Reflection
Data Analysis & School Improvement Reflection
ITEC 7305 – Summer 2018- Dr. Campbell
During this semester, I was exposed to a great deal of information. The information I learned, while valuable on its own, was information that I could use to build upon for the next task or subsequent tasks. Learning how to view and understand data was probably the most useful of all. As an elementary Special Education Teacher, I progress monitor, collect, use, and share data often.
During this course, I learned how to interpret data more effectively (using EXCEL), share or present data to a targeted audience verbally and via a narrated PowerPoint video, and I learned how to use the results of data to create Action Plans.
Of the many field experiences embedded within the course, I found the Data Overview both the most challenging and the most rewarding. The challenge for me was incorporating so many newly acquired skills, most of which I have already mentioned above, in such a small amount of time. The course was fast-paced, information rich, and limited by time for me to demonstrate my level of understanding and skill proficiencies.
Little did I know when I was asked to attend my school’s Leadership Training, that I would share so much information that I acquired because of completing the Data Overview. I had now idea that my area of focus on the Data Overview would pair well with the role that I was asked to serve in for the 2018-2019 school year.
On the Data Overview, I focused on the fact that 100% of all fourth-grade SWD scored in the Beginning level on the 2017 GMAS in English Language Arts (ELA). That was a total of twelve students, who in my opinion got lost in the achievement gap. It wasn’t until I signed in at the Leadership Training that I realized that I was designated as the new ELA content representative for my school for 2018-2019. At first, I felt very inadequate for this task- “Why me?” Then I started to share my concerns for how poorly the SWD scored one 2017 ELA GMAS that I began to think, “Why not me?”
My new responsibility will allow me to continuously apply the skills that I have learned in this course within the Special Education department, on the Fourth-grade Team, and at the building level as the ELA content representative. Additionally, I was asked to serve as mentor for another Special Education Teacher, who I enjoy working with. She and I teamed up on a few tasks last year. In fact, she helped me last semester complete tasks related to my Field Experiences.
I anticipate some push-back because not only am I a Special Education Teacher, and 2018-2019 will mark my second year in the building. Often, Special Education Teachers are not viewed as “strong” or “knowledgeable” about content. We are usually called upon for strategies, differentiation, and behavior…it that. Lucky for me, I can use “Elevator Speech” to win them over.
I am positively nervous, but I trust that the building administrators, who by-the-way, are also new to the building, chose me because they believe that I can do the tasks that they have charged me with for the upcoming 2018-2019 academic school year.
It’s almost as if they already knew that I was taking this course and learning the skills to do tasks that they have asked me to do. I accept!
Data Analysis & School Improvement Reflection
ITEC 7305 – Summer 2018- Dr. Campbell
During this semester, I was exposed to a great deal of information. The information I learned, while valuable on its own, was information that I could use to build upon for the next task or subsequent tasks. Learning how to view and understand data was probably the most useful of all. As an elementary Special Education Teacher, I progress monitor, collect, use, and share data often.
During this course, I learned how to interpret data more effectively (using EXCEL), share or present data to a targeted audience verbally and via a narrated PowerPoint video, and I learned how to use the results of data to create Action Plans.
Of the many field experiences embedded within the course, I found the Data Overview both the most challenging and the most rewarding. The challenge for me was incorporating so many newly acquired skills, most of which I have already mentioned above, in such a small amount of time. The course was fast-paced, information rich, and limited by time for me to demonstrate my level of understanding and skill proficiencies.
Little did I know when I was asked to attend my school’s Leadership Training, that I would share so much information that I acquired because of completing the Data Overview. I had now idea that my area of focus on the Data Overview would pair well with the role that I was asked to serve in for the 2018-2019 school year.
On the Data Overview, I focused on the fact that 100% of all fourth-grade SWD scored in the Beginning level on the 2017 GMAS in English Language Arts (ELA). That was a total of twelve students, who in my opinion got lost in the achievement gap. It wasn’t until I signed in at the Leadership Training that I realized that I was designated as the new ELA content representative for my school for 2018-2019. At first, I felt very inadequate for this task- “Why me?” Then I started to share my concerns for how poorly the SWD scored one 2017 ELA GMAS that I began to think, “Why not me?”
My new responsibility will allow me to continuously apply the skills that I have learned in this course within the Special Education department, on the Fourth-grade Team, and at the building level as the ELA content representative. Additionally, I was asked to serve as mentor for another Special Education Teacher, who I enjoy working with. She and I teamed up on a few tasks last year. In fact, she helped me last semester complete tasks related to my Field Experiences.
I anticipate some push-back because not only am I a Special Education Teacher, and 2018-2019 will mark my second year in the building. Often, Special Education Teachers are not viewed as “strong” or “knowledgeable” about content. We are usually called upon for strategies, differentiation, and behavior…it that. Lucky for me, I can use “Elevator Speech” to win them over.
I am positively nervous, but I trust that the building administrators, who by-the-way, are also new to the building, chose me because they believe that I can do the tasks that they have charged me with for the upcoming 2018-2019 academic school year.
It’s almost as if they already knew that I was taking this course and learning the skills to do tasks that they have asked me to do. I accept!