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MSED ELEMENTARY PORTFOLIO PROJECT 1

Artifact #5: Literacy Lesson Plan.

The fifth artifact I have included in my portfolio is a literacy lesson plan that focuses on

asking and answering questions for text comprehension. Specifically, grade 2 students learn to

identify who, what, when, where, why, and how questions to demonstrate understanding of key

details when reading a text. This comprehension strategy not only helps students better

understand what they are reading but also retain the information they are reading.

I chose this artifact because it demonstrates my ability to plan and instruct an engaging

and effective literacy lesson plan, as well as create formative assessments that demonstrate

student learning. Based on the classroom scenario I was given, I made several modifications to

my instruction and assessments to ensure the needs of my students with special needs were met.

For example, I followed the gradual release of responsibility instructional framework (Fisher, D.

and Frey, N., n.d.) for the activities; I created heterogeneous groups to ensure stronger students

could support their classmates that need extra help; and, I incorporated several images to help

students make connections. I truly believe this is a lesson I would use in my classroom.

Standards.

The NYS and Ontario standards that I believe best align with my literacy lesson plan are

as follows:

Interstate New Teacher Assessment and Support Consortium Standards (InTASC).

Standard #1: Learner development.

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences.


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1(b) The teacher creates developmentally appropriate instruction that takes into account

individual learners’ strengths, interests, and needs, and that enables each learner to advance and

accelerate his/her learning.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

7(d) The teacher plans for instruction based on formative and summative assessment

data, prior learner knowledge, and learner interest.

Standard #8: Instructional Strategies.

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the

needs of individuals and groups of learners.

NYS Code of Ethics for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for
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students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principal 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong under standing of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards.

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

NYS P-12 Common Core Learning Standards.

ELA and Literacy, Reading, Grade 2.

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.


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Ontario Ministry of Education Curriculum Expectations.

Language, Writing, Grade 2 (1): Developing and Organizing Content

Developing ideas (1.2): Generate ideas about a potential topic, using a variety of

strategies and resources (e.g., formulate and ask questions such as the five W’s [who, what,

when, where, why] to identify personal experiences, prior knowledge, and information needs;

brainstorm ideas with a partner)

DOE Claims and CAEP Standards.

Claim 1: Medaille College graduates know the subject matter in their certification area(s).

Standard 1: Content and pedagogical knowledge

The provider ensures that candidates develop a deep understanding of the critical

concepts and principles of their discipline and, by completion, are able to use discipline-specific

practices flexibly to advance the learning of all students toward attainment of college- and

career-readiness standards.

International Literacy Association (ILA) Professional Standards.

Standard 2: Curriculum and instruction

Candidates use foundational knowledge to critique and implement literacy curricula to

meet the needs of all learners and to design, implement, and evaluate evidence-based literacy

instruction for all learners.

Standard 3: Assessment and evaluation

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment

tools to screen, diagnose, and measure student literacy achievement; inform instruction and

evaluate interventions; participate in professional learning experiences; explain assessment

results and advocate for appropriate literacy practices to relevant stakeholders.


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Council for Exceptional Children (CEC) Standards.

Principle 1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect

their dignity, culture, language, and background.

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Medaille College Department of Education


Lesson Plan

Teacher Candidate’s Name: Tania Trifonopoulos Date: April 6, 2018


Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______

Grade level: ___2____ Number of students in the class: __23____

Students with IEPs/504 Plans


Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
504: ADHD 1 - Flexible seating

- Frequent breaks to move around

- Fidget tool

- List of tasks on board to follow

Students with Specific Language Needs


Language Needs Number of Supports, Accommodations, Modifications
Students
ENL 2 - Visual aides to support language

- Frequent check for understanding

- Pre-teach vocabulary
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Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling readers 5 - Use of leveled texts

- Targeted guided instruction

- Small group instruction

Lesson __2___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: English Language Arts, Reading Literature

Grade Level: 2 Lesson Duration: 45 minutes

Central Focus of the Learning Segment


The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to ask and answer who, what, when, where, why, and how questions to comprehend key details in a
text.

Knowing Your Learners


What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Yesterday, I did a read-aloud of Little Red Riding Hood during circle time. Students were already familiar with the fairy tale; however, I still took the
time to pause and ask students to make inferences about what was going to happen next. At the end of the story, I asked the students questions
about the book (ex. “Where was Little Red Riding Hood Going?”, “Why was she going there?”, “Who did she meet in the forest?” etc.) This was to
monitor the students’ understanding and identify important ideas of the book to prepare them for today’s lesson.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Since the students are familiar with the story and have already discussed key details, today I will introduce the concept of using who, what, when,
where, why, and how (5Ws and 1H) to break down a story. This comprehension strategy will help them better understand and retain the
information they are reading.
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What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

It’s the end of Spring, and the warmer weather means people are spending more time outdoors. It also means several students will begin walking to
school with their older siblings or a group of friends. In a year or two, they might start walking to school by themselves or find themselves at home
alone after school.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Taking the above into consideration, I chose Little Red Riding Hood for this lesson to reinforce the dangers of talking to strangers as well as being
careful who you welcome into your home.

Curriculum Standards

NYS Common Core: CCSS.ELA-LITERACY.RL.2.1


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

The Ontario Curriculum, Grades 1–8: Language, Writing, Grade 2 (1.2)


Generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask questions such as the five W’s [who, what,
when, where, why] to identify personal experiences, prior knowledge, and information needs; brainstorm ideas with a partner)

Objectives Assessment Modifications to Assessments


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, If applicable, explain how you will adapt assessments to
identify what students will be able to do by the end of how will you evaluate and document your allow students with specific needs to demonstrate their
the lesson and are aligned to the standards identified students’ progress on each of the objectives? learning.
above. (edTPA Task 1, Prompt 5b)
At the conclusion of this lesson, students will be Students will work as a group of detectives - Teacher will reteach activity to necessary
able to identify the 5Ws and 1H of Little Red to identify and list the 5Ws and 1H of the groups and do frequent checks
Riding Hood with 90% accuracy. story using a magnifying glass cut out
(Appendix D).
- IEP/ELL students will get a pre-cut piece of
Teacher will circulate the room to check if paper that lists one W or the H, which will
students understand the activity and if they help them figure out their answer
are making connections from the previous
activity. - Fidget tool will be given during group work
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- Teacher will write 5Ws and 1H responses


on the board

Academic Language Demands Instructional Supports


(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify - I will support my students to identify key details of a story by
Looking at your standards and pre-teaching the 5Ws and 1H, and then implementing
objectives, choose the one Bloom’s word
individual, group and class activities that require breaking
that best describes the active learning
essential for students to develop down a sentence using the 5Ws and 1H
understanding of concepts within your - IEP/ELL students will have modified worksheets/activities
lesson. and will be given more time, if necessary

Vocabulary Key terms: - I will pre-teach the 5Ws and 1H by showing the class the
Key words and phrases students need to 5Ws (who, what, when, where, why) “Who, What, When, Where, Why & How” music video by Good
be able to understand and use 1H (how) Charlotte. (The Electric Company)
stranger
https://www.youtube.com/watch?v=UrrMEex1_lg
Story terms to review:
cape - The video will help clarify what each W and the H stands
stroll for—in an engaging way—and also introduce the idea of
exclaim solving a mystery using the 5Ws and 1H, which relates to the
lunge “group detective” activity that happens later in the lesson.
self-defence
- The 5Ws and 1H anchor chart (Appendix C), will further
reinforce the vocabulary words by providing simple
definitions along with images

- The story vocabulary words will be reviewed following the


reading of Little Red Riding Hood for clarity and
understanding
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- All vocabulary words will be displayed on the Word Wall for


the length of the learning segment

Syntax Students will be able to practice - I will walk around the room and assist students, as needed
Describe ways in which students will using the vocabulary by completing
organize language (symbols, words, two independent activity sheets. - IEP/ELL students will be given a completed Vocabulary
phrases) to convey meaning. (1) The Vocabulary match-up
match-up activity sheet and be asked to draw images instead
activity sheet (Appendix B) that relate to the terms

will require them to connect - Students will think-pair-share their responses to the 5Ws and
1H graphic organizer (Appendix E).
the 5W and 1H with its
- IEP/ELL students are required to complete only two of the
definition
terms. They can use Little Red Riding Hood if they can’t
(2) The 5W and 1H graphic choose their own story

organizer (Appendix E) will

require them to list the 5Ws

and 1H about a book of their

choice

Discourse Students will be able to demonstrate - I will lead the discussion by stating the learning objective of
How members of a discipline talk, write, their understanding of the the lesson, which will lead into the video that explains what
and participate in knowledge vocabulary during class discussion the vocabulary means
construction and communicate their and the group activity.
understanding of the concepts
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- To support students using the vocabulary, I will assign a


group activity that requires the students to work together to
identify the 5Ws and 1H of the story.

Instructional Process Accommodations and/or Modifications


and/or Supports
Anticipatory Set/Motivator

• Have students sit on carpet to begin lesson - Image of Little Red Riding Hood to
• Activate students’ prior knowledge of Little Red Riding Hood by asking them to tell me what be displayed on the Smart Board
during discussion
they remember about the story (from yesterday’s read aloud)
• I will ask if they remember some of the questions I asked, such as: “Where was Little Red - IEP/ELL students will sit in front of
Riding Hood Going?”, “Why was she going there?”, “Who did she meet in the forest?” etc. class for activities
• Teacher says "In order to understand a book you read, you have to read it carefully and be
able to answer five questions that start with the letter W and one that begins with the letter
H. Let’s learn more about them…”
• Then I will play the video for the engaging explanation of the terms… (“Who, What, When,
Where ,Why and How” video (https://www.youtube.com/watch?v=UrrMEex1_lg)
• When the video is done, I will ask the class if they heard all the definitions and if there are any
questions.
• I will ask the students to name the 5Ws and 1H so I can list them on the side of the board and
then write in big, bold letters “5Ws and 1H”, explaining that this is how we will refer to these
terms throughout this learning segment
• Students will return to their seats to begin the lesson
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Instructional Procedures

• To begin the lesson and practice this concept, I will write the following sentence on the
board: “Dad quickly cooked dinner at home today because we’re too tired to go out.”
• I will have the students read it out loud together and then display a 5Ws and 1H assessment
chart (Appendix A) on the Smart Board and ask students to help me complete it:
- Teacher will write answers to
Can you find the 5Ws and 1H? assessment chart on Smart Board
WHO (answer key: Dad)
WHAT (answer key: cooks dinner)
WHEN (answer key: in the kitchen) - I will reteach activities where
WHERE (answer key: today) necessary and do frequent checks
WHY (answer key: because we’re too tired to go out”)
HOW (answer key: quickly”) for understanding

• When the chart is completed, I will hand out the Vocabulary match-up activity sheet
(Appendix B) and ask students to complete it on their own. This will deepen the student’s
knowledge and understanding of the vocabulary words
• After 5 minutes, we will take up the activity sheet as a class
• I will then hand out a 5W and 1H anchor chart (Appendix C) for the students to use as a
reference, and a one-page version of Little Red Riding Hood (Appendix F), which I will read to
the class (to save time) - IEP/ELL students will get a sheet
• Following the story, students will be counted off into four groups of six (one group of five) that includes pictures with the
• During this transition, I will hand out to each group a Group detective magnifying glass cut-
definitions to help them identify the
out (Appendix D)
• Each student will choose one of the 5Ws and 1H to represent, then they will each take a turn 5W and 1H
being a Detective to locate the sentence(s) in the story that addresses their vocabulary word.
• When they find it, they will underline it and then write it on the “lens” (circular cut-out) of
- IEP/ELL students can color the
their magnifying glass
• When completed, the class will review each group’s answers. pictures on the Anchor Chart while I
• Students will then return to their desks for an independent activity am reading the story
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• I will hand out the 5Ws and 1H graphic organizer (Appendix E) and ask students to choose - IEP/ELL students will get a pre-cut
their favorite book/story, and then fill in all the blanks based on that story (i.e. 5Ws and 1H piece of paper that lists one W from
terms and their corresponding responses)
the story. They will just have to
• After 15 minutes, I will ask students to discuss their answers with their nearest partner,
using the think-pair-share strategy. When students are done, I will choose five students to identify which W it is on the
share with the class their answers so that we can try to guess which book they are breaking magnifying glass cut-out.
down.
• I will ask the remaining students to keep their activity sheets as we will continue to play this
game for the rest of week, until all students have participated
• I will collect all the activity sheets for assessment purposes at the end of the presentations
- IEP/ELL students required to
complete only two of the 5w and 1H
graphic organizer terms. They can
use Little Red Riding Hood if they
can’t choose their own favorite story

- Teacher will circulate the room


during activities and do frequent
checks for understanding

Closure

• To wrap up the lesson, I will reiterate the main focus of today’s lesson: To identify the 5Ws
and 1H of Little Red Riding Hood
• I will ask students why identifying the 5Ws and 1H when reading a story is important
(DESIRED ANSWER: It will help us understand and remember more of what we read.)
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• I will commend them on doing a great job being detectives, and then explicitly ask “Thinking - Teacher will check-in with students
about the story of Little Red Riding Hood—and what happened to Little Red Riding Hood and who didn’t participate in discussion
her grandmother—what do you think was the most important lesson we should all learn”? to ensure they understand the
• If students don’t provide an answer about the dangers of talking to strangers, I will guide dangers of talking to strangers
them to that answer using prompts like “Who did Red Riding Hood talk to?”; “Did she know
the wolf?”, “Should she have talked to the wolf?”, “Why not?” - Teacher will show a picture circulate
• Even if they answer correctly right away, I will still ask these questions to really drive-home the room during the group activities
the importance of staying safe and not talking to strangers to help answer any questions
• When we establish the most important lesson is to never talk to strangers, I will write it on
the board and have the class read it with me. (It will stay up there for the entire learning
segment)

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

- Laptop
- Video link: https://www.youtube.com/watch?v=UrrMEex1_lg (5Ws and 1H by Good Charlotte)
- Appendix A: 5Ws and 1H assessment chart
- Appendix B: Vocabulary match-up activity sheet
- Appendix C: 5W and 1H anchor chart handout
- Appendix D: Group detective activity cut-out sample
- Appendix E: 5W and 1H graphic organizer
- Appendix F: Little Red Riding Hood handout
- Appendix G: Don’t talk to strangers image
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Image to display on Smart Board as lesson begins


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Appendix A: 5Ws and 1H assessment chart

“Dad quickly cooked dinner at home today because


we’re too tired to go out.”

Can you find the 5Ws and 1H?


WHO
WHAT
WHEN
WHERE
WHY
HOW
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Appendix A: 5Ws and 1H assessment chart (ANSWER KEY)

“Dad quickly cooked dinner at home today because


we’re too tired to go out.”

Can you find the 5Ws and 1H?


WHO Dad
WHAT cooks dinner
WHEN in the kitchen
WHERE Today
WHY because we’re too tired to go out
HOW quickly
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Appendix B: Vocabulary match-up activity sheet Name: _______________________

Vocabulary match up!

WHO location or setting

what the character did to complete


WHAT
the ‘what’

WHEN the explanation of the event

WHERE the details of what’s happening

the subject or character - the


WHY
person in the sentence or story
the timeline - yesterday, today or
HOW
tomorrow
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Appendix B: Vocabulary match-up activity sheet (ANSWER KEY) Name: _______________________

Vocabulary match up!


the subject or character - the
WHO
person in the sentence or story

WHAT the details of what’s happening

the timeline - yesterday, today or


WHEN
tomorrow

WHERE location or setting

WHY the explanation of the event

what the character did to complete


HOW
the ‘what’
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Appendix C: 5Ws and 1H anchor chart


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Appendix D: Group detective activity cut-out


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Appendix E: 5Ws and 1H graphic organizer

Name:____________________ Story:________________________________

You do it now!
5Ws +1H Graphic Organizer

Term Supporting sentence


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Appendix F

There once was a girl known as Little Red Riding Hood, and she always wore a red riding cape
wherever she went. One day, she decided to go visit her dear grandmother, who lived deep in the woods.
When her mother packed a basket of treats, she warned her not to talk to strangers along the way. As Little
Red Riding Hood happily strolled through the woods, she did not notice the sneaky wolf stalking her through
the trees. The wolf, pretending to be lost, asked Little Red Riding Hood for directions. The wolf seemed
harmless enough, so Little Red Riding Hood not only spoke to him, she also revealed where she was going!
The wolf rushed ahead to beat her to her grandmother’s house, gaining entry by pretending to be her dear
granddaughter. Having locked her grandmother in the closet, the wolf waited for Little Red Riding Hood to
arrive.

When she knocked on her grandmother’s door, she was greeted by a strange voice. “Come in dear,”
said the wolf. As the wolf lay in bed, wearing one of her grandmother’s nightgowns, Little Red Riding Hood
thought her grandmother sounded and looked strange. “What big ears you have,” she said. “Better to hear
you with my dear,” replied the wolf. “What big eyes you have,” said Little Red Riding Hood. “Better to see you
with my darling,” the wolf replied. “Your teeth, your teeth are large and as sharp as knives!” Little Red Riding
Hood exclaimed. “The better to eat you with!” growled the wolf as he jumped up and lunged at the girl.
Luckily Little Red Riding Hood had practiced self-defence, and grabbed a broom to fend off the wolf.
Surprised by the girl’s bravery, the wolf ran off with his tail between his legs. Little Red Riding Hood freed
her grandmother from the closet, and her grandmother made Little Red Riding Hood promise not to talk to
strangers ever again.
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Appendix G – Closing image

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Artifact #6: Educational Survey.

The sixth artifact I chose to include in this portfolio is an educational survey I created

about improving teacher-parent communication. The purpose of the survey is to engage parents

and learn about their perceptions of their relationship with their child’s teacher. Specifically, it

looks at the many ways a teacher could connect and foster a relationship with a students’ family

in order to improve the students’ learning experience. For example, there are questions about

how much effort the teacher makes to get to know their students and their families, how often the

teacher communicates when a student is struggling, the teacher’s availability to address

questions/concerns, and whether or not the teacher accommodates non-English speaking

families. Looking back on the questions and answers from this survey, it is clear my Weebly

Website would address a lot of these concerns!

The reason I included this artifact is because it demonstrates my knowledge and skills

about survey research and data collection. Furthermore, it shows my ability to draw conclusions

and create a plan of improvement after analyzing the data collected. This entire process—from

creating a meaningful survey, to finding people to complete it, to collecting and analyzing the

results—was a great experience at using assessment strategies outside of the classroom. This

skill, in addition to constantly reflecting on your instruction, is necessary to be an effective

teacher by always working to improve students’ learning experiences.

Note: I have since realized that I although I used the term parent/guardian throughout

the survey, I should re-word the title to remain inclusive.

Standards.

The NYS and Ontario standards that I believe best align with my educational survey are

as follows:
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Interstate New Teacher Assessment and Support Consortium Standards (InTASC).

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences.

1(c) The teacher collaborates with families, communities, colleagues, and other

professionals to promote learner growth and development.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for

student learning, to collaborate with learners, families, colleagues, other school professionals,

and community members to ensure learner growth, and to advance the profession.

10(d) The teacher works collaboratively with learners and their families to establish

mutual expectations and ongoing communication to support learner development and

achievement.

NYS Code of Ethics for Educators.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators partner with parents and other members of the community

to enhance school programs and to promote student learning. They also recognize how cultural

and linguistic heritage, gender, family and community shape experience and learning. Educators

respect the private nature of the special knowledge they have about students and their families

and use that knowledge only in the students’ best interests. They advocate for fair opportunity for

all children.
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Ontario Teacher Ethical Standards.

Care: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students' well-being

and learning through positive influence, professional judgment and empathy in practice.

DOE Claims and CAEP Standards.

DOE Claim 3: Medaille College graduates are caring educators.

CAEP Standard 2: Clinical partnerships and practice

The provider ensures that effective partnerships and high-quality clinical practice are

central to preparation so that candidates develop the knowledge, skills, and professional

dispositions necessary to demonstrate positive impact on all P-12 students’ learning and

development.

Council for Exceptional Children (CEC) Standards.

Principle 5: Developing relationships with families based on mutual respect and actively

involving families and individuals with exceptionalities in educational decision making.

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Educational Survey Assignment (ECI 510)

Tania Trifonopoulos

Medaille College

Dr. V. Batchelor

April 17, 2018


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Developing Positive Relationships and Better Connections Between Teachers and Parents.

Purpose of Survey

The purpose of this survey is to learn about parents’/guardians’ perceptions of their

relationship with their child’s teacher. By looking at ways to build positive relationships and

improve the connection between teachers and parents/guardians, a mutual goal can be realized

between these two groups. This unity will benefit the student’s learning experience and improve

their chance of success.

Target Population

The target population for this questionnaire are parents/guardians of students in

elementary school from Kindergarten to sixth grade.

Introduction

With a classroom full of students and multiple daily activities to carry out, a teacher

could easy forget about the one group who could lend significant support to their mission –

parents/guardians. Keeping parents/guardians updated and involved in a child’s education can

create strong and effective partners for teachers, which ultimately benefits the student. Therefore,

building positive relationships and improving the connection between teachers and

parents/guardians is imperative.
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Educational survey:

Developing positive relationships and better

connections between teachers and parents.

Directions:

The purpose of this survey is to learn about parents’/guardians’ perceptions of their

relationship with their child’s teacher. You are invited to participate in this study that will look at

the many different ways your child’s teacher connects and fosters a relationship with you and

your family. All responses to these questions are anonymous and will be used only for the

purposes of this assignment.

Please be as truthful as possible when using the following scale to answer your questions:
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Questions:

1. The teacher has made an effort to get to know my child (ex. has inquired about child’s
interests/friends/strengths, pronounces name correctly)

1 2 3 4 5

2. The teacher has made an effort to get to know me (ex. engages me in conversation,
addresses me appropriately)

1 2 3 4 5

3. I am happy with the amount of communications I receive from the school and/or my
child’s teacher.

1 2 3 4 5

4. The teacher communicates with me about what is going on in my child’s classroom (ex.
what they are learning, what they have accomplished, what they are excited about, etc.)

1 2 3 4 5

5. The teacher communicates with me only when there is a problem with my child.

1 2 3 4 5

6. The teacher does a good job letting me know when my child is doing well (i.e. provides
updates, sends home marked work).

1 2 3 4 5
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7. The teacher does a good job letting me know


when my child is struggling (i.e. addresses
the problem(s) early).

1 2 3 4 5

8. The teacher offers suggestions/resources to help my child when there is a problem


or they are struggling.

1 2 3 4 5

9. The teacher has made an extra effort to communicate with me by using a translator.

1 2 3 4 5

10. The teacher addresses my concerns in a timely manner.

1 2 3 4 5

11. The teacher is available to meet with me to discuss my concerns.

1 2 3 4 5

12. The teacher has asked for my input regarding my child’s education.

1 2 3 4 5

13. The teacher has given me opportunities to be involved in my child’s classroom/education


(ex. Career day presentation, field trip volunteer)

1 2 3 4 5
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14. My child’s day-to-day homework and activities are clearly listed in their agenda so I can
be involved in their daily learning.

1 2 3 4 5

15. How could your child’s teacher improve your relationship?

________________________________________________________________________

________________________________________________________________________

16. How could you be more involved in your child’s classroom/education?

________________________________________________________________________

________________________________________________________________________

17. How much time do you spend each day talking with your child about their day and/or
helping them with homework?

________________________________________________________________________

18. What is the best way(s) for the school/teacher to communicate with you (ex. email,
phone, face-to-face, app)?

________________________________________________________________________

________________________________________________________________________

Thank you for taking the time to participate in this survey, it is greatly appreciated.

Your feedback will help build positive relationships and improve the connection

between teachers and parents/guardians.


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Summary of Survey Results

Based on the survey results, I am happy to note there is not a huge gap in terms of

positive relationships and connections between parents and teachers. Overall, the feedback was

encouraging and indicated teachers are already doing a good job at keeping parents/guardians

updated on their children. Furthermore, all parents feel their concerns are addressed in a timely

manner and teachers are available to discuss their concerns, which is optimistic.

It’s no surprise that ‘good communication’ was a major theme in this research. After all,

you can’t have a successful relationship with poor communication. Although parents responded

they were happy (91%) with the amount of communication they receive from the teacher and the

school, one of the suggestions to improve the parent-teacher relationship was more

communication. Upon further review, I discovered what the parents were really asking for were

more opportunities to communicate with and get feedback from the teacher using multiple

methods (ex. Face-to-face and apps). Also worth noting is that up to 91% of parents feel the

teacher does a good job of communicating with them both when their child is doing well and

when they are struggling. When asked if the teacher only communicates when there is a problem

with their child, only 9% of parents agreed. That is great news!

Overall, parents provided positive feedback for this survey. However, further analysis of

the survey results needs to be done to create an action plan. Here is a summary of the survey

data:

Question 1: The teacher has made an effort to get to know my child (ex. has inquired about
child’s interests/friends/strengths, pronounces name correctly). – 3, 5, 3, 5, 5, 5, 5, 5, 4, 4, 4: 4.4

Question 2: The teacher has made an effort to get to know me (ex. engages me in conversation,
addresses me appropriately). – 2, 4, 4, 5, 5, 5, 3, 5, 3, 3, 4: 3.9
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Question 3: I am happy with the amount of communications I receive from the school and/or my
child’s teacher. – 3, 5, 5, 5, 4, 4, 4, 5, 4, 4, 5: 4.4

Question 4: The teacher communicates with me about what is going on in my child’s classroom
(ex. what they are learning, what they have accomplished, what they are excited about, etc.). – 1,
5, 5, 4, 3, 5, 4, 5, 4, 4, 5: 4.1

Question 5: The teacher communicates with me only when there is a problem with my child. –
3, 2, 5, 1, 1, 1, 3, 1, 1, 3, 2: 2.1

Question 6: The teacher does a good job letting me know when my child is doing well (i.e.
provides updates, sends home marked work). – 1, 5, 5, 5, 4, 5, 2, 5, 5, 3, 5: 4.1

Question 7: The teacher does a good job letting me know when my child is struggling (i.e.
addresses the problem(s) early). – 2, 4, 5, 5, 4, 5, 5, 5, 5, 4, 4: 4.4

Question 8: The teacher offers suggestions/resources to help my child when there is a problem
or they are struggling. – 2, 5, 5, 4, 4, 4, 5, 5, 5, 4, 4: 4.3

Question 9: The teacher has made an extra effort to communicate with me by using a translator.
– 3, 3, 1, 3, 1, 4, 1, 5, 5, 3, 5: 3.1

Question 10: The teacher addresses my concerns in a timely manner. – 4, 4, 4, 5, 4, 5, 5, 5, 5, 4,


5: 4.6

Question 11: The teacher is available to meet with me to discuss my concerns. – 4, 5, 4, 5, 5, 5,


4, 5, 5, 4, 5: 4.6

Question 12: The teacher has asked for my input regarding my child’s education. – 1, 4, 4, 4, 3,
5, 4, 5, 5, 4, 4: 3.9

Question 13: The teacher has given me opportunities to be involved in my child’s


classroom/education (ex. Career day presentation, field trip volunteer). – 4, 4, 4, 5, 3, 5, 1, 5, 5,
4, 4: 4.0

Question 14: My child’s day-to-day homework and activities are clearly listed in their agenda so
I can be involved in their daily learning. – 4, 4, 4, 5, 5, 5, 4, 5, 4, 3, 5: 4.4
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Question 15: How could your child’s teacher improve your relationship?
• Communication when student is struggling.
• Have an email address to send questions. There is an Edsby app used by the teacher
however communication flows one way. There is no way for a parent to comment or send
a question. If through the agenda then privacy might be an issue as the child would be
reading the note in the agenda.
• Continue to share strengths and weaknesses and concerns to be addressed at Home
• It would be nice to have a general outline of what my child will be studying for the year.
• Depends on the teacher, I wouldn't mind seeing more marked work coming home
• Be accessible through email
• Communication is key
• Let me know right away if there is something my child is struggling with so we can work
on it.

Question 16: How could you be more involved in your child’s classroom/education?
• Communicate with teacher regarding my child and how he is doing
• Volunteer more with the school via PTA. Currently not a member. Feeling a bit left out
of the school community.
• Volunteering in the classroom
• Attend open house, assemblies, continue to engage with child about their day to help
further develop skills/understanding
• I could volunteer when needed and join the parent council.
• Getting involved with school activities/events and continue supporting the teacher in any
way possible to help my children reach their true potential.
• Volunteering but the school doesn't allow parents to volunteer in classes, seen as a
distraction to the child.
• Not work
• Ask more questions as a parent also not just the teacher reaching out
• I can be more involved by reviewing their daily work with them at night.

Question 17: How much time do you spend each day talking with your child about their day
and/or helping them with homework?
• 30-60 min
• Approximately 20 minutes. I try not to helicopter parent with homework as I want my
son to be able to solve problems as independently as possible. If he asks for help I will
assist. Always ask him daily about his day at school and what he is learning. Also help
him prep for tests and quizzes by asking him questions about the subject matter.
• 1 hour minimum
• Half hour (preschooler) short attention span
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• Depending on which child I am helping, anywhere from 10min -30min


• At least 1/2-1 hour a day
• 1hour
• 1 hour
• 15 minutes
• 1 hour
• 30 minutes a night.

Question 18: What is the best way(s) for the school/teacher to communicate with you (ex. email,
phone, face-to-face, app)?
• Phone/e-mail
• Phone. The teacher calls on a monthly basis with updates. For day to day questions email
via currently used Edsby app would be ideal.
• Class Dojo
• Face to face during drop off and pick up
• Face to face, phone/email
• Face to face
• the dojo app is pretty effective
• Email
• App
• Face to face and app
• Notes in the agenda, app

Plan for Improvement

As mentioned, the overall feedback of this survey is very positive. When considering the

individual scores of each question, there are only two questions that scored less than 4 (agree),

which meant they were undecided. The two questions were #2 (The teacher has made an effort to

get to know me) and #12 (The teacher has asked for my input regarding my child’s education).

Question #2 helps gauge if a teacher is making an effort to know more about the parents, which

is definitely a nice thing; however, one has to be realistic and consider that time is already

limited and perhaps these efforts should be directed towards student gains. That said, something

teachers should consider for the beginning of the year is a ‘meet and greet’ session that will

allow for this type of relationship building because, as we know from the purpose of this survey,
MSED ELEMENTARY PORTFOLIO PROJECT 38

getting parents and teachers on the same team enhances a student’s learning experience and

improves their chance of success.

Question #12 is also a ‘nice to have’ in theory; however, it may be somewhat unrealistic.

If teachers had to incorporate every parent’s input into their lessons, the teacher would likely

never get to teach the actual curriculum. The plan of action for this issue is to ensure this is

discussed with parents during Parent-Teacher night, asking parents directly if there is something

they feel can enhance the student’s learning/classroom experience (above and beyond any

IEP/504 plans).

Addressing the feedback around enhancing the types of communications used is

something that will need to be researched further. After all, we don’t want to start over-

communicating with parents. With respect to a mobile app being the most selected response for

method of communication, it, too, will need some further research. Using an app is easy;

however, not all parents are interested in this method (further research will indicate the reasons

why). Furthermore, its use is limited to only general messages (as all parents are on the

distribution list). I believe the best approach to enhancing the communication methods would be

to conduct another survey to establish the top three to five methods, and then assign parameters

to them in terms of what type(s) of communication they will be used for. For example, face-to-

face discussions will be used for urgent or behavioral matters; email will be for non-urgent

matters; apps will be for reminders, etc. Getting the parents’ input on this would also help them

adopt the concept, and thereby improve the overall level of communications.

I feel this survey is a very good start to closing the (small) gap that seems to exist

between parents and teachers. At the very least, if the relationship has a good foundation, it will

be easier to get parent buy-in and support in the future.


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Graphic Summary of Survey Results


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