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D097 Teacher Interview

(Passed)
Course

Education Foundations (D097)

226 Documents
Students shared 226 documents in this course
Academic year: 2021/2022
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Western Governors University

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Task 2 Teacher Interview The Content Standards for Connecticut are in the following location: portal.ct/SDE/CT-Core-Standards. I interviewed Mr. Sunny Bridges, who teaches English in Connecticut.

Mr. Sunny Bridges believes that the content standards in a standards-based curriculum give students something to aim for and focus on. In addition, he likes that it gives teachers a sort of “Road Map” when it comes to creating and modifying lessons. Regarding lessons, standards make certain specific skill areas are included in units. In his experience with town-based public schools, goals/mission statements reflect expectations (e., academic, civic, and social) with descriptions that “sort of” reflect standards. He uses the UBD (Understand by Design) to plan his lessons. He knows what he wants his students to achieve (priority standards) and plans studies that reflect each of those individuals to lead them to be to bring them together, and complete an assignment that reflects all the standards in the unit. He shares the standards with his students by putting up a list of criteria relevant to formative and summative assessments, assignment(s), and performance tasks. Some of these decisions were influenced by factors through experience. Mr. Bridges mentioned how state and national standards are usually embedded in most districts’ curricula. Every assignment reflects the standards that are assessed. When it comes to adding rigor in his classes since in ELA, the Connecticut standards are up for teacher “interpretations on difficulty level. For example, the following criteria appear in 9-12.

CCSS.ELA-LITERACY.RL: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. There are several different skills involved in that one standard: reading-both, understanding the words and comprehending the meaning of the text, analyzing for specific details and purpose, finding textual evidence to back analysis, and writing skills that are needed to write a summary (one without opinion). She states, “As an educator, I am aware that the cognitive ability of a 9th grader is different from that of a 12th grader. My expectations must be clear for the students who will be confused about what I am asking them to do. I also must take learning differences into account when creating lessons. As for “rigor,” the difficulty level of text (Lexile) and the amount of writing required in summary (as well as the amount of text evidence) can determine rigor. To drive instruction using data, she assigns a “baseline” writing assignment with a few specific skills priority standards. Then as the course progresses, she assigns similar projects to assess improvements. She also uses the school broad Reading Assessment (SRI) to determine growth areas and what needs improvement for individual students. Mr. Bridges goes into how his change was fundamental to his teacher identity. We began with Mr. Bridges mentioning he is going into his 25th year as an English teacher and how education has changed and evolved tremendously. He states, “Dittos are now google docs, and textbooks and downloaded digitally. The change has only improved my lessons and my creativity as a teacher.” He continues and says that his educator philosophy has remained the same: “All students are entitled to an equitable education.” This philosophy aligns with Hattie’s mind frame, “I am a change agent and believe all my students can improve” (10 Mind

issues on her own and learn about them (esp. technology platforms) on his timeline.” He then shares information with other teachers in the building when they can meet. I specifically chose someone with a significant number of years in the field. I was excited. I knew this teacher personally and knew I would get so much information from them. During the interview, I felt like it was more of a conversation. I thought he was pouring his knowledge into me instead of a transactional call and response moment. I genuinely felt that Mr. Bridges wanted me to get everything I wanted and needed from this interview. He had given me her thoughts, from implementing state standards to using humor with students in and out of the classroom. I know I learned a tremendous amount and thoroughly enjoyed it. I believe he felt the same way. He was pleased not only because someone valued his thoughts and beliefs on the profession, but that someone young whom he’s growing is following the same path. Again, I got everything I wanted and more from it. The interview feeling like a conversation made it easier to deliver and receive helpful information. Something I wish I had done was asked additional questions. However, for the sake of time, I did not. I already got to ask for 12, and I believe that was a good amount. So that might have just been because I wanted to further the conversation, not because I lacked content. I agreed with his stance on the application of standards wholeheartedly. Using the standards as a map is the best way to go. It makes the assignments and assessments more purposeful. It gives the students and teachers a goal to reach. So, incorporating state content standards by using it as a map seems like a proper use. I agreed with his stance on being specific and meaning with difficulty. It makes complete sense not to expect a grade 9 to have the same level of ability and comprehension as a student in

grade 12. I believe this concept supports his idea of how level and difficulty assist in creating a curriculum. I was in total agreement with his entire reasoning for his self-identity. I, too, believe that teaching is beyond grades and the classroom. It encompasses safety, emotional support, challenge, and everything in between. His thinking that “All students are entitled to an equitable education.” is telling of the world now and always. Not all students are the same, and not all situations are the same, but they all should receive an education. I completely understood and agreed with him regarding professional development. Having a target area to improve in will give one focus. Checking in with the administration will also tell you what the admin is looking for. And meeting and conversing with peers has always been something I thought to be helpful. From the interview with Mr. Bridges, I learned how much can and should go into curriculum and lesson planning. I knew that lessons aren’t only about reaching a standard. For example, there should be a proper difficulty, challenging in some capacity, and progression from lesson to lesson. He also noticed that sharing those targets with students gives them a goal to reach. The same actual goal she is trying to achieve. Also, that feedback is essential. It will assist in one’s growth as a teacher. If I were to do the interview again, I would ask how he takes the feedback and then goes back into his lessons and do revisions. A strength I believe that I have related to the Hattie mind frame is “I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.” I believe I have the skill set to ensure that students feel safe in my space and trust me. Primarily because I knew what my peers and I wanted as a high school student not so long ago. I also believe that my weakness relates to that mind frame as well. I know personality plays an

References

“10 Mindframes for Visible Learning.” THINKING PATHWAYS , thinkingpathwayz.weebly/10-mind frames-visible-learning.

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D097 Teacher Interview

Course: Education Foundations (D097)

226 Documents
Students shared 226 documents in this course

University: Western Governors University

Was this document helpful?
D097
Task 2
Teacher Interview
The Content Standards for Connecticut are in the following location:
https://portal.ct.gov/SDE/CT-Core-Standards.
I interviewed Mr. Sunny Bridges, who teaches English in Connecticut.
Mr. Sunny Bridges believes that the content standards in a standards-based curriculum
give students something to aim for and focus on. In addition, he likes that it gives teachers a sort
of “Road Map” when it comes to creating and modifying lessons. Regarding lessons, standards
make certain specific skill areas are included in units. In his experience with town-based public
schools, goals/mission statements reflect expectations (e.g., academic, civic, and social) with
descriptions that “sort of” reflect standards. He uses the UBD (Understand by Design) to plan his
lessons. He knows what he wants his students to achieve (priority standards) and plans studies
that reflect each of those individuals to lead them to be to bring them together, and complete an
assignment that reflects all the standards in the unit. He shares the standards with his students by
putting up a list of criteria relevant to formative and summative assessments, assignment(s), and
performance tasks. Some of these decisions were influenced by factors through experience.
Mr. Bridges mentioned how state and national standards are usually embedded in most
districts’ curricula. Every assignment reflects the standards that are assessed. When it comes to
adding rigor in his classes since in ELA, the Connecticut standards are up for teacher
“interpretations on difficulty level. For example, the following criteria appear in 9-12.

Students also viewed

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