. I may have IEP students, ELL students, transient students, students of different
socio-economic status, students from different cultural backgrounds, homeless students, and
students in foster care situations. I must ensure that I am providing equity in my instruction and
addressing the needs of all students and sometimes that is a huge challenge.

3. What is the best part of being a teacher?

Making connections with students and families, having the opportunity to impact the youth from
my community, those Aha moments when students gain an understanding of a particular concept
with which they’ve been struggling, and summers off.

4. How do you determine where students sit in class?

Most students have free seating in my class. I rearrange my seats (grouping) often, so they never
really get too comfortable in one particular seat. The only students that have assigned seats are
those that have had behavioral issues in class or those paired for ELL purposes.

5. How do you select members of any flexible groups?

We use WICOR partners often, so most times, students are grouped based on their WICOR
partners.

6. How often do you interact with parents in person? What are the main reasons for interactions
with parents?
Interaction with parents may occur about once every other week. We will schedule a parent
teacher conference for students with behavioral issues, failing grades, or any concerns that the
parent may have.

7. How much grading do you complete on a daily/weekly basis?

Some form of grading takes place daily, whether it is a bell ringer activity, a project, a quiz, a
test, a partner activity, or a ticket out the door.
Teacher Observation Assignment: Cooperating Teacher Interview 3

8. How long does it take to prepare lessons for the day/week?

Depending on the lesson, lesson planning can take anywhere from 15 minutes to 2 hours each
day. It depends on if I have to write notes for the lesson, gather materials for the lesson, cut out
items, etc.

9. What procedures or strategies do you use to maximize instructional time?

We use a variety of strategies including Kagan, AVID, Collaborative Study groups, WICOR
partners, White boards, Carousel Walks, Tickets out the door, etc.

10. What positive reinforcements you used successfully? What behavioral consequences seem
most effective with this age group?
I use Class Dojo points for my class. Students earn points for turning in homework on time,
answering questions accurately, participating in particular activities, helping others, cleaning the
classroom at the end of the period, etc. Students lose points for talking out of turn, off task
behavior, disrespect, unpreparedness, etc. At the end of the month, students participate in a grab
bag activity if they have 10 or more points. Students may also use their points for bathroom
breaks, water breaks, pencils, etc.

11. How are specialist teachers involved in your instructional planning and process?
Specialist teacher are not at all involved in my instructional planning. My math team comes
together once a week to plan in our PLC (professional learning community). Other than that, we
plan on our own.

12. How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance?
An administrator can pop into your classroom at any moment. They may stay for 2 minutes or
they may stay for 45 minutes. The amount of times that they observe you for a lengthy amount
of time depends on whether you are a probationary or veteran teacher. Probationary teachers are
observed more often. They use the NEPF as a measurement tool.

13. What consequences are there if your evaluation is not favorable?

I’ve never had an unfavorable evaluation, but I assume that an unfavorable one will mean
micromanagement of your teaching and being in danger of losing your position.

14. What surprised you most about teaching as a profession?

The lack of parental support. I remember back when I was in school, we would be so afraid to
have the teacher call home for a negative reason. We knew that there would automatically be a
consequence at home, no questions asked. I guess I expected the same thing when I began
teaching. However, I have found that it is difficult to get parents to come in for conferences. It
is also sometimes difficult to reach them on the phone. The most difficult part is when parents
get upset with the teacher for calling them and bothering them about their child!