EDUC 533 Internship Log Page

Date: 2/9/22; Place: Virtual via Google Meets, Time: 3:40pm-4:40pm (60 minutes)

Mentor: Miriam Silverman

Double-Entry Log
Observations
In this meeting, there were 4 out of 5 math teachers as well as two special education teachers in
attendance. Our principal oversaw the meeting, while I facilitated the meeting through the agenda. In
this meeting, we re-affirmed the implementation plan regarding the use of Achieve3000 Math as a
remediation tool to improve student learning gaps.

To preface, Achieve3000 Math, is currently the adaptive tool used by our district to remediate
students or enhance student learning. This is the first year that we have used this tool, so there have
been a lot of professional development in early October in the functions and usage of Acheive3000
Math. Currently we, as a department, are learning how to apply this tool in a way that could benefit
our students in the classroom.

During the discussion of Achieve3000 Math, we also discussed barriers that we have encountered in
using Achieve3000 Math, some of which include getting student buy-ins and the way in which specific
notations are required when answering questions. We also considered the pros and cons regarding
Achieve3000 Math. For example, some of the benefits include the hints provided in each problem
which are in the form of a video or a step-by-step guide that could potentially help improve student
grasp of content. Although, Achieve3000 Math is created to be adaptive to the student’s math level, it
carries on prior assumption of the student’s reading level being on grade point; which is untrue.
Therefore, the word problems used in Achieve3000 Math are not adaptive to the student’s reading
level and has served to be one of the ongoing barriers. We could not figure out a present solution as a
group, but we decided to follow the current implementation plan and discuss our results during our
next meeting.

After the discussion on Acheive3000 Math, we proceed to cover other topics in our agenda such as
looking into the use of math journals, discussing the Naviance Surveys we needed to get students to
complete, as well as confirmation on our common assessment dates.

Instructional Technology Specialist Standards that are related

1.Knowing the Content
A. Identification, selection, installation and maintenance of technology infrastructure, and hardware
and software applications for school administration and instruction including:
 assistive technology resources for students with special needs,

 application of basic troubleshooting strategies

B. Integrating technology into curricular planning and instructional design including:

 access and use telecommunications for information sharing, remote information access and
retrieval.
II. Performances
B. Planning, preparation and delivery of technology related in-service programs
and instruction in collaboration with other professionals at a variety of instructional
levels that utilizes technology in problem solving based upon:
 established technology implementation plans
III. Professionalism
B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s
Code of Professional Practice and Conduct for Educators; and local, state, and
federal laws and regulations
C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities
and improve student learning

NETs Standards and Performance Indicators for Administrators:

2. Digital Age Learning Culture:
d. Ensure effective practice in the study of technology and its infusion across the curriculum.
3.Excellence in Professional Practice:
a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency
and integration.
c. Promote and model effective communication and collaboration among stakeholders using digital
age tools.

Reflections
This would be my third time leading a math meeting overall, and my 2 nd time leading this after school
math common planning time. In preparation for this meeting, I had spent an entire prep period,
discussing with Ms. Silverman, what ideas and topics I should discuss. Ms. Silverman pointed out that
although we have an agenda, these are by no means strict. In other words, it is okay not to get
through every aspect of the agenda within the hour; that we just need to create productive
conversation that is conducive to the improvement of our overall math department. After speaking
with Ms. Silverman before this meeting, I felt a lot less tense about leading. In fact, although I led the
meeting, it was more along the line of introducing a topic to discuss, and one or two teachers would
quickly react with their ideas and thoughts. Overall, I felt the meeting went well as we were able to
tackle most of the items in our agenda as well as leave the meeting some thoughts on using
Achieve3000 Math in the classroom.

It was very interesting to listen in on various other math teacher’s experience with this digital tool. It
made me feel validated in regard to my current struggle with making sense of Achieve3000 Math.
Since this is a tool that was purchased by the district, we are trying to utilize it anyway we can. Going
forward, I hope to keep in mind how this tool could be better used in our classroom. I am also
interested to hear from other teacher’s perspective after using Achieve3000 math based on our
implementation plan.