KELLY DUNHAM

NOVEMBER 2014
400 HOUR INTERNSHIP
CUMULATIVE HOURS 265.5
ELCC STANDARD

MAJOR ACTIVITIES

STANDARD 1
STANDARD 2

STANDARD 3

STANDARD 4
STANDARD 5

Instructional Rounds follow-up @ Hinsdale School

Instructional Rounds Problem of Practice meeting at
Belfast
Started full clinical evaluation cycle report
Identified and read TED Workbook and compared to EdTPA
to establish process to use
Follow-up on student discipline
Handled multiple student discipline cases from start to
finish
Worked with students who felt discipline was not fair
Response to parent who asked about volunteer
opportunities, mailed paperwork

STANDARD 6
STANDARD 7

Updated portfolio and matrix

October write-up and reflection

REFLECTION / COMMENTS:
Instructional Rounds:
November brought the final stage of the first full cycle of Instructional Rounds to a
close. I have now been start to finish through the first full process with participating
districts in Allegany County. The final stage was carefully planned by the BOCES
Professional Development Specialist. Guidance for the Instructional Rounds protocol
was closely followed, proving to provide very useful information for the district that
was targeted. Within our large group we broke into pairs and compared our
evidence collection that we obtained from our classroom observations. We paired
similar observations and developed a pattern statement. From the pattern

statement we then made prediction statements. All evidence was categorized

under our pattern statement which gave us the basis for the prediction. Each group
wrote their evidence and statements on large presentation paper and shared to the
entire group. Since this process is so evidence based it proved extremely
interesting. Data was the driving force instead of opinions. Any judgments or
opinions were thrown out as the process went along. With the entire groups
collection of data and the final analysis, all information was then turned over to the
district under review. Much feedback was given by group members and the host
district on the positive outcome that they felt was revealed. The gathered
information is now the districts data to be able to do as they see fit with it. It
sounds as though professional development and a district wide drive to improving
the problem of practice will be the main target for the district within the next couple
of years. I am excited to continue this process and see more outcomes in other
districts.

Discipline:
Discipline continues to be very time consuming. The communication with teachers,
parents, administration and students is vital in having consistency. A gap in
communication from when a teacher sends a student to the office to the point that
the referral comes in can be difficult. Generally the student gives a different version
of why they are in the office then what the referral says. I have found that having a
student sit in the office until the bell rings and then following up with discipline later
is much more useful. Discipline is not always a clear cut and quick in action. Some
research into different versions of stories has proven helpful this month along with
watching video footage to figure out discrepancies. Working with my site supervisor
through unique circumstances has also given me different perspectives on practices
and procedures.